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Associate Professor Kay Colthorpe
Associate Professor

Kay Colthorpe

Email: 
Phone: 
+61 7 334 69701

Overview

Background

As I am a teaching-focussed academic, my research interests centre on teaching and learning. Specifically, I want to understand how undergraduate students learn in a conceptually challenging discipline like physiology. However, the primary purpose of any T&L research is not simply to improve our knowledge and disseminate findings, although that is important. Instead, the primary aim of our research must always be to improve student learning outcomes. It is essential not only that we do research in T&L, but that we also incorporate those research findings into our teaching and curriculum design, and encourage others to do so too. Currently my research is pursuing three major themes: (1) promotion of the metacognition of learning; (2) how we promote the development of undergraduate science students ‘scientific’ skills, encompassing science communication, scientific reasoning and critical thinking; and (3) innovations in assessment and feedback to support student learning.

Availability

Associate Professor Kay Colthorpe is:
Available for supervision

Qualifications

  • Postgraduate Diploma, The University of Queensland
  • Doctor of Philosophy, The University of Queensland

Research interests

  • Metacognition of learning

    The current major focus of my research group is the promotion of metacognition of learning through the development and evaluation of ‘meta-learning’ assessment tasks. These tasks have enabled us to identify (i) the self-regulation of learning that undergraduate students perform; (ii) the relationships between the self-regulatory strategies used by students, learning outcomes and academic resilience; (iii) the conceptually challenging aspects of physiology and students’ approaches to dealing with those difficult concepts. Collectively, this work has been the basis of multiple honours and undergraduate research projects. The findings have been fed back into curriculum design, with meta-learning tasks now specifically designed as educational interventions, to prompt students to develop their metacognitive skills and to undertake more advanced forms of self-regulation.

  • Scientific skill development

    It is clear that undergraduate students need to develop a variety of skills to successfully complete their programs of study, to improve their employability and to develop into lifelong learners. For science students these include the information literacy skills that will allow them to develop the ability to access, manage and integrate multimodal information, the skills to create, understand and communicate scientifically reasoned arguments, and the critical thinking skills that enable them to become adept problem-solvers. I believe that inquiry-based laboratory classes are particularly vital to facilitate the development of students’ research and problem-solving skills. These classes are the basis for a number of aspects of my research. We have been extensively evaluating their impact, both overall and specifically, including the evaluation of undergraduate science students development of (i) scientific argument skills in oral presentations ; (ii) understanding of the nature of science; (iii) scientific literacy ; and (iv) use of evidence. My research group continues to examine these themes in ongoing research on inquiry-based laboratory classes.

  • Assessment and feedback

    Recently there has been strong impetus to encourage all students studying biomedical science to develop the attributes of scientific thinking, through the development of skills such as critical thinking, information literacy and problem-solving skills, and an ability to create and communicate scientific arguments. My research has focused on development and evaluation of innovative assessment tasks and feedback practices which both encourage and provide an evidence base for the achievement of those outcomes. My research has had a major focus on feedback, with a multi-faceted view on the ways in which feedback are provided (including from both academics and peers), the value of that feedback, and the students’ responses to feedback. This work has identified the type and nature of effective feedback, and has encompassed the extensive use of feedback analytics to identify patterns of effective feedback provision and use. In addition, the value of feedback to and from peers, and its contribution to the development of students’ abilities to critique their work and that of others has been investigated.

Works

Search Professor Kay Colthorpe’s works on UQ eSpace

70 works between 1996 and 2024

1 - 20 of 70 works

2019

Conference Publication

How authentic is it? Evaluating the products of an authentic assessment task

Colthorpe, Kay, Gray, Harrison, Ernst, Hardy and Ainscough, Louise (2019). How authentic is it? Evaluating the products of an authentic assessment task. International Conference on Higher Education Advances, Valencia, Spain, 26-28 June 2019. Valencia, Spain: Universitat Politècnica València. doi: 10.4995/head19.2019.9067

How authentic is it? Evaluating the products of an authentic assessment task

Featured

2019

Journal Article

How biomedical science students use their mobile devices for learning

Vasudeva, Sanjay, Colthorpe, Kay, Ernst, Hardy and Lam, Kai Wei (2019). How biomedical science students use their mobile devices for learning. International Journal of Mobile and Blended Learning, 11 (3), 38-54. doi: 10.4018/IJMBL.2019070103

How biomedical science students use their mobile devices for learning

Featured

2019

Journal Article

Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior

Colthorpe, Kay, Ogiji, Jennifer, Ainscough, Louise, Zimbardi, Kirsten and Anderson, Stephen (2019). Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior. American Journal of Pharmaceutical Education, 83 (4) 6646, 6646. doi: 10.5688/ajpe6646

Effect of metacognitive prompts on undergraduate pharmacy students' self-regulated learning behavior

2018

Journal Article

How do students deal with difficult physiological knowledge?

Colthorpe, Kay Louise, Abe, Haruna and Ainscough, Louise (2018). How do students deal with difficult physiological knowledge?. Advances in Physiology Education, 42 (4), 555-564. doi: 10.1152/advan.00102.2018

How do students deal with difficult physiological knowledge?

Featured

2018

Journal Article

Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment

Langfield, Tracey, Colthorpe, Kay and Ainscough, Louise (2018). Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment. Anatomical Sciences Education, 11 (5), 461-470. doi: 10.1002/ase.1756

Online instructional anatomy videos: student usage, self-efficacy, and performance in upper limb regional anatomy assessment

Featured

2018

Journal Article

CLIPS (Communication Learning in Practice for Scientists): a new online resource leverages assessment to help students and academics improve science communication

Rowland, Susan, Hardy, James, Colthorpe, Kay, Pedwell, Rhianna and Kuchel, Louise (2018). CLIPS (Communication Learning in Practice for Scientists): a new online resource leverages assessment to help students and academics improve science communication. Journal of Microbiology and Biology Education, 19 (1) 1466. doi: 10.1128/jmbe.v19i1.1466

CLIPS (Communication Learning in Practice for Scientists): a new online resource leverages assessment to help students and academics improve science communication

Featured

2017

Journal Article

Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences

Colthorpe, Kay, Sharifirad, Tania, Ainscough, Louise, Anderson, Stephen and Zimbardi, Kirsten (2017). Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences. Assessment and Evaluation in Higher Education, 43 (2), 272-285. doi: 10.1080/02602938.2017.1334872

Prompting undergraduate students’ metacognition of learning: implementing ‘meta-learning’ assessment tasks in the biomedical sciences

Featured

2017

Journal Article

Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students

Ainscough, Louise, Stewart, Ellen, Colthorpe, Kay and Zimbardi, Kirsten (2017). Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students. Studies in Higher Education, 43 (12), 1-16. doi: 10.1080/03075079.2017.1315085

Learning hindrances and self-regulated learning strategies reported by undergraduate students: identifying characteristics of resilient students

Featured

2017

Journal Article

Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course

Colthorpe, Kay, Abraha, Hyab Mehari, Zimbardi, Kirsten, Ainscough, Louise, Spiers, Jereme G. , Chen, Hsiao-Jou and Lavidis, Nickolas A. (2017). Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course. Advances in Physiology Education, 41 (1), 154-162. doi: 10.1152/advan.00118.2016

Assessing students' ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course

Featured

2017

Conference Publication

Student-initiated mobile learning in higher education

Vasudeva, Sanjay, Colthorpe, Kay and Ernst, Hardy (2017). Student-initiated mobile learning in higher education. 16th World Conference on Mobile and Contextual Learning, mLearn 2017, Larnaca, Cyprus, October 30-1, 2017. New York, NY, USA: Association for Computing Machinery. doi: 10.1145/3136907.3136914

Student-initiated mobile learning in higher education

2016

Journal Article

Changes in biology self-efficacy during a first-year university course

Ainscough, Louise, Foulis, Eden, Colthorpe, Kay, Zimbardi, Kirsten, Robertson-Dean, Melanie, Chunduri, Prasad and Lluka, Lesley (2016). Changes in biology self-efficacy during a first-year university course. CBE Life Sciences Education, 15 (2) 19, 19.1-19.12. doi: 10.1187/cbe.15-04-0092

Changes in biology self-efficacy during a first-year university course

Featured

2016

Journal Article

Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance

Zimbardi, Kirsten, Colthorpe, Kay, Dekker, Andrew, Engstrom, Craig, Bugarcic, Andrea, Worthy, Peter, Victor, Ruban, Chunduri, Prasad, Lluka, Lesley and Long, Phil (2016). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education, 42 (4), 1-20. doi: 10.1080/02602938.2016.1174187

Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance

Featured

2015

Journal Article

Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge

Zimbardi, Kirsten, Loyle-Langholz, Anne, Kibedi, Judit and Colthorpe, Kay (2015). Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge. International Journal of Innovation in Science and Mathematics Education, 23 (5), 91-103.

Using inquiry-based practicals to promote students’ critical evaluation of the scientific literature and maturation of their understanding of the nature of scientific knowledge

Featured

2015

Journal Article

The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-Year biology laboratory classes

Good, Jonathon, Colthorpe, Kay, Zimbardi, Kirsten and Kafer, Georgia (2015). The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-Year biology laboratory classes. Journal of College Science Teaching, 44 (4), 88-98. doi: 10.2505/4/jcst15_044_04_88

The roles of mentoring and motivation in student teaching assistant interactions and in improving experience in first-Year biology laboratory classes

Featured

2015

Journal Article

Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula

Colthorpe, Kay, Zimbardi, Kirsten, Bugarcic, Andrea and Smith, Aaron (2015). Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula. International Journal of Innovation in Science and Mathematics Education, 23 (5), 52-64.

Progressive development of scientific literacy through assessment in inquiry-based biomedical science curricula

Featured

2015

Journal Article

Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning

Colthorpe, Kay, Zimbardi, Kirsten, Ainscough, Louise and Anderson, Stephen (2015). Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning. Journal of Learning Analytics, 2 (1), 134-155. doi: 10.18608/jla.2015.21.7

Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning

Featured

2014

Journal Article

The development of undergraduate science students’ scientific argument skills in oral presentations

Bugarcic, Andrea, Colthorpe, Kay, Farrand, Kirsten, Su, Hing Wee and Jackson, Kelly (2014). The development of undergraduate science students’ scientific argument skills in oral presentations. International Journal of Innovation in Science and Mathematice Education, 22 (5), 43-60.

The development of undergraduate science students’ scientific argument skills in oral presentations

Featured

2014

Journal Article

Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skills

Colthorpe, Kay, Chen, Xuebin and Zimbardi, Kirsten (2014). Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skills. Journal of Learning Design, 7 (2), 105-119. doi: 10.5204/jld.v7i2.198

Peer feedback enhances a "journal club" for undergraduate science students that develops oral communication and critical evaluation skills

Featured

2013

Journal Article

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students

Zimbardi, Kirsten, Bugarcic, Andrea, Colthorpe, Kay, Good, Jonathon P. and Lluka, Lesley (2013). A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students. Advances In Physiology Education, 37 (4), 303-315. doi: 10.1152/advan.00082.2012

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students

Featured

2013

Journal Article

Facilitating timely feedback in the biomedical sciences

Colthorpe, Kay, Liang, Shaohong and Zimbardi, Kisten (2013). Facilitating timely feedback in the biomedical sciences. International Journal of Innovation in Science and Mathematics Education (formerly CAL-Laborate International), 21 (3), 60-74.

Facilitating timely feedback in the biomedical sciences

Funding

Past funding

  • 2015 - 2017
    Development and evaluation of collaborative meta-learning tasks - measuring student learning gains and self-regulated learning in online groups.
    UQ Early Career Grants (Scholarship of Teaching and Learning)
    Open grant
  • 2015 - 2016
    CLIPS: Communication learning in practice for scientists
    Technology-Enhanced Learning Grants
    Open grant
  • 2010
    An integrated approach to authentic in the Biomedical Science major of the Bachelor of Science Program
    UQ Teaching Fellowship
    Open grant
  • 2009 - 2010
    Developing innovative and effective assessment practices to evaluate scientific reasoning and research skills in large class settings
    UQ New Staff Start-up Grants (Scholarship of Teaching and Learning)
    Open grant
  • 2008 - 2010
    Enhancing student learning using a scenario-based learning approach to physiology teaching for students of the allied health sciences
    UQ Teaching & Learning Strategic Grants
    Open grant
  • 2007 - 2009
    Improving student information literacy skills and the understanding of plagiarism through an embedded approach in first year biological science courses
    UQ Teaching & Learning Strategic Grants
    Open grant

Supervision

Availability

Associate Professor Kay Colthorpe is:
Available for supervision

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Available projects

  • Current projects in the Biomedical Education Research Group include:

    • Student learning in the sciences - How do science students learn? How can this learning be facilitated, improved and made more efficient?
    • How do students deal with difficult concepts in biomedical science? What makes those concepts difficult to learn?
    • Enhancing study strategies and learning: evaluating how students regulate their learning and the value of meta-learning tasks for improving learning?
    • Developing self-evaluation: student’s ability to self-evaluate is critical to academic success. Can we enhance the process of self-evaluation through collaborative tasks?
    • Development of professional identity in biomedical science students
    • Graduate destinations and employability of biomedical science students

  • Current projects in the Biomedical Education Research Group include:

    • Student learning in the sciences - How do science students learn? How can this learning be facilitated, improved and made more efficient?
    • How do students deal with difficult concepts in biomedical science? What makes those concepts difficult to learn?
    • Enhancing study strategies and learning: evaluating how students regulate their learning and the value of meta-learning tasks for improving learning?
    • Developing self-evaluation: student’s ability to self-evaluate is critical to academic success. Can we enhance the process of self-evaluation through collaborative tasks?
    • Development of professional identity in biomedical science students
    • Graduate destinations and employability of biomedical science students

Supervision history

Current supervision

  • Doctor Philosophy

    Developing Professional Identity of Biomedical Science Students

    Principal Advisor

    Other advisors: Dr Louise Ainscough, Dr Lisa Akison

  • Doctor Philosophy

    Investigating the Impact of Artificial Intelligence (ChatGPT Software) on Student Learning in the Sciences: A Comparative Study between the University of Queensland, Australia, and the University of Abuja, Nigeria.

    Principal Advisor

    Other advisors: Associate Professor Deanne Gannaway

  • Doctor Philosophy

    The diagnostic assessment of critical thinking to inform teaching design

    Associate Advisor

    Other advisors: Dr Stephanie Macmahon

Completed supervision

Media

Enquiries

For media enquiries about Associate Professor Kay Colthorpe's areas of expertise, story ideas and help finding experts, contact our Media team:

communications@uq.edu.au