Kirsten Zimbardi

发表

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

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2018 .

The ALURE of Massified Undergraduate Research

Jack T. H. Wang, R. Pedwell, S. Rowland, 2014 .

Embedding undergraduate research experiences within the curriculum: a cross-disciplinary study of the key characteristics guiding implementation

Kirsten Zimbardi, Paula Myatt, Kirsten Zimbardi, 2014 .

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Kay Colthorpe, Louise Ainscough, K. Zimbardi, 2017, American Journal of Pharmaceutical Education.

The Roles of Mentoring and Motivation in Student Teaching Assistant Interactions and in Improving Experience in First-Year Biology Laboratory Classes

Kirsten Zimbardi, Kay Colthorpe, Kay Colthorpe, 2015 .

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

Kirsten Zimbardi, Phil Long, Andrea Bugarcic, 2017 .

From the international Desk

K. Zimbardi, P. Myatt, Kirsten Zimbardi, 2011 .

Changes in Biology Self-Efficacy during a First-Year University Course

M. Robertson-Dean, Kay Colthorpe, Louise Ainscough, 2016, CBE life sciences education.

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

Kirsten Zimbardi, Andrea Bugarcic, Kay Colthorpe, 2013, Advances in physiology education.

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

N. Lavidis, Kay Colthorpe, Louise Ainscough, 2017, Advances in physiology education.

Know Thy Student! Combining Learning Analytics and Critical Reflections to Increase Understanding of Students' Self-Regulated Learning in an Authentic Setting

Kirsten Zimbardi, Kay Colthorpe, Louise Ainscough, 2015 .

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

Kay Colthorpe, Louise Ainscough, K. Zimbardi, 2018 .

PEER FEEDBACK ENHANCES A "JOURNAL CLUB" FOR UNDERGRADUATE SCIENCE STUDENTS THAT DEVELOPS ORAL COMMUNICATION AND CRITICAL EVALUATION SKILLS

Kay Colthorpe, K. Zimbardi, Xuebin Chen, 2014 .

Effect of Metacognitive Prompts on Undergraduate Pharmacy Students’ Self-regulated Learning Behavior

Kay Colthorpe, Louise Ainscough, Stephen T. Anderson, 2017, American Journal of Pharmaceutical Education.