Image courtesy of Dr Nicholas Charlton
Meet Dr Nicholas Charlton, a recent PhD graduate with over 20 years of teaching experience, including 13 years in higher education. His research delves into the barriers and enablers of implementing quality, program-level assessment. Program-level assessment means planning, conducting and overseeing assessment holistically across programs rather than at course level.
As a Learning Adviser with the Library, Nicholas passionately supports Griffith students to develop and enhance their academic skills.
We asked Nicholas about his research path and his advice for researchers just starting out.
What path led you to becoming a researcher?
I was motivated to explore something I was curious about: understanding the practices of assessment design. This was compared to my experience as a Learning Adviser, where I help students understand and guide them on how to undertake their assessment tasks. This led me down the pathway of a Masters in Education and Professional Studies Research, which allowed me to explore a topic in a 30,000-word thesis. Once I completed this journey, the findings prompted me to undertake further research to understand how assessment was planned at the program-level.
‘I am passionate about supporting students and academics to have positive assessment experiences.’
What ignited your passion for your research area?
I am passionate about supporting students and academics to have positive assessment experiences. The way students experience academia, including the time pressures, means that their learning is primarily focused upon learning the content required to complete the assessment task. Hence, I understood that academics were frustrated that students were compartmentalising their learning to the assessment task content only. Through my experience conducting workshops on behalf of academics for their students, I could see both perspectives. I knew academic skills should be developed sequentially and wanted to explore how assessment could enhance students’ learning and assist academics in their role.
‘The biggest benefit to publishing during my candidature was that I was able to get portions of my research peer-reviewed by experts in the field.’
You’ve published several articles and papers during your candidature. What have been the biggest benefits and challenges of publishing along the way?
The biggest benefit to publishing during my candidature was that I was able to get portions of my research peer-reviewed by experts in the field. This provided me with valuable feedback to improve my articles and led to refinements where I needed to clarify the narrative in my writing. Plus, it is rewarding to see my research being published. The challenge was writing articles to disseminate my research while still writing other chapters of my thesis. So, it was a matter of juggling my time between writing my thesis and all the work that entails, while writing and reviewing my articles.
What advice would you give to new researchers just starting out?
Advice I would give new researchers is: be aware that the process is messy, and you need a couple of fellow HDR colleagues to share the successes and challenges. If undertaking research by thesis, know that converting some of your research into an article will require tough decisions to decide which aspects are worth disseminating to a wider audience. Knowing the aims and scope of the journal and the word count accepted is very important in the planning stage when you decide to convert some findings, literature review or theoretical aspects into an article. Remember that peer review feedback is usually written in good faith to improve the document. Passion is needed when you are going to dedicate a large chunk of time to your research journey.
Are you thinking of pursuing a research degree?
If you would like to find out more, check out the research study web page.
