Ms Helen Drury

Senior Lecturer

A35 - Education Building
The University of Sydney


Selected grants

2006

  • Enabling resources to support the development of leadership skills in groupwork: moving students beyond the comfort zone; Kay J, Drury H, Bonanno H; Faculty of Science/Teaching Improvement Fund.

Selected publications

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Book Chapters

  • Drury, H. (2016). Moving Online to Teach Academic Writing in Science and Engineering: Theory and Practice. In Sheena Gardner, Sian Alsop (Eds.), Systemic Functional Analysis in the Digital Age, (pp. 134-150). Sheffield, UK: Equinox Publishing Ltd.
  • Drury, H., Mort, P. (2015). Engaging Students in Online Learning Environments for Success in Academic Writing in the Disciplines. In Mary Deane, Teresa Guasch (Eds.), Learning and Teaching Writing Online: Strategies for Success, (pp. 151-175). Leiden: Koninklijke Brill NV. [More Information]
  • Taylor, C., Drury, H. (2007). An integrated approach to teaching writing in the sciences. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 117-125). NSW, Australia: Sydney University Press.
  • Taylor, C., Drury, H. (2004). The effect of student prior experience, attitudes and expectations on performance in an undergraduate science writing. In Gert Rijlaarsdam, Huub van den Bergh, Micbel Couzijn (Eds.), Effective Learning and Teaching of Writing: A Handbook of Writing in Education, (pp. 561-573). USA: Kluwer Academic Publishers.
  • Jones, J., Gollin, S., Drury, H., Economou, D. (1989). Systemic-Functional Linguistics and its application to TESOL curriculum. In J. R. Martin and R. Hasan (Eds.), Language Development: learning language, learning culture, (pp. 257-328). New Jersey USA: Ablex Publishing Corporation.

Journals

  • Drury, H., Charles, C. (2016). Overcoming disadvantage, achieving success: What helps. Journal of Academic Language and Learning, 10(2), A48-A69.
  • Dunworth, K., Drury, H., Kralik, C., Moore, T. (2014). Rhetoric and realities: on the development of university-wide strategies to promote student English language growth. Journal of Higher Education Policy and Management, 36(5), 520-532. [More Information]
  • Drury, H., Muir, M. (2014). Using an E-Learning Environment for Developing Science Students' Written Communication: The Case of Writing Laboratory Reports in Physiology. International Journal of Innovation in Science and Mathematics Education, 22(4), 79-93.
  • Drury, H., Mort, P. (2012). Developing student writing in science and engineering: the Write Reports in Science and Engineering (WRiSE) project. Journal of Learning Development in Higher Education, (Special Edition), 1-17.
  • Mort, P., Drury, H. (2012). Supporting student academic literacy in the disciplines using genre-based online pedagogy. Journal of Academic Language and Learning, 6(3), A1-A15.
  • Ellis, R., Taylor, C., Drury, H. (2007). Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program. Higher Education Research and Development, 26(3), 297-311.
  • Drury, H., O'Carroll, P., Langrish, T. (2006). Online approach to teaching report writing in chemical engineering: implementation and evaluation. International Journal of Engineering Education, 22(4), 858-867. [More Information]
  • Ellis, R., Taylor, C., Drury, H. (2006). University student conceptions of learning science through writing. Australian Journal of Education, 50(1), 6-28. [More Information]
  • Ellis, R., Taylor, C., Drury, H. (2005). Evaluating writing instruction through an investigation of students' experiences of learning through writing. Instructional Science, 33(1), 49-71. [More Information]

Conferences

  • Muir, M., Drury, H., Tarr, G., White, F., Morrison, K. (2015). A Start to Fostering Knowledge, Skills and Attitudes to Ensure Inclusive Teaching Environments. 12th annual conference of the International Society for the Scholarship of Teaching and Learning. International Society for the Scholarship of Teaching and Learning.
  • Drury, H. (2015). Collaboration between Learning Centre and Faculty Staff to enrich Curriculum Outcomes. Blended Learning Conference 2015, Australia: Blended Learning Conference.
  • Drury, H. (2015). Improving undergraduate writing in engineering; evolving approaches. City University, Hong Kong: City University Hong Kong.
  • Drury, H. (2015). Key principles for a successful digital pedagogy for academic literacy: lessons from the evolution of online programs for science and engineerong genres. 12th Biennial Conference for the Association of Academic Language and Learning: Critical intersections. Association of Academic Language and Learning.
  • Drury, H. (2015). Scientific argument: Bringing together genre and rhetoric approaches. ALAA/ALANZ/ALTAANZ Learning in a Multilingual World. ALAA/ALANZ/ALTAANZ.
  • Muir, M., Tarr, G., Drury, H., White, F., Morrison, K. (2014). Knowing your students: An approach to encourage pedagogical creativity and change. International Society for the Scholarship of Teaching and Learning (ISSOTL), Not applicable: Not applicable.
  • Mort, P., Drury, H., Calvo, R., Skinner, I., McEwan, A., Levy, D., Garcia Molina, M., Mitrajit, R. (2012). An Online Writing Centre for Engineering Students. 2012 International CDIO Conference, Brisbane: CDIO Conference 2012.
  • Skinner, I., Mort, P., Calvo, R., Drury, H., Garcia Molina, M. (2012). Some do, some don't: student use of online writing resources. 23rd Annual Conference of the Australasian Association for Engineering Education, Melbourne, Australia: Swinburne University of Technology.
  • Airey, D., Cafe, P., Drury, H. (2012). The use of online resources to support laboratory classes in soil mechanics. International Conference Shaking the Foundations of Geo-Engineering Education, Leiden: CRC Press/Balkema.
  • Muir, M., Ryan, L., Drury, H. (2010). Feedback In The Sciences: What Is Wanted And What Is Given. 16th UniServe Science Annual Conference 2010, Sydney: University of Sydney.
  • Drury, H., Airey, D., O'Carroll, P. (2010). Improving report writing for undergraduate students in engineering through an online learning environment: the case of second year civil engineering. 21st Annual Australasian Association for Engineering Education Conference: Past, Present, Future: the keys to engineering education research and practice (AaeE 2010), Sydney: The Faculty of Engineering & Information Technology, University of Technology, Sydney.
  • Drury, H., Jones, J. (2010). Transforming the teaching of report writing in science and engineering through an integrated online learning environment, WRiSE (Write Reports in Science and Engineering). Ascilite 2010 sydney: curriculum, technology & transformation for an unknown future, Sydney: University of Queensland.
  • Drury, H., Muir, M. (2006). Exploring the connection between feedback and revision using a draft-writing and feedback cycle in report-writing assessment. Earli SIG Writing 2006, 10th International Conference of the European Association for Research on Learning and Instruction Writing Special Interest Group.
  • Muir, M., Drury, H., Frommer, M., Jones, J., Mendrela, M., Schneider, I., Wozniak, H. (2005). An on-line interactive approach to improving practical Report writing. 3rd College of Health Sciences EdHealth Conference, Sydney: College of Health Sciences, University of Sydney.
  • Muir, M., Drury, H. (2005). Pushing the boundaries: Encouraging reflective learning using a draft-writing and feedback cycle in report-writing assessment. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.
  • Drury, H., O'Carroll, P., Langrish, T. (2003). Integrating an interactive online program on report writing into a chemical engineering laboratory course: what has been the impact? Interact, Integrate, Impact (ASCILITE), Australia: ASCILITE.
  • Drury, H., Kay, J., Losberg, V. (2003). Student satisfaction with groupwork in undergraduate computer science: so things get better? 5th Australasian Computing Education Conference: Computing Education 2003, Sydney: Australian Computer Society.
  • Taylor, C., Drury, H. (2003). What influences student success in undergraduate science writing? The links between previous experiences, expectations, attitudes and approaches to writing. 11th International Conference on Improving Student Learning, UK.
  • Taylor, C., Drury, H., Lindsay, M. (2002). Incorporating first year students' prior writing experiences and expectations into an undergraduate science program. 8th International Conference of the European Association for Research on Learning and Instruction.
  • Taylor, C., Drury, H. (2002). Investigating the effect of students' prior writing experiences on their attitudes and approaches to writing in an undergraduate science program. 15th International Conference on The First-Year Experience.

2016

  • Drury, H. (2016). Moving Online to Teach Academic Writing in Science and Engineering: Theory and Practice. In Sheena Gardner, Sian Alsop (Eds.), Systemic Functional Analysis in the Digital Age, (pp. 134-150). Sheffield, UK: Equinox Publishing Ltd.
  • Drury, H., Charles, C. (2016). Overcoming disadvantage, achieving success: What helps. Journal of Academic Language and Learning, 10(2), A48-A69.

2015

  • Muir, M., Drury, H., Tarr, G., White, F., Morrison, K. (2015). A Start to Fostering Knowledge, Skills and Attitudes to Ensure Inclusive Teaching Environments. 12th annual conference of the International Society for the Scholarship of Teaching and Learning. International Society for the Scholarship of Teaching and Learning.
  • Drury, H. (2015). Collaboration between Learning Centre and Faculty Staff to enrich Curriculum Outcomes. Blended Learning Conference 2015, Australia: Blended Learning Conference.
  • Drury, H., Mort, P. (2015). Engaging Students in Online Learning Environments for Success in Academic Writing in the Disciplines. In Mary Deane, Teresa Guasch (Eds.), Learning and Teaching Writing Online: Strategies for Success, (pp. 151-175). Leiden: Koninklijke Brill NV. [More Information]
  • Drury, H. (2015). Improving undergraduate writing in engineering; evolving approaches. City University, Hong Kong: City University Hong Kong.
  • Drury, H. (2015). Key principles for a successful digital pedagogy for academic literacy: lessons from the evolution of online programs for science and engineerong genres. 12th Biennial Conference for the Association of Academic Language and Learning: Critical intersections. Association of Academic Language and Learning.
  • Drury, H. (2015). Scientific argument: Bringing together genre and rhetoric approaches. ALAA/ALANZ/ALTAANZ Learning in a Multilingual World. ALAA/ALANZ/ALTAANZ.

2014

  • Muir, M., Tarr, G., Drury, H., White, F., Morrison, K. (2014). Knowing your students: An approach to encourage pedagogical creativity and change. International Society for the Scholarship of Teaching and Learning (ISSOTL), Not applicable: Not applicable.
  • Dunworth, K., Drury, H., Kralik, C., Moore, T. (2014). Rhetoric and realities: on the development of university-wide strategies to promote student English language growth. Journal of Higher Education Policy and Management, 36(5), 520-532. [More Information]
  • Drury, H., Muir, M. (2014). Using an E-Learning Environment for Developing Science Students' Written Communication: The Case of Writing Laboratory Reports in Physiology. International Journal of Innovation in Science and Mathematics Education, 22(4), 79-93.

2012

  • Mort, P., Drury, H., Calvo, R., Skinner, I., McEwan, A., Levy, D., Garcia Molina, M., Mitrajit, R. (2012). An Online Writing Centre for Engineering Students. 2012 International CDIO Conference, Brisbane: CDIO Conference 2012.
  • Drury, H., Mort, P. (2012). Developing student writing in science and engineering: the Write Reports in Science and Engineering (WRiSE) project. Journal of Learning Development in Higher Education, (Special Edition), 1-17.
  • Skinner, I., Mort, P., Calvo, R., Drury, H., Garcia Molina, M. (2012). Some do, some don't: student use of online writing resources. 23rd Annual Conference of the Australasian Association for Engineering Education, Melbourne, Australia: Swinburne University of Technology.
  • Mort, P., Drury, H. (2012). Supporting student academic literacy in the disciplines using genre-based online pedagogy. Journal of Academic Language and Learning, 6(3), A1-A15.
  • Airey, D., Cafe, P., Drury, H. (2012). The use of online resources to support laboratory classes in soil mechanics. International Conference Shaking the Foundations of Geo-Engineering Education, Leiden: CRC Press/Balkema.

2010

  • Muir, M., Ryan, L., Drury, H. (2010). Feedback In The Sciences: What Is Wanted And What Is Given. 16th UniServe Science Annual Conference 2010, Sydney: University of Sydney.
  • Drury, H., Airey, D., O'Carroll, P. (2010). Improving report writing for undergraduate students in engineering through an online learning environment: the case of second year civil engineering. 21st Annual Australasian Association for Engineering Education Conference: Past, Present, Future: the keys to engineering education research and practice (AaeE 2010), Sydney: The Faculty of Engineering & Information Technology, University of Technology, Sydney.
  • Drury, H., Jones, J. (2010). Transforming the teaching of report writing in science and engineering through an integrated online learning environment, WRiSE (Write Reports in Science and Engineering). Ascilite 2010 sydney: curriculum, technology & transformation for an unknown future, Sydney: University of Queensland.

2007

  • Taylor, C., Drury, H. (2007). An integrated approach to teaching writing in the sciences. In Angela Brew & Judyth Sachs (Eds.), Transforming a university: the scholarship of teaching and learning in practice, (pp. 117-125). NSW, Australia: Sydney University Press.
  • Ellis, R., Taylor, C., Drury, H. (2007). Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program. Higher Education Research and Development, 26(3), 297-311.

2006

  • Drury, H., Muir, M. (2006). Exploring the connection between feedback and revision using a draft-writing and feedback cycle in report-writing assessment. Earli SIG Writing 2006, 10th International Conference of the European Association for Research on Learning and Instruction Writing Special Interest Group.
  • Drury, H., O'Carroll, P., Langrish, T. (2006). Online approach to teaching report writing in chemical engineering: implementation and evaluation. International Journal of Engineering Education, 22(4), 858-867. [More Information]
  • Ellis, R., Taylor, C., Drury, H. (2006). University student conceptions of learning science through writing. Australian Journal of Education, 50(1), 6-28. [More Information]

2005

  • Muir, M., Drury, H., Frommer, M., Jones, J., Mendrela, M., Schneider, I., Wozniak, H. (2005). An on-line interactive approach to improving practical Report writing. 3rd College of Health Sciences EdHealth Conference, Sydney: College of Health Sciences, University of Sydney.
  • Ellis, R., Taylor, C., Drury, H. (2005). Evaluating writing instruction through an investigation of students' experiences of learning through writing. Instructional Science, 33(1), 49-71. [More Information]
  • Muir, M., Drury, H. (2005). Pushing the boundaries: Encouraging reflective learning using a draft-writing and feedback cycle in report-writing assessment. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.

2004

  • Taylor, C., Drury, H. (2004). The effect of student prior experience, attitudes and expectations on performance in an undergraduate science writing. In Gert Rijlaarsdam, Huub van den Bergh, Micbel Couzijn (Eds.), Effective Learning and Teaching of Writing: A Handbook of Writing in Education, (pp. 561-573). USA: Kluwer Academic Publishers.

2003

  • Drury, H., O'Carroll, P., Langrish, T. (2003). Integrating an interactive online program on report writing into a chemical engineering laboratory course: what has been the impact? Interact, Integrate, Impact (ASCILITE), Australia: ASCILITE.
  • Drury, H., Kay, J., Losberg, V. (2003). Student satisfaction with groupwork in undergraduate computer science: so things get better? 5th Australasian Computing Education Conference: Computing Education 2003, Sydney: Australian Computer Society.
  • Taylor, C., Drury, H. (2003). What influences student success in undergraduate science writing? The links between previous experiences, expectations, attitudes and approaches to writing. 11th International Conference on Improving Student Learning, UK.

2002

  • Taylor, C., Drury, H., Lindsay, M. (2002). Incorporating first year students' prior writing experiences and expectations into an undergraduate science program. 8th International Conference of the European Association for Research on Learning and Instruction.
  • Taylor, C., Drury, H. (2002). Investigating the effect of students' prior writing experiences on their attitudes and approaches to writing in an undergraduate science program. 15th International Conference on The First-Year Experience.

1989

  • Jones, J., Gollin, S., Drury, H., Economou, D. (1989). Systemic-Functional Linguistics and its application to TESOL curriculum. In J. R. Martin and R. Hasan (Eds.), Language Development: learning language, learning culture, (pp. 257-328). New Jersey USA: Ablex Publishing Corporation.

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