Associate Professor Keith Willey

Bachelor of Engineering Electrical (1st Class Honours and University Medal) Ph.D. School of Electrical Engineering, University of Technology, Sydney
Associate Professor
Engineering Leadership Education
Faculty of Engineering and Information Technologies

J03 - Electrical Engineering Building
The University of Sydney


Teaching and supervision

ENGG1111 - Integrated Engineering 1
ENGG2111 - Integrated Engineering 2

Associations

  • IEEE
  • Australasian Association for Engineering Education (AaeE)
  • European Society for Engineering Education (SEFI)
  • American Society for Engineering Education (ASEE)

Awards and honours

  • AaeE Educational Research Design Award 2015
  • Engineers Australia Excellence Awards, Education and Training, 2012
  • AaeE Educational Research Design Award 2012
  • UTS Medal for Teaching and Research Integration 2011
  • AaeE Teaching Excellence Award 2010
  • ALTC Citation for Outstanding Contributions to Student Learning in 2010

Publications prior to 2011

Journal articles


  • Willey, K., & Gardner, A. P. (2010). Investigating the capacity of self and peer assessment activities to engage students and promote learning. European Journal of Engineering Education, 35(4), 429-443. doi:10.1080/03043797.2010.490577
  • Watt, D., Kayis, B., & Willey, K. (2010). The relative importance of tender evaluation and contractor selection criteria. International Journal of Project Management, 28(1), 51-60. doi:10.1016/j.ijproman.2009.04.003
  • Willey, K., & Gardner, A. P. (2009). Developing team skills with self and peer assessment. Campus-Wide Information Systems, 26(5), 365-378. doi:10.5688/ajpe78357
  • Watt, D. J., Kayis, B., & Willey, K. (2009). Identifying key factors in the evaluation of tenders for projects and services. International Journal of Project Management, 27(3), 250-260. doi:10.1016/j.ijproman.2008.03.002
  • Willey, K., & Gardner, A. P. (2009). Improving self and peer assessment processes with technology. Campus-Wide Information Systems, 26(5), 379-399.
  • Shek, S., Willey, K., & McNulty, P. A. (2006). A purposely designed neural signal amplifier for short interval stimulation and recording microneurography using a common electrode. Journal Of Neuroscience Methods, 152(1-2), 130-135. doi:10.1016/j.jneumeth.2005.08.019
  • Willey, K., & Freeman, M. (2006). Improving teamwork and engagement: the case for self and peer assessment. Australasian Journal of Engineering Education, 2006-02, 1-19.

REFEREED CONFERENCE PAPERS


  • Willey, K., & Gardner, A. P. (2010). Improving the standard and consistency of multi-tutor grading in large classes. In N. Parker, & K. Waite (Eds.), Assessment: Sustainability, Diversity and Innovation. A conference on assessment in higher education 2010 (pp. 88-98). Sydney: Institute for Interactive Media and Learning, University of Technology Sydney.
  • Willey, K., Gardner, A., & IEEE. (2010). Perceived Differences in Tutor Grading in Large Classes: Fact or Fiction?. In 2010 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE). Retrieved from http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000287083200105&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=081ae6aa035f32d8db684d5bffd37704
  • Trieu, T., Willey, K., & Nguyen, H. T. (2009). Adaptive shared control strategies based on the Bayesian recursive technique for an intelligent wheelchair. In Zhi-Pei Liang (Ed.), Proceedings of the 31st Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 7118-7121). USA: IEEE.
  • Willey, K., & Gardner, A. P. (2009). Assessment for learning: using minor assessment to promote major learning. In J. Milton, C. Hall, J. Lang, G. Allan, & M. Nomikoudis (Eds.), Conference Proceedings ATN Assessment Conference 2009: Assessment in Different Dimensions (pp. 352-362). Melbourne: RMIT University.
  • Willey, K., & Gardner, A. P. (2009). Changing Student's Perceptions of Self and Peer Assessment. In L. Mann, & R. Hadgraft (Eds.), Proceedings of the Research in Engineering Education Symposium 2009 (pp. 1-9). Queensland, Australia: University of Melbourne School of Engineering.
  • Willey, K., & Gardner, A. P. (2009). Investigating the capacity of self and peer assessment to engage students and increase their desire to learn. In M. van den Bogard, E. de Graaf, & G. Saunders-Smits (Eds.), Proceedings of the Annual SEFI Conference 2009: Attracting young people to engineering (pp. 1-11). The Netherlands: Delft University of Technology.
  • Willey, K., & Gardner, A. P. (2009). Investigating the Potential of Self and Peer Assessment to Develop Learning Oriented Assessment Tasks. In D. C. Kestell, D. S. Grainger, & P. J. Cheung (Eds.), Proceedings of the 20th Australasian Association for Engineering Education Conference (pp. 943-952). Adelaide, Australia: The School of Mechanical Engineering, The University of Adelaide.
  • Beamish, B., Kizil, M., Willey, K., & Gardner, A. P. (2009). Monitoring mining engineering undergraduate perceptions of contribution to group project work. In D. C. Kestell, D. S. Grainger, & P. J. Cheung (Eds.), Proceedings of the 20th Australasian Association for Engineering Education Conference (pp. 318-325). Adelaide, Australia: The School of Mechanical Engineering, The University of Adelaide.
  • Willey, K., & Gardner, A. P. (2009). Self and Peer Assessment: A Necessary Ingredient in Developing and Tracking Students' Graduate Attributes. In L. Mann, & R. Hadgraft (Eds.), Proceedings of the Research in Engineering Education Symposium (pp. 1-9). Queensland Australia: University of Melbourne School of Engineering.
  • Watt, D. J., Kayis, B., & Willey, K. (2009). Supplier Selection Criteria in Different Project Environments: An Empirical Study. In K. S. Pawar, & C. S. Lalwani (Eds.), Proceedings of the 14th International Symposium on Logistics (14th ISL): Global supply chains and inter-firm networks (pp. 495-501). UK: Nottingham University Business School, UK.
  • Willey, K., & Gardner, A. P. (2009). Using Benchmarking to Improve Students' Learning and Make Assessment More Student Centred. In D. C. Kestell, D. S. Grainger, & P. J. Cheung (Eds.), Proceedings of the 20th Australasian Association for Engineering Education Conference (pp. 726-734). Adelaide, Australia: The School of Mechanical Engineering, The University of Adelaide.
  • Trieu, T., Nguyen, H. T., & Willey, K. (2008). Advanced Obstacle Avoidance for a Laser-based Wheelchair using Optimised Bayesian Neural Networks. In G. Dumont, & H. Galiana (Eds.), Proceedings of the 30th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 3463-3466). Vancouver, Canada: IEEE. doi:10.1109/IEMBS.2008.4649951
  • Gardner, A. P., & Willey, K. (2008). Developing Teamwork and other professional skills while teaching reinforced concrete design. In IABSE (Ed.), 17th Congress of IABSE Chicago 2008 Creating and Renewing Urban Structures (pp. 334-341). USA: IABSE.
  • Willey, K., & Gardner, A. P. (2008). Improvements in the self and peer assessment tool SPARK: do they improve learning outcomes?. In A. Duff, D. Quinn, M. Green, K. Andre, T. Ferris, & S. Copeland (Eds.), ATN Assessment Conference 2008: Engaging Students in Assessment (pp. 1-9). Adelaide: University of South Australia.
  • Willey, K., Jarman, R., & Gardner, A. P. (2008). Redeveloping Capstone Projects in UTS Faculty of Engineering: Has integrating Engineers Australia competencies into the process improved learning?. In P. Howard (Ed.), Proceedings of the 2008 AaeE conference (pp. 1-6). Australia: Engineers australia.
  • Trieu, T., Nguyen, H. T., & Willey, K. (2008). Shared Control Strategies for Obstacle Avoidance Tasks in an Intelligent Wheelchair. In G. Dumont, & H. Galiana (Eds.), Proceedings of the 30th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 3463-3466). Vancouver, Canada: IEEE. doi:10.1109/IEMBS.2008.4650149
  • Willey, K., & Gardner, A. P. (2008). The effectiveness of using self and peer assessment in short courses: Does it improve learning?. In P. Howard (Ed.), 19th Annual Conference Australasian Association for Engineering Education: Program and Proceedings (pp. 1-6). Australia: Engineers Australia.
  • Willey, K., & Gardner, A. P. (2008). Using self and peer assessment for professional and team skill development: do well functioning teams experience all the benefits?. In A. Duff, D. Quinn, M. Green, K. Andre, T. Ferris, & S. Copeland (Eds.), ATN Assessment Conference 2008: Engaging Students in Assessment (pp. 1-9). Adelaide: University of South Australia.
  • Willey, K., & Gardner, A. P. (2008). Using self assessment to integrate graduate attribute development with discipline content delivery. In F. K. Fink (Ed.), Proceedings of the 36th Annual Conference of SEFI (pp. 1-9). Rotterdam, The Netherlands: Sense Publishers.
  • Jarman, R., & Willey, K. (2007). Benchmarking Capstone Projects in UTS Faculty of Engineering. In A. T. N. O. U. A. T. N. Teaching, & L. Committee (Eds.), ATN EVALUATION AND ASSESSMENT Conference (pp. 45-57). Brisbane, Australia: Queensland University of Technology.
  • Willey, K., & Gardner, A. P. (2007). Building Better Teams at Work using Self and Peer Assessment Practices. In H. Sondergaaer, & R. Hadgraft (Eds.), Proceedings of the 18th Conference of the Australasian Association of Engineering Education (pp. 1-8). Melbourne: Australasian Association for Engineering Education.
  • Trieu, T., Nguyen, H. T., & Willey, K. (2007). Obstacle avoidance for power wheelchair using Bayesian neural network. In A. Dittmar, & J. Clark (Eds.), Proceedings of the 29th International Conference of the IEEE Engineering in Medicine and Biology Society (pp. 4771-4774). Lyon, France: IEEE. doi:10.1109/IEMBS.2007.4353406
  • Trieu, H. T., Nguyen, H. T., & Willey, K. (2007). Obstacle avoidance for power wheelchair using Bayesian neural network. In Annual International Conference of the IEEE Engineering in Medicine and Biology - Proceedings (pp. 4771-4774). doi:10.1109/IEMBS.2007.4353406
  • Willey, K., Jacobs, B. J., & Walmsley, M. (2007). Self and peer assessment to promote professional skill development: moving from ad-hoc to planned integration. In H. sondergaard, & R. Hadgraft (Eds.), Proceedings of the 18th Conference of the Australasian Association of Engineering Education (pp. 1-8). Melbourne, Australia: Australasian Association for Engineering Education.
  • Willey, K., & Gardner, A. P. (2007). Using self and peer assessment to change workplace culture to promote teamwork and self development in engineers. In J. Hawkes, S. Barnes-Gillard, C. Champion, R. Moody, D. Wilkie, G. Hatwell, . . . J. Fischer (Eds.), Proceedings of the International Conference Institute of Public Works Engineering - Australia (pp. 1-7). Australia: Institute of Public Works Engineers Australia.
  • Watt, D. J., & Willey, K. (2006). A Preference Structuring Framework for Appraising Complex Engineering. In None (Ed.), 3rd International Conference on Project Management (ProMAC2006) (pp. 1-8). Sydney, Australia: Australian Institute of Project Management.
  • Willey, K., & Freeman, M. (2006). Completing the learning cycle: The role of formative feedback when using self and peer assessment to improve teamwork and engagement. In G. Rowe, & G. Reid (Eds.), Proceedings of the 17th Annual Conference of the Australasian Association for Engineering Education (pp. 1-9). Auckland, New Zealand: School of Engineering, Auckland University of Technology, Auckland, New Zealand.
  • Willey, K., & Freeman, M. (2006). Narrated Visual Answers to FAQs: leveraging student learning and academic productivity with accessible technology. In G. Rowe, & G. Reid (Eds.), Proceedings of the 17th Annual Conference of the Australasian Association for Engineering Education (pp. 1-12). Auckland, New Zealand: School of Engineering, Auckland University of Technology, Auckalnd, Newzealand.
  • Watt, D. J., & Willey, K. (2005). The complex, chaotic, and fractal nature of complex systems. In NA (Ed.), Proceedings Systems, Man and Cybernetics, 2005 IEEE International Conference (pp. 3155-3160). Piscataway. USA: IEEE. doi:10.1109/ICSMC.2005.1571631
  • Watt, D. J., & Willey, K. (2004). Value Base Decision Models of Management for Complex Systems. In M. Xie, T. S. Durrani, & H. K. Tang (Eds.), Engineering Management Conference, 2004. Proceedings. 2004 (pp. 1278-1283). Piscataway, USA: IEEE International. doi:10.1109/IEMC.2004.1408900

Selected publications & creative works

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Book Chapters

  • Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A., Fitzgerald, T. (2014). Engineers' professional learning: Through the lens of practice. In B. Williams, J. Figeiredo, J. Trevelyan (Eds.), Engineering Practice in a Global Context: Understanding the Technical and the Social, (pp. 265-280). London: CRC Press/Balkema.

Journals

  • Gardner, A., Willey, K. (2017). Academic identity reconstruction: the transition of engineering academics to engineering education researchers [In Press]. Studies in Higher Education. [More Information]
  • Gardner, A., Willey, K. (2016). Editorial. European Journal of Engineering Education, 38(6), 579-581. [More Information]
  • Gardner, A., Willey, K. (2016). Framing the Academic Identity of Emerging Researchers in Engineering Education. International Journal of Engineering Education, 32(6), 2332-2351.
  • Reich, A., Rooney, D., Gardner, A., Willey, K., Boud, D., Fitzgerald, T. (2015). Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education, 40(4), 366-379. [More Information]
  • Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D., Fitzgerald, T. (2015). Reimagining site-walks: Sites for rich learning. Australasian Journal of Engineering Education, 20(1), 19-30. [More Information]
  • Dale-Jones, G., Hancock, P., Willey, K. (2013). Accounting Students in an Australian University Improve their Writing: But How Did it Happen? Accounting Education, 22(6), 544-562. [More Information]

Conferences

  • Willey, K. (2017). Combining a collaborative learning framework with an e-learning tool to improve learning and professional development in blended learning environments. 2016 Future Technologies Conference (FTC), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Gardner, A., Willey, K. (2016). Investigating the characteristics of successful collaborative learning activities. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.
  • Goldsmith, R., Willey, K. (2015). Activity theory analysis of the visibility of writing practices in the engineering curriculum. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Gardner, A., Willey, K. (2015). Engineering academics' identity transitions in becoming established engineering education researchers. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Gardner, A., Willey, K., Meng, Q. (2015). Insights from using a subject specific Facebook group for student engagement and learning. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Willey, K., Gardner, A. (2015). Learning activity design and scaffolding to promote sustainable changes in student's goal orientation. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Willey, K., Gardner, A., Figueroa, E. (2015). Supporting students learning despite difficult workplace interactions. 43rd Annual Conference of the European Society for Engineering Education (SEFI) 2015, Brussels: SEFI.
  • Gardner, A., Willey, K. (2014). Authors' perceptions of peer review of conference papers and how they characterise a 'good' one. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Willey, K., Gardner, A. (2014). Combining flipped instruction and multiple perspectives to develop cognitive and affective processes. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Gardner, A., Willey, K., Kirk, V., Li, J. (2014). Experiences with flipped learning in subjects in consecutive stages of a Civil Engineering programme. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Willey, K., Gardner, A., Kadi, A. (2014). Flipped learning: Comparing the student experience from 1st year to postgraduate. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Willey, K., Gardner, A. (2014). Impact of student's goal orientation in a flipped learning environment. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Goldsmith, R., Willey, K. (2014). Invisible writing practices in the engineering curriculum. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Gardner, A., Willey, K. (2014). Mapping the landscape of engineering education research: An Australian perspective. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Willey, K., Gardner, A. (2013). A framework to develop academic standards and improve feedback quality. 2013 Research in Engineering Education Symposium (REES 2013), Kuala Lumpur: Universiti Teknologi Malaysia (UTM).
  • Gardner, A., Willey, K. (2013). Exploring the impact of peer review on the development of engineering education researchers. 24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013), Gold Coast: Australasian Association for Engineering Education.
  • Willey, K., Gardner, A. (2013). Flipping your classroom without flipping out. 41st European Society for Engineering Education Conference (SEFI 2013), Leuven: European Society for Engineering Education.
  • Hancock, P., Dale-Jones, G., Willey, K. (2013). Impact of collaborative peer and self assessment on students' judgment and written communication. 22nd Teaching and Learning Forum (TLF 2013), Perth: Murdoch University.
  • Gardner, A., Willey, K. (2013). Mapping the engineering education research landscape in Australia. 24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013), Gold Coast: Australasian Association for Engineering Education.
  • Gardner, A., Willey, K. (2013). The response of emerging engineering education researchers to peer review of conference papers. 2013 Research in Engineering Education Symposium (REES 2013), Kuala Lumpur: Universiti Teknologi Malaysia (UTM).
  • Dale-Jones, G., Hancock, P., Willey, K. (2012). Accounting Students in an Australian University Improve their Writing: But How Did it Happen? 3rd RMIT Accounting Educators Conference, Melbourne: RMIT.
  • Willey, K., Gardner, A. (2012). Collaborative learning frameworks to promote a positive learning culture. 42nd Annual Frontiers in Education Conference, FIE 2012, Piscataway, NJ: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Goldsmith, R., Willey, K., Boud, D. (2012). How can writing develop students' deep approaches to learning in the engineering curriculum? 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Gardner, A., Willey, K., Jolly, L., Tibbits, G. (2012). Peering at the peer review process for conference submissions. 42nd Annual Frontiers in Education Conference (FIE 2012), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Jolly, L., Willey, K., Gardner, A. (2012). Quality in engineering education research: Arriving at consensus. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Rooney, D., Reich, A., Willey, K., Gardner, A., Boud, D. (2012). Site walks as a learning practice for professional engineers. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Gardner, A., Willey, K. (2012). Student participation in and perceptions of regular formative assessment activities. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Wandel, A., Willey, K. (2012). Student perceptions of teammates' performance: Influence of team formation method. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Willey, K., Gardner, A. (2012). Threshold exams to promote learning and assurance of learning. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Mujkanovic, A., Lowe, D., Willey, K., Guetl, C. (2012). Unsupervised learning algorithm for adaptive group formation: Collaborative learning support in remotely accessible laboratories. 2012 International Conference on Information Society, i-Society 2012, United Kingdom: (IEEE) Institute of Electrical and Electronics Engineers.
  • Rooney, D., Boud, D., Reich, A., Fitzgerald, T., Willey, K., Gardner, A. (2012). Using practice theory to investigate professional engineers' workplace learning. 42nd Annual Frontiers in Education Conference (FIE 2012), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Freeman, M., Willey, K., Hancock, P., Howieson, B., Watty, K., Abraham, A., O'Connell, B., De Lange, P. (2012). Using technology to improve peer review and collaborative conversations to benchmark academic standards. 42nd Annual Frontiers in Education Conference, FIE 2012, Piscataway, NJ: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Willey, K., Gardner, A. (2011). Building a community of practice to improve inter marker standardisation and consistency. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Willey, K., Gardner, A. (2011). Change learning culture with collaboration. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Jolly, L., Willey, K., Tibbits, G., Gardner, A. (2011). Conference, reviews and conservations about improving engineering education. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.
  • Willey, K., Jolly, L., Tibbits, G., Gardner, A. (2011). Gatekeeping or filtering?: Investigating the connection between peer review and research quality. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Getting tutors on the same page. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Jolly, L., Tibbits, G., Gardner, A. (2011). Investigating research quality and the review process: Some suggestions for improvement. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Gardner, A., Willey, K. (2011). Peer feedback - What are students telling each other? Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Willey, K., Wandel, A. (2011). Peer review of teamwork for encouraging equal commitment to the group effort. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Scratch that itch to learn: A comparative study. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Want to change learning culture: Provide the opportunity. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.

Research Reports

  • Willey, K. (2014). Improving Learning and Developing Professional Judgment in Large Classes Through Collaboration and Self and Peer Assessment, Final Report 2014, (pp. 5 - 77). Sydney, Australia: Australian Government Office for Learning and Teaching.

2017

  • Gardner, A., Willey, K. (2017). Academic identity reconstruction: the transition of engineering academics to engineering education researchers [In Press]. Studies in Higher Education. [More Information]
  • Willey, K. (2017). Combining a collaborative learning framework with an e-learning tool to improve learning and professional development in blended learning environments. 2016 Future Technologies Conference (FTC), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]

2016

  • Gardner, A., Willey, K. (2016). Editorial. European Journal of Engineering Education, 38(6), 579-581. [More Information]
  • Gardner, A., Willey, K. (2016). Framing the Academic Identity of Emerging Researchers in Engineering Education. International Journal of Engineering Education, 32(6), 2332-2351.
  • Gardner, A., Willey, K. (2016). Investigating the characteristics of successful collaborative learning activities. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.

2015

  • Goldsmith, R., Willey, K. (2015). Activity theory analysis of the visibility of writing practices in the engineering curriculum. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Gardner, A., Willey, K. (2015). Engineering academics' identity transitions in becoming established engineering education researchers. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Reich, A., Rooney, D., Gardner, A., Willey, K., Boud, D., Fitzgerald, T. (2015). Engineers' professional learning: a practice-theory perspective. European Journal of Engineering Education, 40(4), 366-379. [More Information]
  • Gardner, A., Willey, K., Meng, Q. (2015). Insights from using a subject specific Facebook group for student engagement and learning. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Willey, K., Gardner, A. (2015). Learning activity design and scaffolding to promote sustainable changes in student's goal orientation. 6th Research in Engineering Education Symposium: Translating Research into Practice (REES 2015), Dublin: Dublin Institute of Technology, Tempus Publications.
  • Rooney, D., Gardner, A., Willey, K., Reich, A., Boud, D., Fitzgerald, T. (2015). Reimagining site-walks: Sites for rich learning. Australasian Journal of Engineering Education, 20(1), 19-30. [More Information]
  • Willey, K., Gardner, A., Figueroa, E. (2015). Supporting students learning despite difficult workplace interactions. 43rd Annual Conference of the European Society for Engineering Education (SEFI) 2015, Brussels: SEFI.

2014

  • Gardner, A., Willey, K. (2014). Authors' perceptions of peer review of conference papers and how they characterise a 'good' one. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Willey, K., Gardner, A. (2014). Combining flipped instruction and multiple perspectives to develop cognitive and affective processes. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Rooney, D., Willey, K., Gardner, A., Boud, D., Reich, A., Fitzgerald, T. (2014). Engineers' professional learning: Through the lens of practice. In B. Williams, J. Figeiredo, J. Trevelyan (Eds.), Engineering Practice in a Global Context: Understanding the Technical and the Social, (pp. 265-280). London: CRC Press/Balkema.
  • Gardner, A., Willey, K., Kirk, V., Li, J. (2014). Experiences with flipped learning in subjects in consecutive stages of a Civil Engineering programme. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Willey, K., Gardner, A., Kadi, A. (2014). Flipped learning: Comparing the student experience from 1st year to postgraduate. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.
  • Willey, K., Gardner, A. (2014). Impact of student's goal orientation in a flipped learning environment. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Willey, K. (2014). Improving Learning and Developing Professional Judgment in Large Classes Through Collaboration and Self and Peer Assessment, Final Report 2014, (pp. 5 - 77). Sydney, Australia: Australian Government Office for Learning and Teaching.
  • Goldsmith, R., Willey, K. (2014). Invisible writing practices in the engineering curriculum. 25th Annual Conference of the Australasian Association for Engineering Education (AAEE), New Zealand: Massey University.
  • Gardner, A., Willey, K. (2014). Mapping the landscape of engineering education research: An Australian perspective. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2014 Annual Conference, Birmingham: SEFI.

2013

  • Willey, K., Gardner, A. (2013). A framework to develop academic standards and improve feedback quality. 2013 Research in Engineering Education Symposium (REES 2013), Kuala Lumpur: Universiti Teknologi Malaysia (UTM).
  • Dale-Jones, G., Hancock, P., Willey, K. (2013). Accounting Students in an Australian University Improve their Writing: But How Did it Happen? Accounting Education, 22(6), 544-562. [More Information]
  • Gardner, A., Willey, K. (2013). Exploring the impact of peer review on the development of engineering education researchers. 24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013), Gold Coast: Australasian Association for Engineering Education.
  • Willey, K., Gardner, A. (2013). Flipping your classroom without flipping out. 41st European Society for Engineering Education Conference (SEFI 2013), Leuven: European Society for Engineering Education.
  • Hancock, P., Dale-Jones, G., Willey, K. (2013). Impact of collaborative peer and self assessment on students' judgment and written communication. 22nd Teaching and Learning Forum (TLF 2013), Perth: Murdoch University.
  • Gardner, A., Willey, K. (2013). Mapping the engineering education research landscape in Australia. 24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013), Gold Coast: Australasian Association for Engineering Education.
  • Gardner, A., Willey, K. (2013). The response of emerging engineering education researchers to peer review of conference papers. 2013 Research in Engineering Education Symposium (REES 2013), Kuala Lumpur: Universiti Teknologi Malaysia (UTM).

2012

  • Dale-Jones, G., Hancock, P., Willey, K. (2012). Accounting Students in an Australian University Improve their Writing: But How Did it Happen? 3rd RMIT Accounting Educators Conference, Melbourne: RMIT.
  • Willey, K., Gardner, A. (2012). Collaborative learning frameworks to promote a positive learning culture. 42nd Annual Frontiers in Education Conference, FIE 2012, Piscataway, NJ: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Goldsmith, R., Willey, K., Boud, D. (2012). How can writing develop students' deep approaches to learning in the engineering curriculum? 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Gardner, A., Willey, K., Jolly, L., Tibbits, G. (2012). Peering at the peer review process for conference submissions. 42nd Annual Frontiers in Education Conference (FIE 2012), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Jolly, L., Willey, K., Gardner, A. (2012). Quality in engineering education research: Arriving at consensus. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Rooney, D., Reich, A., Willey, K., Gardner, A., Boud, D. (2012). Site walks as a learning practice for professional engineers. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Gardner, A., Willey, K. (2012). Student participation in and perceptions of regular formative assessment activities. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Wandel, A., Willey, K. (2012). Student perceptions of teammates' performance: Influence of team formation method. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Willey, K., Gardner, A. (2012). Threshold exams to promote learning and assurance of learning. 2012 Australian Association of Engineering Education Conference (AAEE), Australia: AaeE.
  • Mujkanovic, A., Lowe, D., Willey, K., Guetl, C. (2012). Unsupervised learning algorithm for adaptive group formation: Collaborative learning support in remotely accessible laboratories. 2012 International Conference on Information Society, i-Society 2012, United Kingdom: (IEEE) Institute of Electrical and Electronics Engineers.
  • Rooney, D., Boud, D., Reich, A., Fitzgerald, T., Willey, K., Gardner, A. (2012). Using practice theory to investigate professional engineers' workplace learning. 42nd Annual Frontiers in Education Conference (FIE 2012), Piscataway: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]
  • Freeman, M., Willey, K., Hancock, P., Howieson, B., Watty, K., Abraham, A., O'Connell, B., De Lange, P. (2012). Using technology to improve peer review and collaborative conversations to benchmark academic standards. 42nd Annual Frontiers in Education Conference, FIE 2012, Piscataway, NJ: (IEEE) Institute of Electrical and Electronics Engineers. [More Information]

2011

  • Willey, K., Gardner, A. (2011). Building a community of practice to improve inter marker standardisation and consistency. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Willey, K., Gardner, A. (2011). Change learning culture with collaboration. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Jolly, L., Willey, K., Tibbits, G., Gardner, A. (2011). Conference, reviews and conservations about improving engineering education. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.
  • Willey, K., Jolly, L., Tibbits, G., Gardner, A. (2011). Gatekeeping or filtering?: Investigating the connection between peer review and research quality. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Getting tutors on the same page. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Jolly, L., Tibbits, G., Gardner, A. (2011). Investigating research quality and the review process: Some suggestions for improvement. Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Gardner, A., Willey, K. (2011). Peer feedback - What are students telling each other? Societe Europeenne pour la Formation des Ingenieurs (SEFI) 2011 Annual Conference, Lisbon: SEFI.
  • Willey, K., Wandel, A. (2011). Peer review of teamwork for encouraging equal commitment to the group effort. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Scratch that itch to learn: A comparative study. Australasian Association for Engineering Education Conference (AAEE) 2011, Australia: Engineers Australia.
  • Willey, K., Gardner, A. (2011). Want to change learning culture: Provide the opportunity. 2011 Research in Engineering Education Symposium, Spain: Universidad Politecnica de Madrid.

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