Dr Graham Hendry
ph: (02) 9351 4820
fax: (02) 9351 4331
Graham joined the ITL in September 2009. He began his academic career in teacher education at the University of Sydney in the then Faculty of Education. His background is in educational psychology. In 1995 he moved to the Faculty of Medicine to join the fledgling ‘Medical Education Unit’ established to develop and evaluate the pioneering graduate-entry medical program.
Graham is the program coordinator for the Graduate Certificate in Educational Studies (Higher Education) and the Principles and Practice of University Teaching and Learning program, an introductory program for staff new to the University of Sydney and/or teaching.
Graham’s research interests include teaching and student learning in higher education, and academic staff professional learning. His most recent research has focussed on students’ perceptions of the usefulness of exemplars and benefits to staff of peer observational learning.
Hendry, G. D. (2013). Integrating feedback with classroom teaching: Using exemplars to scaffold learning. In S. Merry, M. Price, D. Carless & M. Taras (Eds.) Reconceptualising feedback in higher education: Developing dialogue with students (pp. 133-141). Abingdon: Routledge.
Hendry, G. D., Bell, A. & Thomson, K. (2013). Learning by observing a peer’s teaching situation, International Journal for Academic Development, DOI: 10.1080/1360144X.2013.848806
Hendry, G. D. & Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754–768.
Hendry, G. D., Armstrong, S. and Bromberger, N. (2012). Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment & Evaluation in Higher Education, 37(2), 149-161.
Hendry, G. D., Bromberger, N. & Armstrong, S. (2011) Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment & Evaluation in Higher Education, 36(1), 1-11.
Hendry, G. D. & Ginns, P. (2009). Readiness for self-directed learning: Validation of a new scale with medical students. Medical Teacher, 31(10), 918-920.
Hendry, G. D. (2009). Problem-based learning tutors' conceptions of their development as tutors. Medical Teacher, 31(2), 145-150.