Griffith University

B Arts,B Arts Honors , PhD

Senior Lecturer

ALTC Citation for outstanding Contribution to Student Learning 2008

Griffith University Award for Excellence in Teaching 2006

Contact details for Dr Debra Bath

Research expertise

• Applied cognitive psychology - how students learn in relation to memory, schema development and long-term retention
• Educational psychology - epistemological beliefs and  their relationships with key educational concerns such as lifelong learning critical thinking, and ethical and moral reasoning
• Grief and loss - grief support in the workplace, understanding others' responses to grief and loss

Teaching responsibilities

• 7013GIH Learning and teaching in higher education: Theory and practice
• Program and course convenors induction workshops
• Other areas: teaching large classes, blended learning

Selected publications

• Bath, D.M. (in press) Separation from loved ones in the fear of death. Death Studies.
• Bath, D.M. (2009). Predicting support of grieving persons: A Theory of planned Behaviour perspective. Death Studies.
• Bath, D.M. & Smith, C.D. (2009) The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education.
  
• Bath, D.M. (2008). Do red apples differ from green apples?: Using research-based learning to facilitate learning and engagement in a large first year course. Conference Proceedings for the 11th Pacific Rim First Year in Higher Education Conference 2008.
  
• Smith, C., & Bath, D.M. (2006). The role of the learning community in the development of discipline knowledge and generic graduate outcomes. Higher Education
  
• Bath, D. (2004) Remembering, knowing and schematisation: Theoretical and practical perspectives. In Sergio P. Shohov (Ed.) Advances in Psychology Research, Vol 27 (pp 23-45). Hauppauge, NY: Nova Science Publishers.
• Bath D. & Smith C.D. (2004) Academic developers: An academic tribe claiming their territory in higher education. International Journal for Academics Development, 9. 9-27.
  
• Bath, D., Smith, C.D ., Stein, S. & Swann, R. (2004). Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23, 313-328.
• Manathunga, C., Smith, C., & Bath, D.M.(2004). Developing and evaluating authentic integration between research and coursework in professional doctorate programs. Teaching in Higher Education, 9. 236-246.
• Smith, C., & Bath, D.M. (2004). Evaluation of a networked staff development strategy for departmental tutor trainers: Benefits, limitations and future directions. International Journal for Academic Development, 8, 145-158. 
• Smith, C., & Bath, D. (2004). Evaluation of a university-wide strategy providing staff development for tutors: Effectiveness, relevance and local impact. Mentoring and tutoring, 12, 107-122
• *Herbert, D., & Burt, J.S. (2004). What do students learn from lectures?: The role of episodic memory in early learning. Applied Cognitive Psychology, 18, 77-88.
• *Herbert, D., & Burt, J.S. (2003). The effects of different learning opportunities on schematisation of knowledge. Learning and Instruction, 13, 73-92.
• *Herbert, D., Chalmers, D., & Hannam, R. (2003). Teaching learge classes: Overcoming the myths. Economic Analysis and Policy, 33(1).
• *Herbert, D., & Burt, J.S. (2001). Memory awareness and schematisation: Learning in the university context. Applied Cognitive Psychology, 15, 617-637.