Associate Professor Charlotte Taylor

A12 - Macleay Building
The University of Sydney

Telephone +61 2 9351 5788

Website Room 201, A13 - Botany Annex
RIBET

Biographical details

My honours research was carried out in Scotland on decomposition processes in Sphagnum bogs, and on grazing relationships between phyto- and zoo-plankton in freshwater lochs. A desire to work on organisms taller than 5cm, and receipt of a NERC scholarship, sent me to Malaysia to work on the reproductive biology of rainforest trees. I still return to the Malaysian projects when time and funding permit, but have moved into other areas more suited to life and work in Sydney. I have recently collaborated on projects in urban ecology and am setting up surveys on biodiversity in agricultural landscapes.

Research interests

I have two very different areas of interest for research projects which I continue to maintain in parallel.

My honours research was carried out in Scotland on decomposition processes in Sphagnum bogs, and on grazing relationships between phyto- and zoo-plankton in freshwater lochs. A desire to work on organisms taller than 5cm, and receipt of a NERC scholarship, sent me to Malaysia to work on the reproductive biology of rainforest trees. I still return to the Malaysian projects when time and funding permit, but have moved into other areas more suited to life and work in Sydney. I have recently collaborated on projects in urban ecology and am setting up surveys on biodiversity in agricultural landscapes.

Plant-Animal Interactions and Biodiversity

Plant Reproductive Biology
Macaranga is a pioneer tree and a dominant feature of increasingly fragmented forests in Asia. The most puzzling and exciting aspect of Macaranga reproduction concerns pollination and we have previously suggested that thrips may be important pollinators of these species.

A current project is determining whether:

Spider
  • Thrips carry out a parallel function with respect to effective pollen transfer in co-occurring species of Macaranga?
  • The pattern of pollen production, at the scale of population, species and individual, allows effective transfer inter- and intra-specifically during mass flowering events?
  • The potential breeding systems operate at the inter-specific level ie outcrossing or apomixis (seed production without fertilisation)?
  • What are the isolating mechanisms operating at the intra-specific level ie incompatibility, partitioning of pollinators?


Urban Biodiversity
Birds in Backyards is a project of Birds Australia, currently in partnership with the Australian Museum, focussing on research, education and conservation of birds in urban environments. The program has sponsored 4 students in honours or PhD projects studying:

  • Interspecific relationships in urban bird assemblages
  • Nesting ecology of urban bird populations
  • Population ecology of Superb Fairy Wrens in fragmented urban environments
Grevillea

A recent project by Honours student Lisa Ashley investigated the relationship between increased planting of large-flowered hybrid grevilleas and the distribution and abundance of Noisy Miners in Western Sydney.

While the presence and abundance of Noisy Miners was not related to the presence of the grevilleas, it was strongly related to the presence of tall eucalypts, where they forage for lerps. It is still not clear whether the change (or decline) in abundance and distribution of small native birds is due to changes in noisy miner populations

Future projects include:

  • The interaction between weeds and urban birds: effects on distribution and abundance
  • The effects of competition for resources between native and introduced birds in urban environments
  • The importance of weeds as small bird habitat in disturbed environments
  • Differences in pollinators, and success of pollination and seed set, in fragmented habitats

Education in Science

I worked in a first year teaching unit for 14 years interacting with thousands of keen and enthusiastic biology students in labs, lectures and the occasional field trip. During that time I developed research programs focusing on the most commonly encountered organisms in the immediate environment - students. My educational research has focused on student learning, and in particular how an understanding of science is communicated in reports and other written forms. These studies have expanded to encompass the concept of feedback: what it is, how it works and how students use it to improve their writing. I am interested in using quantitative and qualitative data from students to determine which experiences most effectively enhance learning in science. The outcomes of these studies are then used to improve curriculum design and teaching approaches.

Academic Writing
These projects are currently funded by grants from the University of Sydney or the Faculty of Science Education Research Group (ScifER). See publications list for outcomes.

  • Investigating student attitudes to scientific writing - the effect of experience and expectations on performance in undergraduate writing programs
  • Communicating and learning on the web: an investigation of student and staff use of web discussions in the learning process
  • Learning from feedback: student interpretation, understanding and use of comments on science assignments
  • Writing to Learn in science: investigating student and staff understanding of the process and outcomes of writing

Understanding Biology
A threshold concept can be defined in terms of troublesome knowledge, and transformations of knowledge, such that new and conceptually more difficult ideas can be understood. Such concepts are the key to subsequent higher order learning within a discipline and a lack of ability to progress past such a threshold may lead to ongoing problems in subsequent understanding and application.

A survey of biologists in Australian and UK universities, in 2004, has identified a number of potential threshold concepts in biology (see publications list). A collaborative study, with Prof JHF Meyer at the University of Durham, is now determining the extent to which these concepts fit the definition above.

Future projects include:

  • Changing written work as a result of feedback: using thematic analysis to characterise qualitative improvements to texts
  • Phenomenographic analysis of student explanations of threshold concepts

Teaching and supervision

Teaching

I currently teach in the following units in the Faculty of Science:

  • Concepts in Biology 1001 coordinator 1997-2004
  • Living Systems 1003
  • Human Biology 1002
  • Conservation Biology 2111
  • Plant Systematics and Biogeography 3015
  • Masters in Applied Science (Environmental Science) Coursework unit in Introductory Ecology, and project supervision coordinator 2004-2005
  • Honours coursework unit Communication
  • Teaching Science in English - a program for Academic staff from Chinese universities

Teaching Developments and Innovations

Communicating to Learn to Write: Unraveling the learning process in online discussions on scientific report writing (pdf).

Enhancing the employability of Science graduates: increasing the awareness of staff and students to the needs of the employers (2003) Peat, M., Taylor, C. & Stewart, C. $50,000 from the University Teaching Improvement Fund (major grant)

Click here to visit the Life Long Earning site.

Developing an academic writing program for undergraduate science students
(1994) Webb C., Taylor C and Drury H. CAUT grant ($32,000)

SEE Peat, M., Franklin, S. and Taylor, C. E. (Eds) "An Introduction to Biology Skills for First Year Biology Students" published by UniServe Science; 3rd edition 2002, ISBN 1 86487 448 1

Enhancing the Assessment of Learning in Australian Higher Education:
Assessment in Biological Science (2005) Peat M, Taylor CE, Gleeson D, Krausse K-L, Harris K-L, James R Carrick Institute Grant $89,000

Selected grants

2015

  • Agent-based virtual learning environments for understanding science; Jacobson M, Richards D, Taylor C, Sutherland L, Kapur M; Australian Research Council (ARC)/Discovery Projects (DP).

2012

  • Learning Technology and the Learning Sciences; Goodyear P, Kay J, Jacobson M, Reimann P, Freebody P, Martin J, Dong A, Calvo R, Kummerfeld R, Shaw T, Yacef K, Ellis R, Sharma M, Bobis J, Taylor C, Maton K, Markauskaite L, Chan C, Dey A, Dillenbourg P, Kapur M, Laurillard D, Linn M, Luckin R, Ohlsson S, Pea R, Williams M; DVC Research/Research Network Scheme (SyReNS).

2010

  • Multi-user Virtual Environments and Research into the Learning and Transfer of Scientific Knowledge and Inquiry Skills; Jacobson M, Hu C, Richards D, Kapur M, Taylor C; Australian Research Council (ARC)/Discovery Projects (DP).

2009

  • Challenges in a changing world: Protecting Sydneys parrot diversity; Taylor C, Davis A; Winifred Scott Foundation/Research Support.
  • Developing student motivation and interest; Bartimote-Aufflick K, Walker R, Sharma M, Collier M, Smith L, Taylor C, George A; Faculty of Education and Social Work, University of Sydney /Research Grant.

2005

  • Closing the Loop on Unit of Study Evaluations; Kay J, Hubble T, Taylor C; Faculty of Science/Teaching Improvement Fund.

2004

  • Who are Junior Science students 'at risk' and why? ("at risk 2"); O'Byrne J, Britton S, Schmid S, Taylor C; Faculty of Science/Teaching Development Grant.
  • Identifying Junior Science students 'at risk' of failing in semester 1; Britton S, Schmid S, Taylor C, O'Byrne J; Faculty of Science/Teaching Development Grant.

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Taylor, C., Meyer, J. (2010). The Testable Hypothesis as a Threshold Concept for Biology Students. In Jan HF Meyer, Ray Land, Caroline Baillie (Eds.), Threshold Concepts and Transformational Learning, (pp. 179-192). Rotterdam, The Netherlands: Sense Publishers.
  • Ross, P., Taylor, C., Hughes, C., Kofod, M., Whitaker, N., Lutze-Mann, L., Tzioumis, V. (2010). Threshold Concepts: Challenging the Way we Think, Teach and Learn in Biology. In Jan HF Meyer, Ray Land, Caroline Baillie (Eds.), Threshold Concepts and Transformational Learning, (pp. 165-177). Rotterdam, The Netherlands: Sense Publishers.
  • 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. (2006). Threshold concepts in biology: do they fit the definition? In Jan H.F. Meyer and Ray Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, (pp. 87-99). London & New York: Routledge imprint of Taylor & Francis.
  • Peat, M., Franklin, S., Taylor, C. (2005). Application of ICT to provide feedback to support learning in First-Year Science. In C. McLoughlin and A. Taji (Eds.), Teaching in the Sciences. Learner-Centered Approaches, (pp. 157-175). Binghamton, NY.: Food Products 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.

Journals

  • Davis, A., Major, R., Taylor, C. (2013). Housing Shortages in Urban Regions: Aggressive Interactions at Tree Hollows in Forest Remnants. PLoS One, 8(3), 1-9. [More Information]
  • Taylor, L., Taylor, C., Davis, A. (2013). The impact of urbanisation on avian species: The inextricable link between people and birds. Urban Ecosystems, 16(3), 481-498. [More Information]
  • Davis, A., Taylor, C., Major, R. (2012). Seasonal abundance and habitat use of Australian parrots in an urbanised landscape. Landscape and Urban Planning, 106, 191-198. [More Information]
  • Lowe, K., Taylor, C., Major, R. (2011). Do Common Mynas significantly compete with native birds in urban environments? Journal of Ornithology, 152(4), 909-921. [More Information]
  • Davis, A., Taylor, C., Major, R. (2011). Do fire and rainfall drive spatial and temporal population shifts in parrots? A case study using urban parrot populations. Landscape and Urban Planning, 100(3), 295-301. [More Information]
  • Ross, P., Taylor, C., Hughes, C., Whitaker, N., Lutze-Mann, L., Kofod, M., Tzioumis, V. (2010). Threshold Concepts in Learning Biology and Evolution. Biology International, 47, 47-54.
  • Ashley, L., Major, R., Taylor, C. (2009). Does the presence of grevilleas and eucalypts in urban gardens influence the distribution and foraging ecology of Noisy Miners? Emu: austral ornithology, 109, 135-142.
  • Taylor, C., Peat, M., May, E., Quinnell, R. (2007). Does the new biology syllabus encourage students to think differently about their biology knowledge? Teaching Science, 53(3), 23-26.
  • 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.
  • Ellis, R., Taylor, C., Drury, H. (2006). University student conceptions of learning science through writing. Australian Journal of Education, 50(1), 6-28.
  • 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]
  • Peat, M., Taylor, C., Franklin, S. (2005). Re-engineering of undergraduate science curricula to emphasise development of lifelong learning skills. Innovations in Education and Teaching International, 42(2), 135-146.
  • Peat, M., Taylor, C., Fernandez, A. (2002). From Informational Technology in biology teaching to Inspirational Technology: Where have we come from and where are we going? Australian Science Teachers Journal, 48(2), 6-11.

Conferences

  • Zimbardi, K., Meyer, J., Chunduri, P., Lluka, L., Taylor, C., Ross, P., Tziournis, V. (2014). STUDENT UNDERSTANDING OF THE CRITICAL FEATURES OF AN HYPOTHESIS: VARIATION ACROSS EPISTEMIC AND HEURISTIC DIMENSIONS. National Academy's Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference, Cork, Ireland: NAIRTL.
  • Taylor, C., Tzioumis, V., Meyer, J., Ross, P. (2014). USING A MIXED METHODS APPROACH TO EXPLORE STUDENT UNDERSTANDING OF HYPOTHESES IN BIOLOGY. National Academy's Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference, Cork, Ireland: NAIRTL.
  • Arndell, M., Bridgeman, A., Goldsworthy, R., Taylor, C., Tzioumis, V. (2012). Code for success: A roadmap as an organising device for the transition of first year science students and the development of academic skills. Australian Conference on Science and Mathematics Education (18th Annual UniServe Science Conference - Teaching and Learning Standards: What does a standard mean to you), Sydney, Australia: UniServe Science, University of Sydney.
  • Richards, D., Jacobson, M., Porte, J., Taylor, C., Taylor, M., Newstead, A., Kelaiah, I., Hanna, N. (2012). Evaluating the Models and Behaviour of 3D Intelligent Virtual Animals in a Predator-Prey Relationship. 11th International Conference on Autonomous Agents and Multiagent Systems (AAMAS) 2012, Valencia, Spain: International Foundation for Autonomous Agents and Multiagent Systems.
  • Richards, D., Jacobson, M., Taylor, M., Newstead, A., Taylor, C., Porte, J., Kelaiah, I., Hanna, N. (2012). Learning to be Scientists via a Virtual Field Trip (Demonstration). 11th International Conference on Autonomous Agents and Multiagent Systems (AAMAS) 2012, Valencia, Spain: International Foundation for Autonomous Agents and Multiagent Systems.
  • Jacobson, M., Taylor, C., Hu, C., Newstead, A., Wong, W., Richards, D., Taylor, M., Kartiko, I., Porte, J., Kapur, M. (2011). Collaborative virtual worlds and productive failure: Design research with multi-disciplinary pedagogical, technical and graphics, and learning research teams. 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011): Connecting research to policy and practice, Hong Kong, China: International Society of the Learning Sciences. [More Information]
  • Quinnell, R., May, E., Peat, M., Taylor, C. (2010). Approaches to learning and conceptions of biology: a perspective from tertiary educators. CONASTA 59, Sydney.
  • Jacobson, M., Richards, D., Kennedy-Clark, S., Thompson, K., Taylor, C., Hu, C., Taylor, M., Kartiko, I. (2010). Scenario-Based Muve For Science Inquiry. 16th UniServe Science Annual Conference 2010, Sydney: University of Sydney.
  • 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. Motivation in Action: 11th International Conference on Motivation, Finland: University of Turku.
  • Taylor, C., Cope, C. (2007). Are there educationally critical aspects in the concept of evolution? UniServe Science 2007, Sydney, Australia: Uniserve Science.
  • Taylor, C., Peat, M., Gleeson, D., Krause, K., Harris, K. (2007). Creating a national online resource for enhancing assessment practices in the biological sciences. UniServe Science 2007, Sydney, Australia: Uniserve Science.
  • Taylor, C. (2007). Integrating feedforward on academic writing into an undergraduate science course. REAP International Online Conference -Assessment design for learner responsibility, University of Strathclyde: University of Strathclyde.
  • May, E., Taylor, C., Peat, M., Barko, A., Quinnell, R. (2006). An application of student learner profiling: comparison of students in different degree programs. UniServe Science Symposium 2006, The University of Sydney: Uniserve Science.
  • May, E., Taylor, C., Peat, M., Quinnell, R. (2006). Applications of student learner profiling: are our teaching and assessment practices serving student cohorts from different degrees equally well? UniServe Science Symposium 2006, The University of Sydney: Uniserve Science.
  • Taylor, C. (2006). Investigating students’ perceptions and use of feedback for first year undergraduate science assignments. 14th Improving Student Learning Symposium, UK: University of Bath.
  • Taylor, C. (2006). Welcome to the Team: training on a large scale. Higher Education Colloqium, Edinburgh Universit, UK: University of Edinburgh.
  • Quinnell, R., May, E., Peat, M., Taylor, C. (2005). Creating a reliable instrument to assess students' conceptions of studying biology at tertiary level. Blended Learning in Science, Teaching and Learning Symposium 2005, University of Sydney, Sydney, NSW, Australia: Uniserve Science.
  • Taylor, C., Peat, M., Stewart, C. (2005). The student-staff partnership: Pooling our expertise to develop a user-friendly skills web site. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.
  • Taylor, C. (2004). Integrating urban biodiversity research and community involvement: Environmental Education Outcomes of the Birds in Backyards Program. What Works? Why? Where Next? Linking Research and Practice, Australia: University of NSW (UNSW).
  • Taylor, C., Peat, M., Stewart, C. (2004). LifeLongEarning - Enhancing the employability of graduates: increasing the awareness of staff and students to the needs of the employers. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • Taylor, C. (2003). Identifying students at risk: strategies for large classes. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • Taylor, C., Peat, M. (2003). Mid Semester exam and its interactive marking scheme. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • Taylor, C. (2003). Student interpretations of written feedback comments on science assignments: do they understand or use them? 11th International Conference on Improving Student Learning, UK.
  • 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. (2002). Communicating to learn to write: unravelling the learning processes in online discussions on written assignments. 8th International Conference of the European Association for Research on Learning and Instruction.
  • Taylor, C., Peat, M., Fernandez, A. (2002). Enhancing the first year experience: a decade of developments in Information and Communications Technologies. 15th International Conference on The First-Year Experience.
  • 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.
  • Stewart, C., Sharma, M., Peat, M., Taylor, C., Quinnell, R., Prosser, M., Logan, P. (2001). The HSC syllabus changeover and first-year student experiences in physics and biology. Proceedings of Research and Development into University Science Teaching and Learning, Sydney: Uniserve Science.
  • Taylor, C. (2001). Writing Skills. First Year Experience Forum, Sydney: Uniserve Science.

Other

  • Peat, M., Taylor, C. (2004), Virtual Biology: how well can it replace authentic activities?.
  • Taylor, C., Peat, M., Stewart, C. (2003), Enhancing the employability of science graduates: increasing the awareness of students and staff to the needs of employers.
  • Taylor, C., Peat, M., Stewart, C., Fernandez, A. (2003), Enhancing the Employability of Science Graduates: a Faculty of Science initiative.
  • Stewart, C., Sharma, M., May, E., Peat, M., Quinnell, R., Taylor, C., Prosser, M., Logan, P. (2001), How can we measure changes in students' approaches to learning and conceptions of a subject?.

2014

  • Zimbardi, K., Meyer, J., Chunduri, P., Lluka, L., Taylor, C., Ross, P., Tziournis, V. (2014). STUDENT UNDERSTANDING OF THE CRITICAL FEATURES OF AN HYPOTHESIS: VARIATION ACROSS EPISTEMIC AND HEURISTIC DIMENSIONS. National Academy's Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference, Cork, Ireland: NAIRTL.
  • Taylor, C., Tzioumis, V., Meyer, J., Ross, P. (2014). USING A MIXED METHODS APPROACH TO EXPLORE STUDENT UNDERSTANDING OF HYPOTHESES IN BIOLOGY. National Academy's Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference, Cork, Ireland: NAIRTL.

2013

  • Davis, A., Major, R., Taylor, C. (2013). Housing Shortages in Urban Regions: Aggressive Interactions at Tree Hollows in Forest Remnants. PLoS One, 8(3), 1-9. [More Information]
  • Taylor, L., Taylor, C., Davis, A. (2013). The impact of urbanisation on avian species: The inextricable link between people and birds. Urban Ecosystems, 16(3), 481-498. [More Information]

2012

  • Arndell, M., Bridgeman, A., Goldsworthy, R., Taylor, C., Tzioumis, V. (2012). Code for success: A roadmap as an organising device for the transition of first year science students and the development of academic skills. Australian Conference on Science and Mathematics Education (18th Annual UniServe Science Conference - Teaching and Learning Standards: What does a standard mean to you), Sydney, Australia: UniServe Science, University of Sydney.
  • Richards, D., Jacobson, M., Porte, J., Taylor, C., Taylor, M., Newstead, A., Kelaiah, I., Hanna, N. (2012). Evaluating the Models and Behaviour of 3D Intelligent Virtual Animals in a Predator-Prey Relationship. 11th International Conference on Autonomous Agents and Multiagent Systems (AAMAS) 2012, Valencia, Spain: International Foundation for Autonomous Agents and Multiagent Systems.
  • Richards, D., Jacobson, M., Taylor, M., Newstead, A., Taylor, C., Porte, J., Kelaiah, I., Hanna, N. (2012). Learning to be Scientists via a Virtual Field Trip (Demonstration). 11th International Conference on Autonomous Agents and Multiagent Systems (AAMAS) 2012, Valencia, Spain: International Foundation for Autonomous Agents and Multiagent Systems.
  • Davis, A., Taylor, C., Major, R. (2012). Seasonal abundance and habitat use of Australian parrots in an urbanised landscape. Landscape and Urban Planning, 106, 191-198. [More Information]

2011

  • Jacobson, M., Taylor, C., Hu, C., Newstead, A., Wong, W., Richards, D., Taylor, M., Kartiko, I., Porte, J., Kapur, M. (2011). Collaborative virtual worlds and productive failure: Design research with multi-disciplinary pedagogical, technical and graphics, and learning research teams. 9th International Conference on Computer-Supported Collaborative Learning (CSCL 2011): Connecting research to policy and practice, Hong Kong, China: International Society of the Learning Sciences. [More Information]
  • Lowe, K., Taylor, C., Major, R. (2011). Do Common Mynas significantly compete with native birds in urban environments? Journal of Ornithology, 152(4), 909-921. [More Information]
  • Davis, A., Taylor, C., Major, R. (2011). Do fire and rainfall drive spatial and temporal population shifts in parrots? A case study using urban parrot populations. Landscape and Urban Planning, 100(3), 295-301. [More Information]

2010

  • Quinnell, R., May, E., Peat, M., Taylor, C. (2010). Approaches to learning and conceptions of biology: a perspective from tertiary educators. CONASTA 59, Sydney.
  • Jacobson, M., Richards, D., Kennedy-Clark, S., Thompson, K., Taylor, C., Hu, C., Taylor, M., Kartiko, I. (2010). Scenario-Based Muve For Science Inquiry. 16th UniServe Science Annual Conference 2010, Sydney: University of Sydney.
  • Taylor, C., Meyer, J. (2010). The Testable Hypothesis as a Threshold Concept for Biology Students. In Jan HF Meyer, Ray Land, Caroline Baillie (Eds.), Threshold Concepts and Transformational Learning, (pp. 179-192). Rotterdam, The Netherlands: Sense Publishers.
  • Ross, P., Taylor, C., Hughes, C., Whitaker, N., Lutze-Mann, L., Kofod, M., Tzioumis, V. (2010). Threshold Concepts in Learning Biology and Evolution. Biology International, 47, 47-54.
  • Ross, P., Taylor, C., Hughes, C., Kofod, M., Whitaker, N., Lutze-Mann, L., Tzioumis, V. (2010). Threshold Concepts: Challenging the Way we Think, Teach and Learn in Biology. In Jan HF Meyer, Ray Land, Caroline Baillie (Eds.), Threshold Concepts and Transformational Learning, (pp. 165-177). Rotterdam, The Netherlands: Sense Publishers.

2009

  • Ashley, L., Major, R., Taylor, C. (2009). Does the presence of grevilleas and eucalypts in urban gardens influence the distribution and foraging ecology of Noisy Miners? Emu: austral ornithology, 109, 135-142.

2008

  • 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. Motivation in Action: 11th International Conference on Motivation, Finland: University of Turku.

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.
  • Taylor, C., Cope, C. (2007). Are there educationally critical aspects in the concept of evolution? UniServe Science 2007, Sydney, Australia: Uniserve Science.
  • Taylor, C., Peat, M., Gleeson, D., Krause, K., Harris, K. (2007). Creating a national online resource for enhancing assessment practices in the biological sciences. UniServe Science 2007, Sydney, Australia: Uniserve Science.
  • Taylor, C., Peat, M., May, E., Quinnell, R. (2007). Does the new biology syllabus encourage students to think differently about their biology knowledge? Teaching Science, 53(3), 23-26.
  • Taylor, C. (2007). Integrating feedforward on academic writing into an undergraduate science course. REAP International Online Conference -Assessment design for learner responsibility, University of Strathclyde: University of Strathclyde.
  • 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

  • May, E., Taylor, C., Peat, M., Barko, A., Quinnell, R. (2006). An application of student learner profiling: comparison of students in different degree programs. UniServe Science Symposium 2006, The University of Sydney: Uniserve Science.
  • May, E., Taylor, C., Peat, M., Quinnell, R. (2006). Applications of student learner profiling: are our teaching and assessment practices serving student cohorts from different degrees equally well? UniServe Science Symposium 2006, The University of Sydney: Uniserve Science.
  • Taylor, C. (2006). Investigating students’ perceptions and use of feedback for first year undergraduate science assignments. 14th Improving Student Learning Symposium, UK: University of Bath.
  • Taylor, C. (2006). Threshold concepts in biology: do they fit the definition? In Jan H.F. Meyer and Ray Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, (pp. 87-99). London & New York: Routledge imprint of Taylor & Francis.
  • Ellis, R., Taylor, C., Drury, H. (2006). University student conceptions of learning science through writing. Australian Journal of Education, 50(1), 6-28.
  • Taylor, C. (2006). Welcome to the Team: training on a large scale. Higher Education Colloqium, Edinburgh Universit, UK: University of Edinburgh.

2005

  • Peat, M., Franklin, S., Taylor, C. (2005). Application of ICT to provide feedback to support learning in First-Year Science. In C. McLoughlin and A. Taji (Eds.), Teaching in the Sciences. Learner-Centered Approaches, (pp. 157-175). Binghamton, NY.: Food Products Press.
  • Quinnell, R., May, E., Peat, M., Taylor, C. (2005). Creating a reliable instrument to assess students' conceptions of studying biology at tertiary level. Blended Learning in Science, Teaching and Learning Symposium 2005, University of Sydney, Sydney, NSW, Australia: Uniserve Science.
  • 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]
  • Peat, M., Taylor, C., Franklin, S. (2005). Re-engineering of undergraduate science curricula to emphasise development of lifelong learning skills. Innovations in Education and Teaching International, 42(2), 135-146.
  • Taylor, C., Peat, M., Stewart, C. (2005). The student-staff partnership: Pooling our expertise to develop a user-friendly skills web site. Higher Education Research and Development Society of Australasia Annual Conference - HERDSA 2005, Sydney: Institute for Teaching and Learning.

2004

  • Taylor, C. (2004). Integrating urban biodiversity research and community involvement: Environmental Education Outcomes of the Birds in Backyards Program. What Works? Why? Where Next? Linking Research and Practice, Australia: University of NSW (UNSW).
  • Taylor, C., Peat, M., Stewart, C. (2004). LifeLongEarning - Enhancing the employability of graduates: increasing the awareness of staff and students to the needs of the employers. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • 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.
  • Peat, M., Taylor, C. (2004), Virtual Biology: how well can it replace authentic activities?.

2003

  • Taylor, C., Peat, M., Stewart, C. (2003), Enhancing the employability of science graduates: increasing the awareness of students and staff to the needs of employers.
  • Taylor, C., Peat, M., Stewart, C., Fernandez, A. (2003), Enhancing the Employability of Science Graduates: a Faculty of Science initiative.
  • Taylor, C. (2003). Identifying students at risk: strategies for large classes. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • Taylor, C., Peat, M. (2003). Mid Semester exam and its interactive marking scheme. UniServe Science First Year Experience Discussion Forum, Sydney: Uniserve Science.
  • Taylor, C. (2003). Student interpretations of written feedback comments on science assignments: do they understand or use them? 11th International Conference on Improving Student Learning, UK.
  • 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. (2002). Communicating to learn to write: unravelling the learning processes in online discussions on written assignments. 8th International Conference of the European Association for Research on Learning and Instruction.
  • Taylor, C., Peat, M., Fernandez, A. (2002). Enhancing the first year experience: a decade of developments in Information and Communications Technologies. 15th International Conference on The First-Year Experience.
  • Peat, M., Taylor, C., Fernandez, A. (2002). From Informational Technology in biology teaching to Inspirational Technology: Where have we come from and where are we going? Australian Science Teachers Journal, 48(2), 6-11.
  • 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.

2001

  • Stewart, C., Sharma, M., May, E., Peat, M., Quinnell, R., Taylor, C., Prosser, M., Logan, P. (2001), How can we measure changes in students' approaches to learning and conceptions of a subject?.
  • Stewart, C., Sharma, M., Peat, M., Taylor, C., Quinnell, R., Prosser, M., Logan, P. (2001). The HSC syllabus changeover and first-year student experiences in physics and biology. Proceedings of Research and Development into University Science Teaching and Learning, Sydney: Uniserve Science.
  • Taylor, C. (2001). Writing Skills. First Year Experience Forum, Sydney: Uniserve Science.

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