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
Fields of research
Qualifications
- Doctor of Philosophy, The University of Queensland
- Postgraduate Diploma, The University of Queensland
Research interests
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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.
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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.
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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
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.
Featured
2008
Journal Article
Expanding voluntary active-learning opportunities for pharmacy students in a respiratory physiology module
Ernst, Hardy and Colthorpe, Kay (2008). Expanding voluntary active-learning opportunities for pharmacy students in a respiratory physiology module. American Journal of Pharmaceutical Education, 72 (2) 28, Article Number: 28. doi: 10.5688/aj720228
Featured
2007
Journal Article
The efficacy of interactive lecturing for students with diverse science backgrounds
Ernst, H and Colthorpe, K (2007). The efficacy of interactive lecturing for students with diverse science backgrounds. Advances In Physiology Education, 31 (1), 41-44. doi: 10.1152/advan.00107.2006
2024
Conference Publication
Investigating how biomedical science students understand complexity
Anderson, S.T. and Colthorpe, K. (2024). Investigating how biomedical science students understand complexity. 4th International Conference on Science and Technology Education 2024 (STE 2024), Porto, Portugal, 3-4 October 2024. Quântica Editora.
2024
Conference Publication
Dealing with complexity: a key capability for biomedical and health science students
Anderson, Stephen and Colthorpe, Kay (2024). Dealing with complexity: a key capability for biomedical and health science students. International Conference of Physiological Sciences, Qingdao, China, 22-25 August 2024. Chinese Association for Physiological Sciences.
2024
Journal Article
Students' approaches to developing scientific communication skills
Faber, E. S. Louise, Colthorpe, Kay, Ainscough, Louise and Kibedi, Judit (2024). Students' approaches to developing scientific communication skills. Advances in Physiology Education, 48 (3), 639-647. doi: 10.1152/advan.00009.2024
2024
Conference Publication
Developing professional identity of biomedical science students
Richards, Emma, Colthorpe, Kay, Ainscough, Louise and Akison, Lisa (2024). Developing professional identity of biomedical science students. Australian Conference on Science and Mathematics Education, Canberra, ACT Australia, 18-20 September 2024.
2023
Journal Article
'Transformative': The threshold learning outcomes for science
Schultz, Madeleine, Southam, Daniel C., Buntine, Mark, Colthorpe, Kay, Howitt, Susan, Johnson, Elizabeth, Jones, Susan, Kelder, Jo-Anne, Kift, Sally, Loughlin, Wendy A., O'Brien, Glennys A., Pyke, Simon, Rice, John, Rowland, Susan and Yucel, Robyn (2023). 'Transformative': The threshold learning outcomes for science. Australian Journal of Chemistry, 76 (12), 908-920. doi: 10.1071/CH23137
2022
Journal Article
The anatomy of agency: Improving academic performance in first year university students
Rutenberg, Izaak, Ainscough, Louise, Colthorpe, Kay and Langfield, Tracey (2022). The anatomy of agency: Improving academic performance in first year university students. Anatomical Sciences Education, 15 (6), 1018-1031. doi: 10.1002/ase.2137
2022
Conference Publication
Embedding art in histology teaching: Visual thinking strategies (VTS) to enhance visual literacy
Akison, Lisa K., Patti, Jordon, Ainscough, Louise and Colthorpe, Kay (2022). Embedding art in histology teaching: Visual thinking strategies (VTS) to enhance visual literacy. Australian Conference on Science and Mathematics Education, Perth, WA, Australia, 28-29 September 2022.
2022
Conference Publication
Learning gains of students in differing delivery modes of physiology laboratory classes
Colthorpe, Kay, Lim, Yit Chiun, Ainscough, Louise and Anderson, Stephen Todd (2022). Learning gains of students in differing delivery modes of physiology laboratory classes. Australian Conference on Science and Mathematics Education, Perth, WA Australia, 28-30 September 2022. Camperdown, NSW Australia: The University of Sydney.
2022
Journal Article
Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy
Whiting, Harrison, Blackmore, Conner, Vitali, Julian, Langfield, Tracey, Colthorpe, Kay, Ernst, Hardy and Ainscough, Louise (2022). Theories of Blended Learning: A Novel Approach to Tertiary Neuroanatomy. International Journal of Higher Education, 11 (4), 191-200. doi: 10.5430/ijhe.v11n4p192
2021
Journal Article
Do-it-yourself physiology labs: can hands-on laboratory classes be effectively replicated online?
Colthorpe, Kay and Ainscough, Louise (2021). Do-it-yourself physiology labs: can hands-on laboratory classes be effectively replicated online?. Advances in Physiology Education, 45 (1), 95-102. doi: 10.1152/advan.00205.2020
2021
Journal Article
A review of self-regulated learning and self-efficacy: the key to tertiary transition in Science, Technology, Engineering and Mathematics (STEM)
Blackmore, Conner, Vitali, Julian, Ainscough, Louise, Langfield, Tracey and Colthorpe, Kay (2021). A review of self-regulated learning and self-efficacy: the key to tertiary transition in Science, Technology, Engineering and Mathematics (STEM). International Journal of Higher Education, 10 (3), 169-177. doi: 10.5430/ijhe.v10n3p169
2020
Journal Article
Drivers for authenticity: student approaches and responses to an authentic assessment task
Colthorpe, Kay, Gray, Harrison, Ainscough, Louise and Ernst, Hardy (2020). Drivers for authenticity: student approaches and responses to an authentic assessment task. Assessment & Evaluation in Higher Education, 46 (7), 1-13. doi: 10.1080/02602938.2020.1845298
2020
Journal Article
Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?
Ainscough, Louise, Leung, Richard and Colthorpe, Kay (2020). Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?. Advances in Physiology Education, 44 (1), 1-8. doi: 10.1152/advan.00065.2019
2020
Journal Article
Professional identity of undergraduate occupational therapy students
Gray, Harrison, Colthorpe, Kay, Ernst, Hardy and Ainscough, Louise (2020). Professional identity of undergraduate occupational therapy students. Journal of Occupational Therapy Education, 4 (1). doi: 10.26681/jote.2020.040102
2019
Journal Article
Biomedical science students’ intended graduate destinations
Panaretos, Christian, Colthorpe, Kay, Kibedi, Judit and Ainscough, Louise (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27 (9), 1-16.
2019
Journal Article
Biomedical science students’ intended graduate destinations
Panaretos, Christian, Colthorpe, Kay, Kibedi, Judit and Ainscough, Louise (2019). Biomedical science students’ intended graduate destinations. International Journal of Innovation in Science and Mathematics Education, 27 (9), 1-16.
2019
Conference Publication
Characterizing university students’ self-regulated learning behavior using dispositional learning analytics
Ainscough, Louise, Leung, Richard, Colthorpe, Kay and Langfield, Tracey (2019). Characterizing university students’ self-regulated learning behavior using dispositional learning analytics. 5th International Conference on Higher Education Advances (HEAd’19), Valencia, Spain, 26-28 June 2019. Valencia, Spain: Universitat Politècnica València. doi: 10.4995/head19.2019.9153
Funding
Past funding
Supervision
Availability
- Associate Professor Kay Colthorpe is:
- Available for supervision
Before you email them, read our advice on how to contact a supervisor.
Available projects
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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
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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
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Doctor Philosophy
Developing Professional Identity of Biomedical Science Students
Principal Advisor
Other advisors: Dr Louise Ainscough, Dr Lisa Akison
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Doctor Philosophy
The diagnostic assessment of critical thinking to inform teaching design
Associate Advisor
Other advisors: Dr Stephanie Macmahon
Completed supervision
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2023
Doctor Philosophy
Improving learning experience on the adaptive learning platforms through learning analytics and student feedback
Principal Advisor
Media
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