Dr Graham Hendry

BA(Hons), PhD, UOW GradDipEdStud(HE) Sydney SFHEA
Senior Lecturer

F03 - Fisher Library
The University of Sydney

Telephone 9351 4820
Fax 9351 4331

Biographical details

Graham is a Senior Lecturer in the Education Portfolio with a specialisation in student learning and assessment at the University of Sydney. His background is in educational psychology. He is interested in teaching and student learning in higher education, and university teachers' professional learning. More specifically, his work examines the design of assessment and feedforward for student learning, and the benefits to staff of peer observation and review of teaching.

Research interests

  • Implementation of teacher peer observation and review
  • Designing authentic learning experiences and assessments
  • Student motivation and assessment for learning
  • Teachers' conceptions of assessment practice

Teaching and supervision

Coordinator Principles and Practice of University Teaching and Learning Program
Program and Unit of Study Coordinator Graduate Certificate in Educational Studies (Higher Education)

Associations

Independent Member Academic Board, Australian Film Television and Radio School

Awards and honours

Honorary Doctor of Medicine, Linköping University

Senior Fellow Higher Education Academy

Honorary Associate, Sydney School of Education and Social Work

Current research students

Project title Research student Co-supervisor/s
Medical students' reflection on the quality of their learning experience in the elective term Karen Garlan Dr Linda Klein
Medical student perceptions of learning during the critical care program of Sydney Medical School: The deliberate attainment of basic airway management skills in a core rotation Sarah Whereat Prof Anthony McLean

Selected grants

2016

  • Implementation of an interactive teaching peer review electronic system; Reed W, Shirley D, Smith-Merry J, Thomson K, Hendry G; DVC Education/Small Educational Innovation Grant.
  • Design and implementation of a curricular framework and assessment to promote the enhancement of the Ethical, Social and Professional Understanding of the Sydney graduate. A pilot for a university-wide approach in the Dental Faculty; Holden A, Spallek H, Dawson A, Mathieu Coulton K, Eberhard J, Koulias M, Hendry G; DVC Education/Large Educational Innovation Grant.

2013

  • Professional development for academics: Evaluating a personalised mobile website for learning from student feedback; Tomitsch M, Curwood J, Hendry G, Thomson K; Office of Learning and Teaching, Australian Government/OLT Grants Research - Seed Projects.

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Hendry, G. (2013). Integrating feedback with classroom teaching: Using exemplars to scaffold learning. In Stephen Merry, Margaret Price, David Carless, Maddalena Taras (Eds.), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, (pp. 133-141). Oxon, UK: Routledge.

Journals

  • Mabin (Van Gelderen), I., Matthew, S., Hendry, G., Taylor, R. (2017). Variation in clinical placement supervisors� conceptions of and approaches to supervision in a veterinary internship programme. Higher Education Research and Development. [More Information]
  • Hendry, G., White, P., Herbert, C. (2016). Providing exemplar-based 'feedforward' before an assessment: The role of teacher explanation. Active Learning in Higher Education, 17(2), 99-109. [More Information]
  • Thomson, K., Bell, A., Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher Education Research and Development, 34(5), 1060-1062. [More Information]
  • Curwood, J., Tomitsch, M., Thomson, K., Hendry, G. (2015). Professional learning in higher education: Understanding how academics interpret student feedback and access resources to improve their teaching. Australasian Journal of Educational Technology, 31(5), 556-571. [More Information]
  • Hendry, G., Tomitsch, M. (2014). Implementing an exemplar-based approach in an interaction design subject: Enhancing students' awareness of the need to be creative. International Journal of Technology and Design Education, 24(3), 337-348. [More Information]
  • Hendry, G., Jukic, K. (2014). Learning About the Quality of Work that Teachers Expect: Students' Perceptions of Exemplar Marking Versus Teacher Explanation. Journal of University Teaching and Learning Practice, 11(2), 1-10. [More Information]
  • Hendry, G., Bell, A., Thomson, K. (2014). Learning by observing a peer's teaching situation. International Journal for Academic Development, 19(4), 318-329. [More Information]
  • Hendry, G., 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. [More Information]
  • Hendry, G., Armstrong, S., Bromberger, N. (2012). Implementing standards-based assessment effectively; incorporating discussion of exemplars into classroom teaching. Assessment and Evaluation in Higher Education, 37(2), 149-161. [More Information]
  • Hendry, G., Oliver, G. (2012). Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching and Learning Practice, 9(1), 1-9.
  • Hendry, G. (2009). Problem-based learning tutors' conceptions of their development as tutors. Medical Teacher, 31(2), 145-150. [More Information]
  • Hendry, G., Ginns, P. (2009). Readiness for self-directed learning: validation of a new scale with medical students. Medical Teacher, 31(10), 918-920. [More Information]
  • Nisbet, G., Hendry, G., Rolls, G., Field, M. (2008). Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation. Journal of Interprofessional Care, 22(1), 57-68. [More Information]
  • Hendry, G., Lyon, P., Henderson-Smart, C. (2007). Teachers' approaches to teaching and responses to student evaluation in a problem-based medical program. Assessment and Evaluation in Higher Education, 32(2), 143-157. [More Information]
  • Hendry, G., Lyon, P., Prosser, M., Sze, D. (2006). Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. Medical Teacher, 28(6), 573-575. [More Information]
  • Hendry, G., Hyde, S., Barratt, A. (2006). Short report: Employer ratings of graduates from a graduate entry problem based medical program. Focus on Health Professional Education: A multi-disciplinary journal, 7(3), 62-65.
  • Hendry, G., Kinnersley, P., Kjellgren, K., Langendyk, V., Hyde, S. (2006). Students? attitudes toward the patient-doctor relationship in a graduate entry, problem based medical program. Focus on Health Professional Education: A multi-disciplinary journal, 7(3), 21-29.
  • Hendry, G., Heinrich, P., Lyon, P., Barratt, A., Simpson, J., Hyde, S., Gonsalkorale, S., Hyde, M., Mgaieth, S. (2005). Helping students understand their learning styles: Effects on study self-efficacy, preferance for group work, and group climate. Educational Psychology, 25(4), 395-407. [More Information]
  • Hendry, G., Hyde, S., Davy, P. (2005). Independent student study groups. Medical Education Online, 39(7), 672-679. [More Information]
  • Hendry, G., Hyde, S., Davy, P. (2005). Regulation of learning through independent student study groups in a student-centred medical program. Medical Education Online, 39(7), 672-679.
  • Hendry, G., Ryan, G., Harris, J. (2003). Group problems in problem-based learning. Medical Teacher, 25(6), 609-616. [More Information]
  • Dean, S., Barratt, A., Hendry, G., Lyon, P. (2003). Preparedness for hospital practice among graduates of a problem-based, graduate-entry medical program. Medical Journal of Australia, 178(4), 163-166.
  • Hendry, G., Hyde, S. (2002). Accountability, evaluation of teaching and expertise in higher education. International Journal for Academic Development, 7(1), 75-82.
  • Hendry, G., Barratt, A. (2002). Evidence-based education: How can we decide on the best way to teach? Focus on Health Professional Education: A multi-disciplinary journal, 4(1), 4-11.
  • Hendry, G., Phan, H., Lyon, P., Gordon, J. (2002). Student evaluation of expert and non-expert problem-based learning tutors. Medical Teacher, 24(5), 544-549. [More Information]
  • Lyon, P., Hendry, G. (2002). The use of the course experience Questionnaire as a monitoring evaluation tool in a Problem-based Medical Programme. Assessment and Evaluation in Higher Education, 27(4), 339-352.
  • Hendry, G., Moss, J. (2002). Use of electronic surveys in course evaluation. British Journal of Educational Technology, 33(5), 583-592.
  • Hendry, G., Cumming, R., Lyon, P., Gordon, J. (2001). Student-centred course evaluation in a four year, problem based medical programme: issues in collection and management of feedback. Assessment and Evaluation in Higher Education, 26(4), 327-339.
  • Hendry, G., Lyon, P., Field, M., Skinner, C. (2001). The qualities of a good lecture in problem-based programs: a comparison of lecturers' and students' views in the preclinical years. Focus on Health Professional Education: A multi-disciplinary journal, 3, 79-81.

Conferences

  • Hendry, G. (2014). An educational development strategy for assessment using evidence-based, discipline-specific case studies. International Consortium for Educational Development (ICED) conference: Educational Development in a Changing World, Stockholm: International Consortium for Educational Development (ICED) conference.

Other

  • Owens, C., White, F., Hendry, G. (2014), Enhancing Psychology first year students academic writing skills: identifying the most effective exemplar-based teaching strategy.

2017

  • Mabin (Van Gelderen), I., Matthew, S., Hendry, G., Taylor, R. (2017). Variation in clinical placement supervisors� conceptions of and approaches to supervision in a veterinary internship programme. Higher Education Research and Development. [More Information]

2016

  • Hendry, G., White, P., Herbert, C. (2016). Providing exemplar-based 'feedforward' before an assessment: The role of teacher explanation. Active Learning in Higher Education, 17(2), 99-109. [More Information]

2015

  • Thomson, K., Bell, A., Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher Education Research and Development, 34(5), 1060-1062. [More Information]
  • Curwood, J., Tomitsch, M., Thomson, K., Hendry, G. (2015). Professional learning in higher education: Understanding how academics interpret student feedback and access resources to improve their teaching. Australasian Journal of Educational Technology, 31(5), 556-571. [More Information]

2014

  • Hendry, G. (2014). An educational development strategy for assessment using evidence-based, discipline-specific case studies. International Consortium for Educational Development (ICED) conference: Educational Development in a Changing World, Stockholm: International Consortium for Educational Development (ICED) conference.
  • Owens, C., White, F., Hendry, G. (2014), Enhancing Psychology first year students academic writing skills: identifying the most effective exemplar-based teaching strategy.
  • Hendry, G., Tomitsch, M. (2014). Implementing an exemplar-based approach in an interaction design subject: Enhancing students' awareness of the need to be creative. International Journal of Technology and Design Education, 24(3), 337-348. [More Information]
  • Hendry, G., Jukic, K. (2014). Learning About the Quality of Work that Teachers Expect: Students' Perceptions of Exemplar Marking Versus Teacher Explanation. Journal of University Teaching and Learning Practice, 11(2), 1-10. [More Information]
  • Hendry, G., Bell, A., Thomson, K. (2014). Learning by observing a peer's teaching situation. International Journal for Academic Development, 19(4), 318-329. [More Information]

2013

  • Hendry, G., 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. [More Information]
  • Hendry, G. (2013). Integrating feedback with classroom teaching: Using exemplars to scaffold learning. In Stephen Merry, Margaret Price, David Carless, Maddalena Taras (Eds.), Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, (pp. 133-141). Oxon, UK: Routledge.

2012

  • Hendry, G., Armstrong, S., Bromberger, N. (2012). Implementing standards-based assessment effectively; incorporating discussion of exemplars into classroom teaching. Assessment and Evaluation in Higher Education, 37(2), 149-161. [More Information]
  • Hendry, G., Oliver, G. (2012). Seeing is Believing: The Benefits of Peer Observation. Journal of University Teaching and Learning Practice, 9(1), 1-9.

2009

  • Hendry, G. (2009). Problem-based learning tutors' conceptions of their development as tutors. Medical Teacher, 31(2), 145-150. [More Information]
  • Hendry, G., Ginns, P. (2009). Readiness for self-directed learning: validation of a new scale with medical students. Medical Teacher, 31(10), 918-920. [More Information]

2008

  • Nisbet, G., Hendry, G., Rolls, G., Field, M. (2008). Interprofessional learning for pre-qualification health care students: An outcomes-based evaluation. Journal of Interprofessional Care, 22(1), 57-68. [More Information]

2007

  • Hendry, G., Lyon, P., Henderson-Smart, C. (2007). Teachers' approaches to teaching and responses to student evaluation in a problem-based medical program. Assessment and Evaluation in Higher Education, 32(2), 143-157. [More Information]

2006

  • Hendry, G., Lyon, P., Prosser, M., Sze, D. (2006). Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. Medical Teacher, 28(6), 573-575. [More Information]
  • Hendry, G., Hyde, S., Barratt, A. (2006). Short report: Employer ratings of graduates from a graduate entry problem based medical program. Focus on Health Professional Education: A multi-disciplinary journal, 7(3), 62-65.
  • Hendry, G., Kinnersley, P., Kjellgren, K., Langendyk, V., Hyde, S. (2006). Students? attitudes toward the patient-doctor relationship in a graduate entry, problem based medical program. Focus on Health Professional Education: A multi-disciplinary journal, 7(3), 21-29.

2005

  • Hendry, G., Heinrich, P., Lyon, P., Barratt, A., Simpson, J., Hyde, S., Gonsalkorale, S., Hyde, M., Mgaieth, S. (2005). Helping students understand their learning styles: Effects on study self-efficacy, preferance for group work, and group climate. Educational Psychology, 25(4), 395-407. [More Information]
  • Hendry, G., Hyde, S., Davy, P. (2005). Independent student study groups. Medical Education Online, 39(7), 672-679. [More Information]
  • Hendry, G., Hyde, S., Davy, P. (2005). Regulation of learning through independent student study groups in a student-centred medical program. Medical Education Online, 39(7), 672-679.

2003

  • Hendry, G., Ryan, G., Harris, J. (2003). Group problems in problem-based learning. Medical Teacher, 25(6), 609-616. [More Information]
  • Dean, S., Barratt, A., Hendry, G., Lyon, P. (2003). Preparedness for hospital practice among graduates of a problem-based, graduate-entry medical program. Medical Journal of Australia, 178(4), 163-166.

2002

  • Hendry, G., Hyde, S. (2002). Accountability, evaluation of teaching and expertise in higher education. International Journal for Academic Development, 7(1), 75-82.
  • Hendry, G., Barratt, A. (2002). Evidence-based education: How can we decide on the best way to teach? Focus on Health Professional Education: A multi-disciplinary journal, 4(1), 4-11.
  • Hendry, G., Phan, H., Lyon, P., Gordon, J. (2002). Student evaluation of expert and non-expert problem-based learning tutors. Medical Teacher, 24(5), 544-549. [More Information]
  • Lyon, P., Hendry, G. (2002). The use of the course experience Questionnaire as a monitoring evaluation tool in a Problem-based Medical Programme. Assessment and Evaluation in Higher Education, 27(4), 339-352.
  • Hendry, G., Moss, J. (2002). Use of electronic surveys in course evaluation. British Journal of Educational Technology, 33(5), 583-592.

2001

  • Hendry, G., Cumming, R., Lyon, P., Gordon, J. (2001). Student-centred course evaluation in a four year, problem based medical programme: issues in collection and management of feedback. Assessment and Evaluation in Higher Education, 26(4), 327-339.
  • Hendry, G., Lyon, P., Field, M., Skinner, C. (2001). The qualities of a good lecture in problem-based programs: a comparison of lecturers' and students' views in the preclinical years. Focus on Health Professional Education: A multi-disciplinary journal, 3, 79-81.

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