Stephen Darwin

Stephen Darwin
Investigador:
Adjunto
Afiliación:
  • Investigador Núcleo Milenio: Experiencias de los Estudiantes de la Educación superior en Chile: ¿Por qué y para qué?
Grados académicos:
  • Doctor en Educación Superior, The Australian National University, Australia.
  • Magíster en Educación Superior Queensland University of Technology, Australia.
  • Bachiller en Arte, Griffith University, Australia.
Proyectos de investigación recientes:
  • 2021 – 2024. “University Rankings from a Chilean perspective: analysing their design, contemporary effect and potential alternatives” Fondecyt regular N°1210392. Investigador responsable.
  • 2021 – 2024. “Investigating the development of professional pedagogical responsibility of English language student teachers” Fondecyt Regular N°1210867. Co-Investigador.
  • 2017 – 2020. “Strengthening student evaluative feedback as a catalyst for improving the quality of teaching and learning in Chilean universities”, Fondecyt Iniciación N° 11170314. Investigador responsable.
Publicaciones destacadas:
  • Darwin, S. (2021) ¿Cómo se puede aprovechar la voz de los estudiantes más efectivamente—especialmente en tiempos de pandemia— para la mejora de la enseñanza en la educación superior? Cuadernos de Educación, Universidad Alberto Hurtado.
  • Darwin, S. & Barahona, M. (2021) Talking about” or “doing”?: the conundrum of initial English language teacher education in Chile. Paper presented to the Red de Investigación Chilena en ELT (RICELT) 4th Biannual Conference.
  • Darwin, S. (2020). From the local fringe to market centre: analysing the transforming social function of student ratings in higher education. Studies in Higher Education. 1–13.
  • Darwin, S (2017) What work is student evaluation actually doing in contemporary higher education? Studies in Educational Evaluation. Vol. 54,
  • Darwin, S. (2016) Student Evaluation—Reconceptualising the Student Voice. Springer Publications: Amsterdam. ISBN 978-3-319-41893-3
  • Darwin, S. (2016) The emergence of contesting motives for student feedback-based evaluation in Australian higher education. Higher Education Research & Development, Vol.35, Nº3, pp-419-432.