Dr E_Marcia Johnson
Director, Centre for Tertiary Teaching & Learning
Qualifications: PhD, University of Toronto, Canada
I have a PhD in educational computing from the University of Toronto and have taught both computers in education and applied linguistics in Canada, Japan, and New Zealand. Originally from Canada, I joined Student Learning as its Director in January 2008 and then was appointed Director, to the Centre for Tertiary Teaching and Learning (CeTTL) in October 2012. I and the CeTTL team have introduced a number of cross-disciplinary, cohort-based initiatives to improve the student experience of learning. In particular the Doctoral Writing Conversation programme has facilitated the development of a range of strategies to help thesis students become successful writers.
I have overall responsibility for the planning and teaching of the weekly Doctoral Writing Conversation for PhD and research Masters students. I have supervised (to completion) a number of doctoral students whose research focuses on the integration of language and technology into educational setting.
My current research includes doctoral supervision and writing, tertiary level eLearning, technology use in language teaching, and the scholarship of teaching and learning.
Johnson, E. M. (2019). Towards an enhanced view of doctoral writing environments: Learning alliances to reconceptualise practice. Policy Futures in Education, 17(2), 140-152. doi:10.1177/1478210318774441
Johnson, E. M., & Parmenter, L. (2017). Transferable skills for global employability in PhD curriculum transformation. In Curriculum Transformation HERDSA HIgher Education Research and Development Society of Australasia. Conference held International Convention Centre, Sydney, Australia. Open Access version: https://hdl.handle.net/10289/11745
Johnson, E. M., Khoo, E. G. L., & Peter, M. (2017). Research as a catalyst for cross-disciplinary partnerships amongst university lecturers. In R. McNae, & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research (pp. 97-108). Sense Publishers.
Johnson, E., & Haines, A. (2017). Making implicit explicit: generic writing workshops. In S. Carter, & D. Laurs (Eds.), Developing Research Writing. A handbook for supervisors and advisors (pp. 46-50). https://www.routledge.com/Developing-Research-Writing-A-Handbook-for-Supervisors-and-Advisors/Carter-Laurs/p/book/9781138688155. Retrieved from https://www.routledge.com/
Arts and Language Education; Education; E-Learning; Literacy Learning
Contact DetailsEmail: [email protected]