| Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum D Bath, C Smith*, S Stein, R Swann Higher Education Research & Development 23 (3), 313-328, 2004 | 561 | 2004 |
| Systematic review methodology in higher education M Bearman, CD Smith, A Carbone, S Slade, C Baik, ... Higher Education Research & Development 31 (5), 625-640, 2012 | 419 | 2012 |
| Evaluating the quality of work-integrated learning curricula: A comprehensive framework C Smith Higher Education Research & Development 31 (2), 247-262, 2012 | 375 | 2012 |
| Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’ CD Smith, K Worsfold, L Davies, R Fisher, R McPhail Assessment & Evaluation in Higher Education 38 (1), 44-60, 2013 | 304 | 2013 |
| The role of the learning community in the development of discipline knowledge and generic graduate outcomes C Smith, D Bath Higher Education 51, 259-286, 2006 | 242 | 2006 |
| The national graduate attributes project: Integration and assessment of graduate attributes in curriculum S Barrie, C Hughes, C Smith Sydney: Australian Learning and Teaching Council, 2009 | 238 | 2009 |
| The impact of work integrated learning on student work-readiness C Smith, S Ferns, L Russell The Office for Learning and Teaching, 2014 | 216 | 2014 |
| Building effectiveness in teaching through targeted evaluation and response: Connecting evaluation to teaching improvement in higher education C Smith Assessment & Evaluation in Higher Education 33 (5), 517-533, 2008 | 184 | 2008 |
| Unpacking the learning–work nexus:‘priming’as lever for high-quality learning outcomes in work-integrated learning curricula C Smith, K Worsfold Studies in Higher Education 40 (1), 22-42, 2015 | 172 | 2015 |
| Academic developers: An academic tribe claiming their territory in higher education D Bath*, C Smith International Journal for Academic Development 9 (1), 9-27, 2004 | 152 | 2004 |
| The relationship between epistemological beliefs and the propensity for lifelong learning DM Bath, CD Smith Studies in Continuing Education 31 (2), 173-189, 2009 | 134 | 2009 |
| WIL curriculum design and student learning: a structural model of their effects on student satisfaction C Smith, K Worsfold Studies in Higher Education 39 (6), 1070-1084, 2014 | 109 | 2014 |
| Designing work-integrated learning placements that improve student employability: Six facets of the curriculum that matter. C Smith, S Ferns, L Russell Asia-Pacific Journal of Cooperative Education 17 (2), 197-211, 2016 | 94 | 2016 |
| “Men Don't Do This Sort of Thing” A Case Study of the Social Isolation of Househusbands CD Smith Men and Masculinities 1 (2), 138-172, 1998 | 90 | 1998 |
| Conceptualising and measuring'employablity'-lessons from a National OLT Project. C Smith, S Ferns, L Russell http://acen. edu. au/2014-conference-proceedings/, 139-148, 2014 | 88 | 2014 |
| High-impact teaching practices in higher education: a best evidence review CD Smith, C Baik Studies in Higher Education 46 (8), 1696-1713, 2021 | 58 | 2021 |
| Placement Quality Has a Greater Impact on Employability than Placement Structure or Duration. C Smith, S Ferns, L Russell International Journal of Work-Integrated Learning 20 (1), 15-29, 2019 | 56 | 2019 |
| Problem solving skills toolkit G Crebert, CJ Patrick, V Cragnolini Griffith University, 2011 | 51 | 2011 |
| Design‐focused evaluation C Smith Assessment & Evaluation in Higher Education 33 (6), 631-645, 2008 | 48 | 2008 |
| Assessment of student outcomes from work-integrated learning: Validity and reliability. C Smith Asia-Pacific Journal of Cooperative Education 15 (3), 209-223, 2014 | 41 | 2014 |
Kate WorsfoldCompass Health Group - Psychologist Gold Coast, Byron Bay確認したメール アドレス: compasshealthgroup.com.au