Dr Barbara Kensington-Miller

PhD, MEd (Hons), BSc., Dip Sc., Dip Tchg

Biography

Barbara is a senior lecturer in the Centre for Learning and Research in Higher Education (CLeaR), at the University of Auckland, New Zealand. She teaches on the Masters in Higher Education, works with academic staff on aspects of their teaching and research, and supervises Masters and PhD students. Barbara has a BSc in Mathematics and Biochemistry, and has a Masters and Doctorate in Mathematics Education. Her research area fosters and promotes teaching and research of early-career academics. Within this area, her varied portfolio includes research on peer mentoring, academic identity, and Scholarship of Teaching and Learning (SoTL) topics such as threshold concepts, teaching in large undergraduate classrooms, and flipped classrooms.  

Research | Current

Barbara’s research fosters and promotes teaching and research of early-career academics, to make a difference to practice. Her work comprises three areas:

  • Communities of practice - exploring mechanisms of support for early-career academics e.g. peer mentoring, professional development, writing groups
  • Academic developers – investigating the role of identity, cultural issues, development of academics
  • SoTL (Scholarship of Teaching and Learning) - researching innovations for supporting teaching e.g. flipped classroom, threshold concepts, invisible learning attributes.

Research projects:

  • 2017-2018: (AI) Embedding employability in the curriculum: Strategies for the development of employability attributes within advanced and research informed programmes. AKO Aotearoa National Funding. Team includes: Susan Geertshuis [UoA, PI], Rob Wass [Otago, AI], Sean Sturm [UoA, AI], Narissa Lewis [UoA, AI], Jennifer Curtin [UoA, AI], Helena Cooper-Thomas [AUT, AI]
    Gavin Brown [UoA, AI], Annette Dunham [UoA, AI]. NZD 300,000
  • 2016-2017: (AI) Te Whaihanga - Preparing students to work with Māori. AKO Aotearoa National Funding. Team includes: Dory Reeves [UoA, PI], Lena Henry [UoA], John Tookey [UoA], Kepa Morgan [UoA], Andrew Barrie [UoA], Derek Kawiti [VUW], Rau Hoskins [UNITEC]. NZD 300,000
  • 2015-2016: (Lead PI) Making the Invisible Visible: Illuminating Learning Outcomes Beyond Content and Skills. AKO Aotearoa National Funding. Team includes: Alison Cleland [UoA], Alys Longley [UoA], Sean Sturm [UoA], Andrea Mead [UoA], Amanda Gilbert [VUW], Bernadette Knewstubb [VUW]. NZD 300,000
  • 2014-2015: (AI) Mapping Institutional Resources and Processes Supporting the Development of Tertiary Learning and Teaching Grant Applications. OLT (Office of Learning and Teaching) Australia.Team includes: Gavin Sanderson [UniSA, PI], Sean Sturm [UoA], Kerry Allison [Monash], Tania Broadley [Curtin], Matt Eliot [CQU], Jan McLean [UNSW], Jan Tuovinen [Tabor]. AUD 140,000
  • 2013-2014: (AI) Capturing Learning in Undergraduate Mathematics and Other Subjects (LUMOS). TLRI/AKO Aotearoa National Funding. Team includes Bill Barton [UoA], Judy Paterson [UoA], Greg Oates [UoA], Caroline Yoon [UoA], Mike Thomas [UoA]. NZD300,000

Reviewing:

Co-editor: JPAAP [ Journal of Perspectives in Applied Academic Practice]

Reviewer:

  • HERD [Higher Education Research and Development];
  • SHE [Studies in Higher Education];
  • iJAD [International Journal of Academic Development];
  • iJMEST [International Journal of Mathematical Education in Science and Technology];
  • MTED [Mathematics Teaching Education and Development];
  • iJMTL [International Journal of Mathematics Teaching and Learning].

Publications:

LONGLEY, A. & KENSINGTON-MILLER, B. (2019). Visibilising the Invisible: Three Narrative Accounts Evoking Unassessed Graduate Attributes in Dance Education. Research in Dance Education. 20(2), 1-17.

KENSINGTON-MILLER, B., CARTER, S. (2019). ‘Permission to write’: Building a community of inter-disciplinary writers. Journal of Perspectives in Applied Academic Practice. 7(1), 1-10. 

ADININGRUM, T., STURM, S. & KENSINGTON-MILLER, B. (2019). Part-time academics’ perception of their role and academic development: A case study from Indonesia. International Journal of Academic Development (Special Edition). 24(2), 109-121. 

LONGLEY, A. & KENSINGTON-MILLER, B. (2019). ‘Under the radar’: Exploring ‘invisible’ graduate attributes in tertiary Dance education. Journal of Applied Research in Higher Education. 11(1), 66-75. 

EVANS, T., KENSINGTON-MILLER, B. & NOVAK, J. (2019). Exploring the impact of pre-lecture quizzes in a university mathematics course. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds) Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 2 (pp. 232-239). Pretoria, South Africa: PME.

KENSINGTON-MILLER, B., OLIVER, C., MORON-GARCIA, S., MANARIN, K., ABRAHAMSON E., SIMMONS, N. & DESHLER, J., (2019). An international SoTL writing group: Perspectives on building and sustaining collaborative partnerships and developing community. In N. Simmons & A. Singh (Eds.), Critical Collaboration Communities: Academic Writing Partnerships, Groups, and Retreats (pp. 160-174) Netherlands: Brill.

KENSINGTON-MILLER, B., KNEWSTUBB, B., LONGLEY, A. & GILBERT, A. (2018). From Invisible to SEEN: A conceptual framework for identifying, developing and evidencing unassessed graduate attributes. Higher Education Research and Development 37(7), 1439-1453. 

KENSINGTON-MILLER, B. (2018). Surviving the first year: new academics flourishing in a multidisciplinary community of practice with peer mentoring. Professional Development in Education. 44(5), 678-689. 

NOVAK, J., KENSINGTON-MILLER, B., & EVANS, T. (2017). Flip or flop? Students’ perspectives of a flipped lecture in mathematics. International Journal on Mathematics Education in Science and Technology. 48(5), 647-658. 

CARTER, S., KENSINGTON-MILLER, B., & COURTNEY, M. (2017). Doctoral supervision practice: What’s the problem and how can we help academics? Journal of Perspectives in Applied Academic Practice. 5 (1), 1-12. 

RATNAYAKE, I., THOMAS, M. & KENSINGTON-MILLER, B. (2017). Confidence and collaboration in teacher development of digital technology tasks. In B. Kaur, W.K. Ho, T.L. Toh & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 80-88). Singapore: PME.

BAROUTIAN, S., KENSINGTON-MILLER, B., WICAKSANA, F. & YOUNG, B. (2016) Bridging Theory with Real World Research Experience: Co-teaching Engineering Biotechnology with R&D Professionals. Education for Chemical Engineers. 16, 9-16.  

KENSINGTON-MILLER, B.A. (2016). Catalyst: Developing a Community of Practice for Supporting New Academics. In J. McDonald & A. Cater-Steel (Eds.) Communities of Practice – Facilitating Social Learning in Higher Education (pp. 449-469). New York: Springer. 

KENSINGTON-MILLER, B.A., NOVAK, J., & EVANS, T. (2015). Just do it: flipped lecture, determinants and debate. International Journal on Mathematics Education in Science and Technology 47(6), 853-862. 

BAROUTIAN, S. & KENSINGTON-MILLER, B. (2015) Information Literacy: the impact of a hands-on workshop for postgraduate students. Education for Chemical Engineers 14, 16-23.

KENSINGTON-MILLER, B.A., RENC-ROE, J. & MORON-GARCIA, S. (2015). The chameleon on a tartan rug: Adaptations of three academic developers’ professional identities. International Journal for Academic Development. 20(3), 279-290. 

KENSINGTON-MILLER, B.A., & RATIMA M. (2013) Māori in partnership: a peer mentoring model for tertiary indigenous staff in New Zealand. Race, Ethnicity and Education 18(6), 813-833.

KENSINGTON-MILLER, B.A., SNEDDON, J. & STEWART, S. (2014) Crossing new uncharted territory: shifts in academic identity as a result of modifying teaching practice in undergraduate mathematics. International Journal of Mathematical Education in Science and Technology 45(6), 827-838.

SIMMONS, N., ABRAHAMSON, E., DESHLER, J., KENSINGTON-MILLER, B.A., MANARIN, K., MORON-GARCIA, S., OLIVER, C.  & RENC-ROE, J. (2013). Conflicts and Configurations in a Liminal Space: SoTL Scholars’ Identity Development. Teaching and Learning Inquiry 1(2), 9-21.

KENSINGTON-MILLER, B.A.., YOON, C., SNEDDON, J. &  STEWART, S. (2013). Changing beliefs about teaching in large undergraduate mathematics classes. Mathematics Teacher Education and Development, 15(2), 52-69.

KENSINGTON-MILLER, B.A. (2012). Professional development for secondary school mathematics teachers: a peer mentoring model. International Journal of Mathematics Teaching and Learning 13, 1-20.

KENSINGTON-MILLER, B.A., BRAILSFORD, I & GOSSMAN, P. (2012). Developing new academic developers: doing before being? International Journal for Academic Development. 17 (2), 121-133.

KENSINGTON-MILLER, B.A. (2011). Peer mentoring: Stories of three mathematics teachers. Teacher Development. 15 (3), 293-304. 

YOON, C., KENSINGTON-MILLER, B., SNEDDON, J. & BARTHOLOMEW, H. (2011). It's Not the Done Thing: Social Norms Governing Students' Passive Behaviour in Large Undergraduate Mathematics Lectures. International Journal on Mathematics Education in Science and Technology. 42 (8), 1107-1122. 

KENSINGTON-MILLER, B.A., YOON, C., SNEDDON, J.S. & STEWART, S. (2011). Lecturer change: espoused versus enacted beliefs about teaching in large undergraduate mathematics lectures. In J. Hannah, M.O.J. Thomas, & L. Sheryn (Eds.), Te Ara Mokoroa: The Long Abiding Path of Knowledge. Proceedings of the Eighth Southern Hemisphere Symposium on Undergraduate Mathematics and Statistics Teaching and Learning (pp. 170-179), Rotorua.

KENSINGTON-MILLER, B.A., GREENWOOD, S. & AFAMASAGA-FUATAI' , K. (2011). Learning Mathematics Pacific Style. In J. Hannah, M.O.J. Thomas, & L. Sheryn (Eds.), Te Ara Mokoroa: The Long Abiding Path of Knowledge. Proceedings of the Eighth Southern Hemisphere Symposium on Undergraduate Mathematics and Statistics Teaching and Learning (pp. 159-169), Rotorua.

THOMAS, M., KENSINGTON-MILLER, B.A., BARTHOLOMEW, H., BARTON, B., PATERSON, J. & YOON,C. (2011). Mathematics Undergraduate Teaching: Perspectives and Interactions. In H. Dixon, R. Williams & E. van Til (Eds.),Proceedings of the New Zealand Association of Research in Education Conference (pp. 77-86), Auckland.

KENSINGTON-MILLER, B. A., SNEDDON, J.D., YOON, C., & BARTHOLOMEW, H. (2011). Reducing resistance to interaction in large undergraduate classes. In H. Dixon, R. Williams & E. van Til (Eds.), Ki te ao marama - Charting our future. Proceedings of the New Zealand Association of Research in Education Conference (pp. 44-53), Auckland.

KENSINGTON-MILLER, B.A. (2010). Peer Mentoring., MAI Review , (2), 1-3. Retrieved from http://review.mai.ac.nz/index.php/TK/article/view/389

KENSINGTON-MILLER, B.A. (2010). Academic Partnership: Peer Mentoring with Early-Career Academics. In L. Stefani (Ed.) Evaluating the Effectiveness of Academic Practice. New York: Routledge, 99-108.

BARTHOLOMEW, H., BARTON, B., KENSINGTON-MILLER, B., PATERSON, J. (2007). One Project, Many Facets. In S. Frid, L. Sparrow & M. Goos (Eds.) Special Edition of Mathematics Teacher Education and Development, Australia.

KENSINGTON-MILLER, B.A. (2007). Peer Mentoring as a Professional Development Strategy for Mathematics Teachers in Low-Socio-Economic Secondary Schools in New Zealand. Unpublished Doctoral Thesis, University of Auckland, Auckland.

KENSINGTON-MILLER, B. A. (2006). The Development of a Community of Practice and its Connection with Mentoring in Low Socio-Economic Secondary Schools in New Zealand. In P. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.), Identities, Cultures and Learning Spaces. Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated.(Vol. 2, pp. 320-327), Canberra.

BARTHOLOMEW, H., BARTON, B., KENSINGTON-MILLER, B. A., & PATERSON, J.E. (2005). Mathematics Teacher Development in Low Socio-Economic Areas. Paper presented at the 15th ICMI Study on The Professional Education and Development of Teachers of Mathematic, Aduas de Lindoia, Brazil.

KENSINGTON-MILLER, B. A. (2004). Professional Development of Mathematics Teachers in Low Socio-economic Secondary Schools in New Zealand. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010. Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated. (Vol. 2, pp. 320-327). Townsville: Mathematics Education Research Group of Australasia Incorporated.

ALANGUI, W., BARTON, B., KENSINGTON-MILLER, B. A., PATERSON, J.E., et al. (2002). The Mathematics Enhancement Project: The Pilot Phase. In B. Barton, K. C. Irwin, M. Pfannkuch & M. O. J. Thomas (Eds.), Mathematics Education in the South Pacific: Proceedings of the 25th Annual Conference of Education in the South Pacific: Proceedings of the 25th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (Vol. 1, pp. 83-90). Auckland: Mathematics Education Research Group of Australasia.

KENSINGTON-MILLER, B. A. (2002). Professional Development of Senior Mathematics Teachers in Low-Decile Secondary Schools in New Zealand. Unpublished Masters, University of Auckland, Auckland.

 

 

Teaching | Current

Barbara is a senior lecturer in the Centre for Learning and Research in Higher Education (CLeaR). Her teaching and supervision draws upon years of experience teaching secondary school mathematics and then completing her PhD in Mathematics Education in 2007.  

 

Barbara teaches on the Masters in Higher Education, supervises postgraduate students, and works with academics to develop their teaching. She maintains a strong nexus between her teaching and research to ensure best practice.

Postgraduate supervision

I am looking to supervise in any of the following areas:

  • mathematics education
  • professional development
  • mentoring
  • cultural issues
  • secondary and tertiary education in mathematics
  • higher education
  • academic identities
  • threshold concepts
  • scholarship of teaching and learning

PhD:

  • Lisita Paongo (2018-2021). Ko e Ta’ahine ko Kava mo e Tala ‘o e Fonua: Fofola ‘a e koloa fufu ‘a e fefine Tonga to inform the teaching of Tongan girls in New Zealand schools. With 'Ema Wolfgramm-Foliaki.
  • Taqi Mohammed Amini (2017-2020). Policy and Quality Enhancement for Ministry of Higher Education: Learning from the Theories and Experiences of the World. With Sean Sturm.
  • Trang Thu Nguyen (2017-2020). Collaborative writing among EFL students at Vietnam National University Hanoi: Impacts on writing competence and framework for effective implementation. With Susan Carter.
  • Morteza Sharifi (2016 - 2019). A comparative study of tertiary education systems of New Zealand and Iran. With Sean Sturm.
  • Iresha Ratnayake (2016-2019). Teaching algebra with digital technology: Factors influencing mathematics teachers' task development and implementation. With Mike Thomas.
  • Tatum Adinigrum (2015-2018). Understanding the identity of part-time faculty members in Indonesian Higher Education. With Sean Sturm.
  • Edward Okai (2013-2016). Socialising PhD students to succeed in the doctoral journey: an exploratory study of the University of Ghana. With Barbara Grant.  
  • Gillian Frankcom-Burgess (2011-2016). Capturing pedagogic change in novice primary students of mathematics: development of the measuring instrument DART. With Mike Thomas.

Masters:

  • Sarah Dutt (2019). Let’s talk: The strengths and challenges of using learning conversations for mentoring.
  • Yaming Liu (2019). Immigrant Chinese students' adaptation to studying mathematics in a New Zealand University. 
  • Jane Grant (2016). Teach me how to mentor, as I mentor how to teach.
  • Gary Lu (2016). Modelling of mathematical equation solving. With Nasser Giacaman. 
  • Kathryn O’Reilly-Dodd (2015). Mathematically speaking: using mathematic specific language to improve students' mathematic ability. 
  • Suzanne Kerr (2006). How Year 13 students of mathematics with calculus develop their understanding through interactions in the classroom.

Distinctions/Honours

2019                      HERDSA – TERNZ Research Medal

2017                       Selected for New Zealand Women in Leadership programme

2016                       Article of the Year Award for the International Journal for Academic Development

2007                       University of Auckland Post-Doctorate Award

2003 – 2006           University of Auckland Doctoral Scholarship

2002                       Ministry of Education Study Award

Responsibilities

As Research Coordinator at the Centre for Learning and Research, I organise peer mentoring, research and writing retreats, workshops, programmes, seminars, etc., which support academic research. I coordinate these with the academics in our centre, but also more widely across the university. One example I am currently running for academics is a programme called "Write your article in 12 weeks" in which 25 academics, early-career to experienced (2 are professors), from across the university meet weekly to learn about different aspects of the writing process and feedback as they work their way through writing their article.  

Areas of expertise

Academic development

Higher Education 

Mathematics Education

SoTL (Scholarship of Teaching and Learning)

Committees/Professional groups/Services

  • (2019). Co-convenor Higher Education Research & Development Society Australasia (HERDSA) international conference, held at the University of Auckland July 2-5. 
  • (2018-2020) University Research Committee - elected sub-professorial representative
  • (2015-2017) University Research Committee - elected sub-professorial representative
  • (2013- ) University Women in Leadership teaching team
  • (2015- ) Vice-President - Higher Education Research & Development Society Australasia (HERDSA) Executive Committee 
  • (2014- ) Chair of Higher Education Research and Development Society of Australasia (HERDSA) New Zealand Executive Committee 
  • (2014). Convenor or Tertiary Education Research New Zealand (TERNZ) Conference. Nov 27-28.
  • (2017-2019) Ako Aotearoa Northern Hub Advisory Board
  • (2014-2015) Learning and Development Designed for Researchers (LADDeR) Committee headed by DVC (Research) 
  • (2012- 2017) CLeaR Faculty Liaison for Engineering Faculty Teaching and Learning Quality Committee
  • (2009-2011) University Staffing Committee - elected sub-professorial representative

Selected publications and creative works (Research Outputs)

Contact details

Primary office location

FISHER BUILDING - Bldg 804
Level 3, Room 311
18 WATERLOO QD
AUCKLAND 1010
New Zealand