Associate Professor Michelle Lasen

LTSE About Us Contacts Associate Professor Michelle Lasen

Associate Professor Michelle Lasen

Michelle Lasen

Associate Professor Michelle Lasen

Head, Teaching Quality and Student Success
DipT, BA (Hons), PhD

Office: Cairns Library Building, Room B1.115D
Phone:+61 7 4232 1543
Skype: michelle.lasen
Email:Michelle.Lasen@jcu.edu.au
 Research Portfolio

Role

Associate Professor Michelle Lasen holds a key strategic role with responsibilities in promoting evidence-based teaching and assessment practices, and approaches to student retention and success.

Teaching and Curriculum Awards

JCU Faculty of Arts, Education and Social Sciences and Office for Learning and Teaching Australian Awards for University Teaching

  • Citation for outstanding contribution to student learning (2013) for Connecting theory to practice: Enhancing professional learning, engagement and identity in student teachers (Lasen & Balatti)

JCU Faculty of Arts, Education and Social Sciences

  • Citation for outstanding contribution to student learning (2013) for Contemporary and innovative curriculum design that successfully engages students in science and sustainability education (Tomas, Lasen, & Jackson)

JCU TropEco

  • Curriculum Award, Highly Commended (2012) for Enhancing education for sustainability in learning, teaching and research

JCU Teaching and Learning Development

  • Inclusive Practice Award (2007) - In recognition of exceptional support for students with disabilities

Research Award and Fellowship

Best Paper Award at STEM Education and our Planet: Making Connections Across Contexts, University of British Columbia, Vancouver (2014)

  • Lasen, M., Jackson, C., Beavan, A., Johnson, B., & Callin, R. (2014). An Investigation of Secondary Students’ Engagement in a Science Inquiry through a Student–Scientist Partnership.

Sustainability Collection International Award for Excellence (2013)- For new research or thinking for:

  • Evans, S., Lasen, M., & Tsey, K. (2013). A systematic search of trends in rural development: Types of research, originating regions and engagement with sustainability. The International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review, 9, onsustainability.com, ISSN: 1832–2077.

JCU Teaching and Learning Academy Fellowship (2012)

  • Higher Education for Sustainability in the Tropics: Curriculum innovation, pedagogical practices and student engagement and learning

Research interests

  • Learning for sustainability in tropical regional and global contexts
  • Rural development and population health
  • Child care and mortality
  • Assessment design and assurance of learning
  • Pre-service teacher education
  • Student engagement in STEM
  • Service and work integrated learning
  • Action research and reflexive practice

Selected publications

Lasen, M., Evans, S., Tsey, K., Campbell, C., & Kinchin, I. (in press). Quality of assessment design and study design in Work Integrated Learning (WIL) in higher education: A systematic literature review. Higher Education Research and Development.

Simoncini, K., Lasen, M., & Rocco, S. (in press). Early childhood pre-service teachers engage in collegial dialogue. Learning and Teaching around the World: Comparative Studies in Primary Education. Routledge and Open University.

Holmes, D., & Lasen, M. (2017). Explicitly teaching teamwork and written communication within a problem based curriculum: Development of a generalised framework. Conference Proceedings. 28th Australasian Association for Engineering Education (AAEE) Annual Conference, Sydney, 10-13 December.

Lasen, M., Skamp, K., & Simoncini, K. (2017). Teacher perceptions and self-reported practices of Education for Sustainability in the early years of primary school: An Australian case study. [Special issue: Contemporary research on childhood education for sustainability and environmental education]. International Journal of Early Childhood, 49(3). DOI 10.1007/s13158-017-0200-x.

Evans, N., Stevenson, B., Lasen, M., Ferreira, J., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405-417.

Tomas, L., Lasen, M., Field, E., & Skamp, K. (2015). Promoting online students’ engagement and learning in science and sustainability pre-service teacher education. Australian Journal of Teacher Education, 40 (11). pp. 79-107.

Lasen,M.,Tomas, L., & Hill, A. (2015). Potential of service-learning to promote sustainability competencies in pre-service teachers: A case study. Teaching Education. DOI: 10.1080/10476210.2015.1018157

Lasen,M.,Tomas, L., Whitehouse, H., Sorin, R., Evans, S., & Stevenson, B. (2015). A case study of an Australian university embedding EfS in a pre-service teaching program. In S. Stratton, R., Hagevik, A. Feldman & M. Bloom (Eds.), Educating science teachers for sustainability. ATSE Series in Science Education. Cham, Switzerland: Springer International Publishing Switzerland.

Evans, S., Lasen, M., & Tsey, K. (2015). A systematic review of rural development research: Characteristics, design quality and engagement with sustainability. Springer Briefs in Public Health. Cham, Switzerland: Springer International Publishing Switzerland.

Simoncini, K., Lasen, M.,& Rocco, S. (2014). Professional dialogue, reflective practice and teacher research: Engaging early childhood pre-service teachers in collegial dialogue about curriculum innovation. Australian Journal of Teacher Education, 39(1). http://dx.doi.org/10.14221/ajte.2014v39n1.3

Evans, S., Lasen, M., & Tsey, K. (2013). A systematic search of trends in rural development: Types of research, originating regions and engagement with sustainability. The International Journal of Environmental, Cultural, Economic, and Social Sustainability: Annual Review, 9, onsustainability.com, ISSN:1832–2077.

Simoncini,K., & Lasen, M. (2012). Support for quality of Outside School Hours Care: A case study.Australasian Journal of Early Childhood, 37(2), 82-94.

Simoncini, K., Caltabiano, N., & Lasen, M. (2012).Young school-aged children’s behaviour and their care arrangements after school. Australasian Journal of Early Childhood, 37(1),108-118.

Lasen, M. (2010). Education and career pathways in Information Communication Technology: What are schoolgirls saying? Computers and Education, 54(4), 1117-1126.

Dinan-Thompson,M., Lasen, M., & Hickey, R. (2010). The potential of e-Portfolio:Enhancing graduate employability in a professional program. Asia-Pacific Journal of Cooperative Education, 11(3), 93-102.

Jackson, C., Lasen, M., Callin, R., & Tsey, K. (2010, November). Enhancing Year 9 performance and engagement in science. Proceedings of theFirst International Conference of STEM in Education, Queensland University of Technology, Brisbane, Australia. Retrieved from http://stem.ed.qut.edu.au/index.php/conference-proceedings.html#e

Dinan-Thompson, M., Hickey, R., & Lasen, M. (2010). e-Portfolios as a means of assessing WIL in the Graduate Diploma of Education.In Campbell, M.(Ed.), Work Integrated Learning: Responding to Challenges, Proceedings of the 2010 ACEN National Conference (pp. 457-468). Curtin University, Perth.

Lasen, M., & Carmichael, G. (2010). Demography of the Koronadal B'la-an: A comparative study of child survival in the Tampakan Highlands, Southern Philipppines. Saabrucken, Germany: VDM Verlag.

Dinan-Thompson, M., Hickey, R., & Lasen, M. (2009). Assessing authentically in the Graduate Diploma of Education. Assessment in Different Dimensions,Proceedings of theATN Assessment Conference, RMIT,Melbourne.

Simoncini, K., Caltabiano, N., & Lasen, M. (2008). The influence of after-school arrangements on parent-child relations in the early primary years. InZ. Pearce (Ed.), AppreciatingRelationships: Continuity and Change, Proceedings of the 8th Annual Conference of the Australian Psychological Society'sPsychology of Relationships Interest Group (pp. 40-44). Melbourne.

Full list of publications available at Research Online@JCU