Lisa Moody ~ Lecturer, Pathway Programs

Lisa Moody worked as a specialist English teacher in high schools between 2005 and 2015 and has been working and researching in tertiary settings since 2011. During this time, Lisa specialised in the fields of literacy and critical literacy. As a subject coordinator within James Cook University’s Domestic Pathways Program, Lisa specialises in teaching students in enabling spaces about writing, reading, and researching for the purposes of tertiary study. Lisa completed a postgraduate qualification in research methods, including a dissertation focussing on transition and pedagogy within enabling and sub-bachelor spaces.

Lisa is engaged in the ongoing development of an “Integrated Curriculum Alignment Framework” (ICAF) in collaboration with a pathways colleague. This framework is orientated towards mediating the intersectional complexities faced by regional sub-degree students, with a view to promoting academic resilience and inter-subject knowledge transfer. A podcast discussing the application of this framework to subject development during the Covid-19 pandemic is available via the ACHRC website. Additional discussion regarding this framework can be found in "Scholars in Covid Times" (Cornell University Press).

 

Teaching

• BR1224: Critical Literacy: Text Analysis (Level 1; TSV)
• CU1022: Developing Academic Skills (Level 1; CNS & TSV)

Interests

Research

• Critical Literacy
• Pedagogy
• Resilience
• Hybrid Learning
• Student Transition
• Student Engagement
• Neuroscience and neurodiversity
• Neuroscience and Learning
• Neurodiversity and Pedagogy

Teaching

• Pedagogy
• Critical Literacy
• Curriculum
• Neurodiverse learners
• Academic Writing
• Hybrid Teaching

Experience

• 2015 to present - Lecturer, James Cook University (Townsville)
• 2011 to 2015 - Sessional Lecturer, James Cook University (Townsville)
• 2005 to 2009 - High School Teacher, Ignatius Park College (Townsville)

Research Disciplines

• Curriculum and pedagogy (3901)
• Education systems (3903)

Socio-Economic Objectives

• Teaching and curriculum (1603)

Awards

• 2019 - Australian Awards for University Teaching (AAUT)
• 2018 - JCU Citation for Outstanding Contributions to Student Learning

Fellowships

• 2020 - Fellow: Higher Education Academy

Memberships

• 2023 - Equity Practitioners in Higher Education Australasia
• 2016 - National Association of Enabling Educators

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU.

Book Chapters

• Morgan R and Moody L (2023) Promoting Equity and Inclusion through Critical Resilience Pedagogy. In: Scholars in Covid Times. Cornell University Press, Ithaca, NY, USA, pp. 131-151

Other research outputs

• Morgan R and Moody L (2020) Pedagogy, technology, and pandemic: Embedding resilience in curriculum through an integrated design framework. Humanities in the Regions. In: Humanities in the Regions 2020, 5 May 2020, Townsville, Queensland
• Morgan R and Moody L (2019) Engagement, resilience, and persistence: facilitating success through integrated curriculum design. [Presented at the 2019 EPHEA/NAEEA Conference]. In: 2019 EPHEA/NAEEA Conference: #EnablingEquity2019, 24-27 November 2019, Wollongong, NSW, Australia