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
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, 1-20. doi:10.1080/02602938.2016.1174187
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.
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.
Colthorpe, Kay, Zimbardi, Kirsten, Ainscough, Louise and Anderson, Stephen (2015) Know thy student! combining learning analytics and critical reflections to increase understanding of students’ self-regulated learning in an authentic setting. Journal of Learning Analytics, 2 1: 134-155.
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.
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
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
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.
Bugarcic, Andrea, Zimbardi, Kirsten, Macaranas, Julie and Thorn, Peter (2012) An inquiry-based practical for a large, foundation-level undergraduate laboratory that enhances student understanding of basic cellular concepts and scientific experimental design. Biochemistry and Molecular Biology Education, 40 3: 174-180. doi:10.1002/bmb.20587
Zimbardi, Kirsten and Myatt, Paula (2012) Embedding undergraduate research experiences within the curriculum: A cross-disciplinary study of the key characteristics guiding implementation. Studies in Higher Education, 39 2: 233-250. doi:10.1080/03075079.2011.651448
Myatt, Paula and Zimbardi, Kirsten (2011) Opportunity, diversity, and integration in undergraduate research at the University of Queensland. Council on Undergraduate Research Quarterly, 31 3: 42-47.
Szarek, Eva, Farrand, Kirsten, McMillen, I. Caroline, Young, I. Ross, Houghton, Daniel and Schwartz, Jeffrey (2008) Hypothalamic input is required for development of normal numbers of thyrotrophs and gonadotrophs, but not other anterior pituitary cells in late gestation sheep. The Journal of Physiology, 586 4: 1185-1194. doi:10.1113/jphysiol.2007.141523
Callaghan, Paul D., Farrand, Kirsten, Salem, Abdallah, Hughes, Patrick, Daws, Lynette C. and Irvine, Rodney J. (2006) Repeated administration of the substituted amphetamine p-methoxyamphetamine produces reductions in cortical 5-HT transporter binding but not 5-HT content, unlike 3,4-methylenedioxyamethamphetamine. European journal of pharmacology, 546 1-3: 74-81. doi:10.1016/j.ejphar.2006.07.011
Farrand, Kirsten, McMillen, I. Caroline, Tanaka, Shigeyasu and Schwartz, Jeffrey (2006) Subpopulations of corticotrophs in the sheep pituitary during late gestation: Effects of development and placental restriction. Endocrinology, 147 10: 4762-4771. doi:10.1210/en.2005-1522
Farrand, K., Schwartz, J. and McMillen, C. (2005) Ontogeny of corticotroph subpopulations in the fetal sheep pituitary. Faseb Journal, 19 4: A738-A738.
Zimbardi, K., Meyer, J. H. F., Chunduri, P., Taylor, C. E., Ross, P. M., Tzioumis, V. and Lluka, L. J. (2014). Student understanding of the critical features of an hypothesis: variation across epistemic and heuristic dimensions. In: Catherine O’Mahony, Avril Buchanan, Mary O’Rourke and Bettie Higgs, Threshold Concepts: from personal practice to communities of practice. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference. 4the Biennial Threshold Concepts Conference and 6th NAIRTL Annual Conference: Threshold Concepts 'From Personal Practice to Communities of Practice', Dublin, Ireland, (123-127). 27-29 June 2012.
Dekker, Andrew, Worthy, Peter, Viller, Stephen, Zimbardi, Kirsten and Robinson, Ricky (2014). Designer client communication in web design: a case study on the use of communication in practice. In: Toni Robertson, Kenton O'Hara, Lian Loke and Greg Wadley, Proceedings of the 26th Australian Computer-Human Interaction Conference on Designing Futures: the Future of Design. Australian Computer-Human Interaction Conference (OzCHI 2014), Sydney, NSW, Australia, (440-443). 2-5 December 2014. doi:10.1145/2686612.2686681
Zimbardi, K., Colthorpe, K., Kibedi, J. and Long, P. (2013). Developing students' advanced scientific thinking skills through effective inquiry-based physiology practical classes. In: Proceedings of the International Union of Physiological Societies 37th Congress. IUPS 2013: International Union of Physiological Societies XXXVII Congress, Birmingham, UK, (313P-314P). 21-26 July, 2013.
Colthorpe, K. L., Zimbardi, K., Dekker, A., Hay, P., Engstrom, C., Bugarcic, A., Long, P., Lluka, L. J., Chunduri, P., Worthy, P. and Marrington, J. (2013). Enhancing feedback provision and use through in situ audio commenting. In: Proceedings of the International Union of Physiological Societies 37th Congress. IUPS 2013: International Union of Physiological Societies XXXVII Congress, Birmingham, UK, (310P-310P). 21-26 July, 2013.
Zimbardi, Kirsten, Colthorpe, Kay, Kibedi, Judit and Long, Phil (2013). Student self-assessment of the development of advanced scientific thinking skills during inquiry-based physiology practical classes using an innovative e-learning tool for annotating videos. In: The IUPS and ADInstruments Teaching Workshop Programme Handbook 2013. IUPS 2013: IUPS & ADInstruments Teaching Workshop, Bristol, UK, (16-17). July 18-21, 2013.
Colthorpe, Kay, Zimbardi, Kirsten, Dekker, Andrew, Hay, Peter, Engstrom, Craig, Bugarcic, Andrea, Long, Phil, Lluka, Lesley, Chunduri, Prasad and Worthy, Pete (2013). Enhancing feedback provision and use to promote learning through assessment. In: 36th HERDSA Annual Conference, Auckland, New Zealand, (). 1-4 July, 2013.
Zimbardi, Kirsten, Bugarcic, Andrea, Kibedi, Judit, Rowland, Susan, Lawrie, Gwen, Wang, Jack, Myatt, Paula and Worthy, Peter (2013). The impact of authenticity and student ownership on learning gains derived from undergraduate research experiences in physiology. In: The IUPS and ADInstruments Teaching Workshop Programme Handbook 2013. IUPS 2013: IUPS & ADInstruments Teaching Workshop, Bristol, UK., (31-31). July 18-21, 2013.
Colthorpe, K., Dekker, A., Zimbardi, K., Long, P., Lluka, L. J., Chunduri, P., Bugarcic, A., Hay, P., Engstrom, C., Worthy, P. and Marrington, J. (2012). UQMarkUP: effective feedback and consistent assessment for large cohorts with e-learning enabled ‘in situ’ commenting. In: Game On: Preparing our Biology and Biomedical Graduates for the Future. 2nd Annual CUBEnet Forum, Sydney, NSW, Australia, (). 10-11 December 2012.
Zimbardi, Kirsten and Myatt, Paula M. (2011). A multi-disciplinary study of the benefits students gain from engaging in research experiences. In: HERDSA 2011 Conference, Gold Coast, QLD, Australia, (). 4-7 July 2011.
Myatt, Paula M., Van der Burg, Nicole and Farrand-Zimbardi, Kirsten (2010). Student outcomes from diverse undergraduate research experiences – Findings from a multi-disciplinary study. In: HERDSA 2010 International Conference, Melbourme, VIC, Australia, (). 6 - 9 July 2010.
Lluka, Lesley J., Colthorpe, Kay L., Good, Jon, Chunduri, Prasad G. and Farrand-Zimbardi, Kirsten (2010). The development of a vertically integrated model of inquiry-based practical curricula to help students to learn to ‘think like a scientist’. In: 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010), Liverpool, U.K., (). 19 - 22 October 2010.
Myatt, Paula M., Van der Burg, Nicole and Farrand-Zimbardi, Kirsten (2010). Undergraduate research experiences – Are there discipline-driven differences in pedagogies and student outcomes?. In: 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010), Liverpool, U.K., (). 19 - 22 October 2010.
Colthorpe, Kay L., Farrand-Zimbardi, Kirsten and Kibedi, Judit (2010). Using oral assessment tasks to guide the development of scientific reasoning skills in undergraduate science students. In: 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010), Liverpool, U.K., (). 19 - 22 October 2010.
Farrand-Zimbardi, Kirsten, Colthorpe, Kay L., Good, Jon P. and Lluka, Lesley J. (2010). Becoming a scientist: The development of students’ skills in scientific investigation and communication through a vertically integrated model of inquiry-based practical curricula. In: 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010), Liverpool, U.K., (). 19 - 22 October.
Myatt, Paula and Farrand, Kirsten (2010). The impact of the undergraduate research experience: a pilot study investigating student’s perceptions and listening to their stories. In: C. Rust, Improving Student Learning for the 21st Century Learner. 17th Improving Student Learning Symposium, London, United Kingdom, (). 7-9 September, 2009.
Weir, K., Bevan, B,, Byrne, M, and Farrand-Zimbardi, K. (2009). An evaluation of training procedures for casual demonstrators in anatomy laboratory classes. In: ANZACA 2009, Melbourme, VIC, Australia, (). 26 - 27 November 2009.
Farrand, Kirsten and Myatt, Paula (2009). Creation of a collegial network between researchers and undergraduate students at The University of Queensland. In: Conference proceedings : motivating science undergraduates : ideas and interventions. UniServe Science Conference, Sydney, Australia, (44-50). 30 September - 2 October, 2009.
Myatt, Paula, Farrand, Kirsten, Wegener, Margaret and Blanchfield, Joanne (2008). Undergraduate research experiences: Bridging the gap between teaching and research in a research intensive university. In: Enhancing Higher Education Theory and Scholarship. 31st Annual HERDSA Conference 2008, Rotorua, New Zealand, (). 1-4 July, 2008.
Department Technical Report
Farrand-Zimbardi, Kirsten, Van der Burg, Nicole and Myatt, Paula (2010) Bridging the gap between teaching and research in a research-intensive university. Array, School of Biomedical Sciences, University of Queensland.
Good, J. P., Ernst, H., Farrand, K. and Colthorpe, K. (2008). Do students with a strong preference toward the reading/writing learning style underperform in student-centred, inquiry-based laboratory classes?. In: Engaging Communities. 31st Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference, Rotorua, New Zealand, (). 1-4 July 2008.