Dr Susan Carter

2001 Ph.D. in English Literature, University of Toronto

Biography

Expertise is founded on previous practice: I coordinated the Student Learning Doctoral Programme from 2004-2012, I now contribute to the Postgraduate Certificate in Academic Practice, the Art of Supervision and the supervision seminar series within the Centre for Learning and Teaching in Higher Education. Understanding gained from my years of working with doctoral students translates into support for supervisors and academics. I'm involved with rolling out peer review of teaching within faculties and deparments--a great way for staff to develop their teaching skill collegially.

I support research writing, a central research interest. An English Literature Studies background (seeking evidence of what lies behind the surface) and fascination with the social negotiation of writing continue to influence my research and teaching. The craft and craftiness of writing seems as relevant to academia as to literary studies.

Currently I am pulling these past experiences into interest in academic writing and its development of identity. I am working on a new book relating to supervisory feedback on doctoral writing due out August 2017. I frequently review articles for Higher Education journals, am an Associate Editor for Higher Education Reserch Development, and sub-edited the Māori and Indigenous Review (2009-2011), a cutting edge journal promoting discussion of Māori pedagogy. Although pakeha, I am keen on supporting Māori and Pasifka success.

Current Supervision

Doctoral

Shen Lifen (2015-2018). A genre-based investigation of the Discussion section in experiental theses in two disciplines. With Lawrence Zhang.

Vanegas, Gustavo (2016-2019). Assessment, appraisal and evaluation: A case study search for quality. With Sean Sturm

Nguyen, Trang (2017-2020). Collaborative writing among EFL students at Vietnam National University Hanoi: impacts on writing competence and framework for effective implementation. With Barbara Kensington-Miller

Zhang, Xiudi, (submitted May 26, 2017). How Chinese International Students in New Zealand Reflect on Chinese Citizenship in a Third Space. With Louise Humpage.

Lee, Tae Hee. (taken on by me in 2017). Supporting international students with writing in English. With Ben Dyson.

Masters

Bungard, Katrina (2016-2017). The Visual Arts Curriculum: investigating Māori / Pasifika learning growth. With Sue Sutherland.

 

RECENT PUBLICATIONS

REPORT

Carter, S., Laurs, D., Chant, L., Wolfgramm-Foliaki, ’E., Martin, J., Teaiwa, T., & Higgins, R. (March 2016). Research Report Supporting Doctoral Writing: He ara tika mā ngā kaiārahi. Funded by Ako Aotearoa (National Centre for Tertiary Teaching Excellence) Northern Hub. Available, with accompanying guide for practice, at https://akoaotearoa.ac.nz/doctoral-writing-feedback

BOOKS

Carter, S. and Laurs, D. (Eds.) (2017, forthcoming). Developing Research Writing: A Handbook for Supervisors and Advisors. Oxon, UK: Routledge.

Carter, S. and Laurs, D. (Eds.) (2014). Developing Generic Support for Doctoral Students: Practice and Pedagogy. Oxon, UK: Routledge.

Carter, S., Kelly, F. and Brailsford, I. (2012). Structuring your research thesis. Houndsmills UK: Palgrave MacMillan.

Buxton, J., Carter, S. & Sturm, S. (2011). Punc rocks: Foundation stones for precise punctuation, 2nd Edition, Auckland: Pearson Education New Zealand. ISBN 9781442553576.

REFEREED JOURNAL ARTICLES (Higher Education)

Carter, S. & Gunn, V. (in press, 2017). Inspiring desire: Queering doctoral education to better understand learning orientations. Arts and Humanities in Higher Education.

Carter, S., Kensington-Miller, B., & Courtney, M. (2016). Supervision seminars and discipline difference: Academic developer blind spots to supervisor learning. Journal of Perspectives in Applied Academic Practice.

Carter, S. (2016). Supervision learning as threshold crossing: When supervision gets ‘medieval.’ Higher Education Research Development. Available at http://www.tandfonline.com/doi/abs/10.1080/07294360.2016.1160875?journalCode=cher20

Carter, S. & Kumar, V. M. (2016). ‘Ignoring me is part of learning’: Supervisory feedback on doctoral writing. Innovations in Education and Teaching International. Available at http://www.tandfonline.com/doi/full/10.1080/14703297.2015.1123104

Guerin, C., Carter, S. & Aitchison, C. (2015). Blogging as learning community: Lessons for academic development? International Journal of Academic Development. Available at http://www.tandfonline.com/doi/full/10.1080/1360144X.2015.1042480.

Carter, S., Sturm, S. & Geraldo J. G. (2014). Situating e-learning: Accelerating precepts from the past. International Journal of Pedagogies and Learning 9(1), 1-9.

Carter, S. (2013). The methodology of magpies. International Journal of Research and Method in Education. First published 27 September 2013 URL: http://www.tandfonline.com/doi/abs/10.1080/1743727X.2013.843074#.Uo0YELTA9ns DOI:10.1080/1743727X.2013.843074.

Carter, S., Blumenstein, M., & Cook, C. M. (2013). Different for women? The challenges of doctoral study. Teaching in Higher Education. 18(4), 339-351.

Carter, S. & Poole, R. (2012). Threshold to discipline discourse: An English literature first year course. Australian Journal of Language and Literacy. 35(1), 69-81.

Carter, S. (2012). Original knowledge, gender and the word’s mythology: voicing the doctorate. Arts and Humanities in Higher Education. 11(4), 406-417.

Carter, S.  (2012). English as an additional language (EAL) viva voce: the EAL doctoral oral examination experience. Assessment and Evaluation of Higher Education. 37(3), 273-284. First published on 24 June 2011 (iFirst) URL: http://www.tandfonline.com/doi/abs/10.1080/02602938.2010.528555

Carter, S. (2011). Doctorate as genre: Supporting thesis writing across campus. Higher Education Research Development. 30(6), 725-736.

González Geraldo, J. L., Trevitt, C. & Carter, S. (2011). Realising the pedagogical potential of the Bologna Process third cycle. Journal of Technology and Science Education, 1(2), 16-24.

González Geraldo, J. L., Trevitt, C., Carter, S. & Fazey, J. (2010). Rethinking the research-teaching nexus in under-graduate education: Spanish laws pre- and post- Bologna, European Educational Research Journal, Special Issue 9(1), 82-91.

Carter, S. & Pitcher, R. (2010). Extended metaphors for pedagogy: Using sameness and difference. Teaching in Higher Education, 15(5), 579-589.

Carter, S., Fazey, J., González Geraldo, J. L. & Trevitt, C. (2010). The doctorate of the Bologna Process third cycle: mapping the dimensions and impact of the European Higher Education Area. Journal of Research in International Education. December 9(3), 245-258.

REFEREED JOURNAL ARTICLES (Literature Studies)

Carter, S. & Allen, B. (2015). Kenny: An Affluence of Effluence and an old Celtic Shovel. Journal of Australian Studies.

Carter, S.  (2009). The Digby Mary Magdalen: Constructing the apostola apostalorum. Studies in Philology (8,000 words), Vol. 106(4), 402-419.

Carter, S. (2007). Galadriel and Morgan Le Fey: Tolkien’s redemption of the Lady of the Lacuna. Mythlore 25(3), 71-89.

BOOK CHAPTERS (Higher Education)

Carter, S. (2017 forthcoming). Strategies for helping students through writer’s block. Chapter in Carter, S. and Laurs, D. (eds.) Developing research writing: A handbook for supervisors and advisors. Oxon: Routledge.

Carter, S. (2017 forthcoming). Building bulwarks: Defence in thesis writing. Chapter in Carter, S. and Laurs, D. (eds.) Developing research writing: A handbook for supervisors and advisors. Oxon: Routledge.

Carter, S. & Laurs, D. (2017 forthcoming). Opening the books on research writing feedback. Introduction in Carter, S. and Laurs, D. (eds.) Developing research writing: A handbook for supervisors and advisors. Oxon: Routledge.

Laurs, D., Chant, L., Carter, S., & Wolfgramm-Foliaki, ’E. (2017 forthcoming). Cultural identity /researcher identity: managing multiple positionings. Chapter in Carter, S. and Laurs, D. (eds.) Developing research writing: A handbook for supervisors and advisors. Oxon: Routledge.

Aitchison, C., Carter, S. & Guerin, C. (forthcoming). Blogging: Connecting Research Communities On-Line. Chapter in University Development and Administration. Post-graduate Education in Higher Education. Springer

Guerin, C., Carter, S. & Aitchison, C. (2016).Networks, nodes and knowledge: Blogging to support doctoral candidates and supervisors. Fourie-Malherbe, M., Albertyn, R., Aitchison, C., Bitzer, E. (eds.) Postgraduate Supervision: Future Foci for the Knowledge Society, Stellenbosch, SA.: SUN MeDia.

Brailsford, I, Carter, S. & Kelly F. (2010) Tending the secret garden: Evaluating a doctoral skills programme. In L. Stefani (Ed.) Evaluating the Effectiveness of Academic Development Practice (pp. 109-116). New York: Routledge.

BOOK CHAPTERS (Literature Studies)

Carter, S. (2011) Mapping monstrous desire: Flirting with Sir Gawain, In W. M. Hoofnagle and W. R. Keller (Eds.) Other Nations: The Hybridization of Medieval Insular Mythology and Identity (pp. 165-184). Britannica et Americana 3: 27. Heidelberg, Germany: Universitätsverlag Winter.

BOOK REVIEW (Higher Education)

Carter, S. (2016). Feminism, Gender and Universities: Politics, Passion and Pedagogies by Miriam E. David Surrey: Ashgate Publishers, Higher Education Research Development.

Carter, S. (2015). Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory edited by Claire Aitchison and Cally Guerin (London & New York: Routledge, 2014), Innovations in Education and Teaching International.

Carter, S. (2013). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (2011) edited by Lynn McAlpine and Cheryl Amundsen, History Education Quarterly, 67(4), 438-444.

Carter, S. (2012). How to write a thesis by Rowena Murray (3rd Edition, Maidenhead: Open University Press, 2011), Higher Education Research Development, 31(4), 615-617.

Carter, S. (2013). Doctoral education: Research-based strategies for doctoral students, supervisors and administrators (2011) edited by Lynn McAlpine and Cheryl Amundsen, History Education Quarterly, 67(4), 438-444.

Carter, S. (2012). How to write a thesis by Rowena Murray (3rd Edition, Maidenhead: Open University Press, 2011), Higher Education Research Development, 31(4), 615-617.

PAPERS IN REFEREED CONFERENCE PROCEEDINGS (Higher Education)

Carter, S. & Laurs, D. (2014). Developing the pedagogy of generic doctoral support: strategic educational development. Proceedings of Educational Development in a Changing World, International Conference of Education Development, (June 16-18), Stockholm, Sweden.

Laurs, D. & Carter, S. (2014). Learning advisors and doctoral border-crossing: Negotiating those frontiers. In H. Martin (Ed.), Proceedings of the 2013 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (pp. 1- 10). Christchurch: ATLAANZ.

Carter, S., Datt, A. & Donald C. (2012). The pedagogy and practice of e-learning: looking back to redirect the flow. Navigating the River: He Waka Eke Noa: Proceedings of the 2011 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (pp. 21-36) Petone: ATLAANZ.

Carter, S. & Blumenstein, M. (2011). Thesis structure: student experience and attempts towards solution. Higher Education Research Development, 34, 95-107.

Carter, S. (2011). Interdisciplinary thesis practicalities: How to negotiate the borderlands. In Batchelor, J. & Roche, L (Eds.), Student Retention and Success: Sharing and Evaluating Best Practice: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (pp. 1- 10). Christchurch: ATLAANZ.

Carter, S. (2010). The shifting sands of tertiary individual consultation. In V. van der Ham, L. Sevillano & L. George (Eds.), Shifting sands, firm foundations: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (pp. 72-83). Auckland: ATLAANZ.

Carter, S. (2010). Firming foundations for doctorate education in a shifting global environment: Generic doctoral support. In V. van der Ham, L. Sevillano & L. George (Eds.), Shifting sands, firm foundations: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (pp. 158-169). Auckland: ATLAANZ.

Research | Current

Work in Progress

Carter, S. (under review) Supervision learning as threshold crossing: When supervision gets 'medieval.'

Carter, S. & Laurs, D. (Eds.) Giving feedback on postgraduate writing: A handbook for supervisors and advisors.(Book under construction)

Carter, S., principle investigator: Giving good feedback on doctoral writing: An Aotearoa New Zealand focus. Report for Ako Aotearoa Northern Hub, funded project.

Carter, S. & Gunn, V. Drawing new desire lines: A new materialist bent to doctoral learning in Arts and Humanities.

Carter, S. & Roop, P. (under construction). Visual metaphors for teaching traction: A case study in Engineering.

Carter, S., Kensington-Miller, B.& Courtney, M. Supervisory threshold crossing and discipline difference.

Postgraduate supervision

Currently I am available to take on new supervision. I have supervised PhDs in Art History, Nursing and General Practice and Education as a result of my interest in theory and my understanding of the generic requirements of the thesis. I am an accredited supervisor and am available to take on new research students as Main Supervisor.

Responsibilities

I teach in the Postgraduate Certificate of Academic Practice and oversee the supervision strand in the CLeaR Lights programme. I am available for staff consultation on issues such as supervision, application for teaching awards, or review of teaching. I edit and write for a site on doctoral writing, the DoctoralWriting SIG. I review journal articles for several Higher Education journals.

Areas of expertise

  • doctoral pedagogy
  • generic support of doctoral students;
  • supervision;
  • thesis writing; doctoral writing;
  • doctoral experience, including regarding gender, cultural identity and when English is an additional language;
  • doctoral and academic identity

Selected publications and creative works (Research Outputs)

  • Carter, S., & Laurs, D. (2017). Developing Research Writing A Handbook for Supervisors and Advisors. Routledge. Pages: 258.
  • Carter, S. (2016). Supervision learning as conceptual threshold crossing: when supervision gets ‘medieval’. Higher Education Research & Development, 35 (6), 1139-1152. 10.1080/07294360.2016.1160875
  • Carter, S., Laurs, D., Chant, L., Higgins, R., Martin, J., Teaiwa, T., & Wolfgramm-Foliaki, E. (2016). Research report supporting doctoral writing: He ara tika mā ngā kaiārahi. N.Z.: Ako Aotearoa. Related URL.
    URL: http://hdl.handle.net/2292/35651
    Other University of Auckland co-authors: Ema Wolfgramm-Foliaki
  • Carter, S., & Laurs, D. (Eds.) (2014). Developing generic support for doctoral students: practice and pedagogy. Oxon, UK: Routledge. Pages: 191.
  • Carter, S., Blumenstein, M., & Cook, C. (2013). Different for women? The challenges of doctoral studies. TEACHING IN HIGHER EDUCATION, 18 (4), 339-351. 10.1080/13562517.2012.719159
    Other University of Auckland co-authors: Marion Blumenstein
  • Carter, S. (2012). Original knowledge, gender and the word's mythology: Voicing the doctorate. Arts and Humanities in Higher Education, 11 (4), 406-417. 10.1177/1474022211416555
    URL: http://hdl.handle.net/2292/9463
  • Carter, S., Kelly, F., & Brailsford, I. (2012). Structuring Your Research Thesis. Basingstoke, Hampshire, UK: Palgrave Macmillan. Pages: 104.
  • Carter, S. (2012). English as an additional language (EAL) viva voce: The EAL doctoral oral examination experience. Assessment and Evaluation in Higher Education, 37 (3), 273-284. 10.1080/02602938.2010.528555

Contact details

Alternative contact

Correct Location:

FISHER BUILDING
Level 3, Room 804-309
18 WATERLOO QD
Auckland 1010
New Zealand

Primary location

FISHER BUILDING - Bldg 804
Level 3, Room 308
18 WATERLOO QD
AUCKLAND 1010
New Zealand

Web links