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Kathryn joined the ITL in May 2008. She previously worked in the Pharmacy Education Unit at the University of Sydney for 2 years; and as an academic in applied statistics in Agriculture and related disciplines for 7 years prior to her time with Pharmacy. Kathryn served on the Executive Committee of the Higher Education Research & Development Society of Australasia (HERDSA) as Treasurer during 2007-2009. She has served on a number of faculty-based learning and teaching committees at the University of Sydney.
She is co-coordinator of the Graduate Certificate in Educational Studies (Higher Education) units in Semester 1, and teaches in the Principles & Practice of University Teaching & Learning course. In 2013, Kathryn’s teaching and learning development work centres around quantitative aspects of the teaching quality standards and curriculum renewal projects, as well as taking a leading role in supporting faculties in achieving 2012 Compact goals and in the design of the new 2013 Compacts.
Her current research work is in the field of educational psychology and includes a project on the 'Epistemic stances of academic staff at large research-intensive Australian universities'.
During 2008-2010 Kathryn led an internally funded project aimed at developing student motivation and interest in a broad range of discipline areas. The completed work is being written up, and extensions to it are in the planning stage. Two articles are in preparation with colleagues from the University of Sydney: 1) a review paper with a working title of 'Enhancing and evaluating university students’ self-efficacy'; and 2) an empirical results paper with a working title of ‘University student motivation – Relations with contextual factors and achievement’.
Kathryn reviews journal articles for Higher Education, the International Journal for Academic Development (IJAD), and Higher Education and Research Development (HERD) on an ad hoc basis, as well as conference proposals. She also gives workshops on experimental design and statistical analysis, or teaching and teacher development, from time to time as requested.
Bartimote-Aufflick, K., Brew, A., & Ainley, M. (2010). University teachers engaged in critical self-regulation: How may they influence their students? In A. Efklides & P. Misailidi (Eds.), Trends and Prospects in Metacognition Research (pp. 427-444). New York: Springer.
Refereed Journal Articles
Bartimote-Aufflick, K. & Thomson, P. C. (2011). The analysis of ordinal time-series data via a transition (Markov) model. Journal of Applied Statistics, 38(9), 1883-1897.
Basheti, I. A., Ryan, G., Woulfe, J., & Bartimote-Aufflick, K. (2010) Anonymous peer assessment of medication management reviews. American Journal of Pharmaceutical Education, 74(5), Article 77.
Noack, A. E., Kaapro, J., Bartimote-Aufflick, K., Mansfield, S., & Rose, H. A. (2009). Efficacy of Imidacloprid in the control of Thaumastocoris Peregrinus on Eucalyptus Scoparia in Sydney, Australia. Arboriculture & Urban Forestry, 35(4), 191-195.
McGreevy, P. D., Fougere, B., Collins, H., Bartimote, K. M., & Thomson, P.C. (2002). Trends in the population of pets attending Sydney Metropolitan practices. Australian Veterinary Journal 80(12), 740-745.
Aufflick, K. M. B. (2007). Analysis of Ordinal Repeated Measures Data: Review and General Recommendations for Researchers in Agriculture and Related Fields [MScAgr Thesis]. The University of Sydney, Sydney. (2 examiners)
Bartimote-Aufflick, K. M., & Thomson, P. C. (2007). Encouraging student autonomy: Skills self assessment. In C. Rust (Ed.), Improving Student Learning Through Teaching: Proceedings of the 2006 14th International Symposium. Oxford: Oxford Centre for Staff and Learning Development.
Bartimote-Aufflick, K. (2007). The constructive power of research: In student learning, and in our learning, Synergy, 25, 8-10.
Bartimote, K. (2004). There's life to be found in learning, Sancta Sophia College Annual Newsletter 2003.
Bartimote, K. M. (1999). An Overview of Logistic Regression Analysis Techniques, using Ordinal Logistic Regression as a Special Example [BScAgr Thesis]. The University of Sydney, Sydney.
Bartimote-Aufflick, K. (May, 2010). Reviewing research on formative feedback. Teaching@Sydney (e-bulletin of the Institute for Teaching and Learning, The University of Sydney)
Bartimote-Aufflick, K. (August, 2010). Embedding self-regulatory strategies instruction. Teaching@Sydney (e-bulletin of the Institute for Teaching and Learning, The University of Sydney)
Bartimote-Aufflick, K. (October, 2010). Strategies for improving student self-efficacy - narrative-centred learning in science, and supported creative problem solving. Teaching@Sydney (e-bulletin of the Institute for Teaching and Learning, The University of Sydney)
International Conference Presentations
Bartimote-Aufflick, K. (accepted). The formation of faculty members' epistemic stances. Paper for the American Psychological Association (APA) Convention, Hawaii, USA. 31 July-4 August 2013.
Bartimote-Aufflick, K. & Brew, A. (2012). Epistemic stances of academic staff. Paper for the European Association for Research on Learning and Instruction (EARLI) Metacognition SIG Conference, Trier, Germany. 5-8 September 2012.
Bartimote-Aufflick, K. & Brew, A. (2012). The formation of epistemic stances of academic staff. Paper for the European Association for Research on Learning and Instruction (EARLI) Conceptual Change SIG Conference, Milan, Italy. 1-4 September 2012.
Bartimote-Aufflick, K. M., Walker, R., Smith, L., Sharma, M., Collier, M., & George, A. (2009). A multidisciplinary approach to improving university student motivation and interest. Paper for the European Association for Research on Learning and Instruction (EARLI) Conference, Amsterdam, The Netherlands.
Moles, R., Krass, I., Bajorek, B., Smith, L., Saini, B., Brezniak, R., & Bartimote-Aufflick, K. (2009). Assessments used in Pharmacy teaching - academics learning from our peers. Poster for the 69th International Pharmaceutical Federation (FIP) 2009, Istanbul, Turkey.
Basheti, I., Ryan, G., Woulfe, J., & Bartimote-Aufflick, K. (2009). Using anonymous peer feedback to encourage improvement in Pharmacy students' medication management reviews. Poster for the Monash Pharmacy Education Symposium 2009, Prato, Italy.
Bartimote-Aufflick, K., Walker, R., Smith, L., Taylor, C., George, A., Sharma, M., & Collier, M. (2008). Collaborating across the disciplines to develop university student motivation and interest. Paper for the European Association for Research on Learning and Instruction (EARLI) Motivation SIG Conference, Turku, Finland.
Basheti, I., Ryan, G., Bartimote-Aufflick, K., & Woulfe, J. (2008). Double-blind peer-assessment of Pharmacy Medication Review. Paper for the 15th International Social Pharmacy Workshop, Queenstown, New Zealand.
Bartimote-Aufflick, K. & Smith, L. (2008). Developing as academics through participation in learning communities. Paper for the Higher Education Research & Development Society of Australasia (HERDSA) Conference, Rotorua, New Zealand.
Bartimote-Aufflick, K. M. & Brew, A. (2008). University teachers' understanding of their own learning. Paper for the European Association for Research on Learning and Instruction (EARLI) Metacognition SIG Conference, Ioannina, Greece.
Bartimote-Aufflick, K. M. (2007). An evidence-based approach to focusing the direction of academic development. Paper presented at the Society for Teaching and Learning in Higher Education (STLHE) Conference, Edmonton, Canada.
Bartimote-Aufflick, K.M., & Thomson, P.C. (2006). Encouraging student autonomy: skills self assessment. Paper presented at the Improved Student Learning Symposium, Bath, UK.
Bartimote, K. (2005). Learning to learn and learning to teach generic skills. Poster presented at the Improved Student Learning Symposium, London, UK.
Bartimote, K. M. (2004). Student reflection: Consolidating learning in assessment. An example from first year group work. Poster presented at the Assessment Conference, Bergen, Norway.
Bartimote, K. M. (2004). Comparing treatment differences whilst accounting for 2-D spatial correlation. Paper presented at The International Environmetrics Society and Spatial Accuracy Conference, Portland, Maine, USA.