Lista de obras -

A framework for enabling graduate outcomes in undergraduate programmes

A toolkit to implement graduate attributes in geography curricula

Across time and space: Examiner and candidate experiences of online doctoral vivas

artículo científico publicado en 2022

Advection and the surface energy balance across an irrigated urban park

artículo científico publicado en 2000

Advection and the surface energy balance across an irrigated urban park

artículo científico publicado en 2000

Air Pollution Climatology

Assessing the doctoral thesis when it includes published work

artículo científico publicado en 2014

Can inquiry‐based learning strengthen the links between teaching and disciplinary research?

artículo científico publicado en 2010

Changes in approaches to learning over three years of university undergraduate study

artículo científico publicado en 2017

Comparison of summer‐ and winter‐time suburban energy fluxes in Christchurch, New Zealand

artículo científico publicado en 2002

Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry

artículo científico publicado en 2013

Does admission performance from a health science programme predict performance as a pharmacy student?

artículo científico publicado en 2017

Embracing partnerships – human and AI – in digital course on career readiness

artículo científico publicado en 2023

Enablers and constraints to the use of inquiry-based learning in undergraduate education

artículo científico publicado en 2011

Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

article

Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches

artículo científico publicado en 2012

Evaporation from natural and modified raised peat bogs in New Zealand

scientific article published in 1999

Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand

artículo científico publicado en 2017

Gender, academic careers and the sabbatical: a New Zealand case study

artículo científico publicado en 2015

Geography Education: Fieldwork and Contemporary Pedagogy

artículo científico publicado en 2018

Graduate attribute attainment in a multi-level undergraduate geography course

artículo científico publicado en 2014

Graduate attributes in geography higher education

artículo científico publicado en 2019

Graduates' Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

artículo científico publicado en 2015

Graduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

artículo científico publicado en 2015

Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

artículo científico publicado en 2005

Inquiry‐guided learning in New Zealand: From an appetizer to an entrée

artículo científico publicado en 2012

Intensive, Short-Term Presenting With a Science Outreach Program Enhances Positive Science Attitudes and Interest in Lifelong Learning About Science

artículo científico publicado en 2022

Learning in online and physical craft groups: Motivations and meanings

artículo científico publicado en 2023

Learning to teach with problem-based learning

artículo científico publicado en 2009

Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University

artículo científico publicado en 2021

Mesoscale and local climates in New Zealand

artículo científico publicado en 1999

New Zealand

artículo científico publicado en 2022

Out of the ordinary: recapturing the liberal traditions of a university education through field courses

Partnering between a geography department and a community initiative to provide a wind resource assessment for the Blueskin Bay region, Otago, New Zealand

artículo científico publicado en 2012

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities

artículo científico publicado en 2023

PhD Student Ambassadors: Partners in Promoting Graduate Research

artículo científico publicado en 2017

Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study

scientific article published on 21 June 2018

Recapturing quality field experiences and strengthening teaching–research links

artículo científico publicado en 2009

Scale Modelling of Nocturnal Cooling in Urban Parks

artículo científico publicado en 1999

Strengthening Teaching and Research Links: The Case of a Pollution Exposure Inquiry Project

artículo científico publicado en 2009

Stressors in early-stage doctoral students

artículo científico publicado en 2018

Supplement to the Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

artículo científico publicado en 2003

Supporting students to complete their doctorate

artículo científico publicado en 2021

The Challenges of Going Global with Undergraduate Research: The Matariki Undergraduate Research Network

artículo científico publicado en 2018

The Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

artículo científico publicado en 2003

The Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

artículo científico publicado en 2003

The PhD – is it out of alignment?

artículo científico publicado en 2019

The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes

artículo científico publicado en 2023

The Status of Undergraduate Research in New Zealand: Promoted and Pervasive?

artículo científico publicado en 2020

The contextual nature of university-wide curriculum change

artículo científico publicado en 2017

The drive for legitimation of massage therapy in new zealand.

artículo científico publicado en 2012

The energy balance of central Mexico City during the dry season

The impact of curriculum change on health sciences first year students’ approaches to learning

artículo científico publicado en 2009

The thermal regime of urban parks in two cities with different summer climates

artículo científico publicado en 1998

Toward securing a future for geography graduates

artículo científico publicado en 2013

Undergraduate Research in New Zealand

artículo científico publicado en 2022

Unpacking the narrative of non-positional leadership in academia: Hero and/or victim?

artículo científico publicado en 2013

Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

artículo científico publicado en 2008

You’re doing what? Students’ experiences of advice from a New Zealand university

artículo científico publicado en 2010

‘It’s not fair’: policy discourses and students’ understandings of plagiarism in a New Zealand university

artículo científico publicado en 2016

‘Learning is an endless journey for anyone’: undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university

artículo científico publicado en 2013

Lista de obras de

A framework for enabling graduate outcomes in undergraduate programmes

A toolkit to implement graduate attributes in geography curricula

Across time and space: Examiner and candidate experiences of online doctoral vivas

Advection and the surface energy balance across an irrigated urban park

Advection and the surface energy balance across an irrigated urban park

Air Pollution Climatology

Assessing the doctoral thesis when it includes published work

Can inquiry‐based learning strengthen the links between teaching and disciplinary research?

Changes in approaches to learning over three years of university undergraduate study

Comparison of summer‐ and winter‐time suburban energy fluxes in Christchurch, New Zealand

Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry

Does admission performance from a health science programme predict performance as a pharmacy student?

Embracing partnerships – human and AI – in digital course on career readiness

Enablers and constraints to the use of inquiry-based learning in undergraduate education

Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand

Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches

Evaporation from natural and modified raised peat bogs in New Zealand

Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand

Gender, academic careers and the sabbatical: a New Zealand case study

Geography Education: Fieldwork and Contemporary Pedagogy

Graduate attribute attainment in a multi-level undergraduate geography course

Graduate attributes in geography higher education

Graduates' Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

Graduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning

Implementing a Problem-Based Learning Approach for Teaching Research Methods in Geography

Inquiry‐guided learning in New Zealand: From an appetizer to an entrée

Intensive, Short-Term Presenting With a Science Outreach Program Enhances Positive Science Attitudes and Interest in Lifelong Learning About Science

Learning in online and physical craft groups: Motivations and meanings

Learning to teach with problem-based learning

Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University

Mesoscale and local climates in New Zealand

New Zealand

Out of the ordinary: recapturing the liberal traditions of a university education through field courses

Partnering between a geography department and a community initiative to provide a wind resource assessment for the Blueskin Bay region, Otago, New Zealand

Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities

PhD Student Ambassadors: Partners in Promoting Graduate Research

Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study

Recapturing quality field experiences and strengthening teaching–research links

Scale Modelling of Nocturnal Cooling in Urban Parks

Strengthening Teaching and Research Links: The Case of a Pollution Exposure Inquiry Project

Stressors in early-stage doctoral students

Supplement to the Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

Supporting students to complete their doctorate

The Challenges of Going Global with Undergraduate Research: The Matariki Undergraduate Research Network

The Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

The Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain

The PhD – is it out of alignment?

The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes

The Status of Undergraduate Research in New Zealand: Promoted and Pervasive?

The contextual nature of university-wide curriculum change

The drive for legitimation of massage therapy in new zealand.

The energy balance of central Mexico City during the dry season

The impact of curriculum change on health sciences first year students’ approaches to learning

The thermal regime of urban parks in two cities with different summer climates

Toward securing a future for geography graduates

Undergraduate Research in New Zealand

Unpacking the narrative of non-positional leadership in academia: Hero and/or victim?

Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography

You’re doing what? Students’ experiences of advice from a New Zealand university

‘It’s not fair’: policy discourses and students’ understandings of plagiarism in a New Zealand university

‘Learning is an endless journey for anyone’: undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university