Spronken-Smith, Rachel
Rachel Spronken-Smith professor of higher education and geography at University of Otago, New Zealand
VIAF ID: 34733532 (Personal)
Permalink: http://viaf.org/viaf/34733532
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Works
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Across time and space: Examiner and candidate experiences of online doctoral vivas |
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Advection and the surface energy balance across an irrigated urban park |
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Air Pollution Climatology |
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Assessing the doctoral thesis when it includes published work |
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The Challenges of Going Global with Undergraduate Research: The Matariki Undergraduate Research Network |
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Changes in approaches to learning over three years of university undergraduate study |
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Comparison of summer‐ and winter‐time suburban energy fluxes in Christchurch, New Zealand |
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Completing the Research Cycle: A Framework for Promoting Dissemination of Undergraduate Research and Inquiry |
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The contextual nature of university-wide curriculum change |
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The drive for legitimation of massage therapy in new zealand. |
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Embracing partnerships – human and AI – in digital course on career readiness |
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Enablers and constraints to the use of inquiry-based learning in undergraduate education |
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The energy balance of central Mexico City during the dry season |
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Evaluating engagement with graduate outcomes across higher education institutions in Aotearoa/New Zealand |
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Evaluating student perceptions of learning processes and intended learning outcomes under inquiry approaches |
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Evaporation from natural and modified raised peat bogs in New Zealand |
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Factors contributing to high PhD completion rates: a case study in a research-intensive university in New Zealand |
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A framework for enabling graduate outcomes in undergraduate programmes |
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Gender, academic careers and the sabbatical: a New Zealand case study |
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Geography Education: Fieldwork and Contemporary Pedagogy |
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Graduate attributes in geography higher education |
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Graduates’ Orientations to Higher Education and their Retrospective Experiences of Teaching and Learning |
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The impact of curriculum change on health sciences first year students’ approaches to learning |
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Inquiry‐guided learning in New Zealand: From an appetizer to an entrée |
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Intensive, Short-Term Presenting With a Science Outreach Program Enhances Positive Science Attitudes and Interest in Lifelong Learning About Science |
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‘It’s not fair’: policy discourses and students’ understandings of plagiarism in a New Zealand university |
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The Lake Tekapo Experiment (LTEX): An Investigation of Atmospheric Boundary Layer Processes in Complex Terrain |
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Learning in online and physical craft groups: Motivations and meanings |
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‘Learning is an endless journey for anyone’: undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university |
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Learning to teach with problem-based learning |
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Master’s Research Supervision and Academic Support: A Benchmarking of Best Practice at a New Zealand Research-Intensive University |
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Mesoscale and local climates in New Zealand |
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Out of the ordinary: recapturing the liberal traditions of a university education through field courses |
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Partnering between a geography department and a community initiative to provide a wind resource assessment for the Blueskin Bay region, Otago, New Zealand |
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Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities |
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The PhD – is it out of alignment? |
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PhD Student Ambassadors: Partners in Promoting Graduate Research |
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The physical environment : a New Zealand perspective |
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The Possibilities Of Personalised Pathways And Portfolios For Enhancing PhD Programmes |
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Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study |
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Scale Modelling of Nocturnal Cooling in Urban Parks |
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The Status of Undergraduate Research in New Zealand: Promoted and Pervasive? |
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Strengthening Teaching and Research Links: The Case of a Pollution Exposure Inquiry Project |
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Stressors in early-stage doctoral students |
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Supporting students to complete their doctorate |
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The thermal regime of urban parks in two cities with different summer climates |
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Toward securing a future for geography graduates |
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Unpacking the narrative of non-positional leadership in academia: Hero and/or victim? |
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Where Might Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in Geography |
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You’re doing what? Students’ experiences of advice from a New Zealand university |
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