My disciplinary background is in population health. My PhD, undertaken at the Australian National University, involved extensive field work in the central Mindanao Highlands, the Philippines. Within one remote region, findings revealed sharp mortality differentials along ethnic divides, reflecting the positive impact of maternal education, adequate birth spacing and access to initial investments in primary health care on child survival.

Since my appointment at James Cook University in 2006, I have spent seven years in the School of Education and the last five years in Learning, Teaching and Student Engagement. My research interests over this time have been investigating effective curriculum innovation processes and assessment and learning experiences in regards to Higher Education for Sustainability (HEfS) in tropical regional and global contexts; whole-of-course approaches to embedding sustainability in teacher education; student learning and engagement in Science, Technology, Engineering and Mathematical (STEM) education; and service and work integrated learning.

Most recently, I have co-authored a book (Evans, Lasen, & Tsey, 2015) based on a systematic review of the rural development literature to assess the nature and quality of research output over time, and engagement with sustainability issues, principles and learning processes in rural development intervention studies. The systematic literature review methodology and associated research design quality appraisal tools are of particular interest in terms of their application in the field of education. While thematic reviews predominate in the social sciences, systematic literature reviews present the best opportunity to inform evidence-based practice and policy.

Currently, my colleagues and I are undertaking a systematic review of the literature pertaining to assessment in work integrated learning across education sectors. Emerging areas of research interest involve whole-of-institution approaches to supporting good assessment practices, whole-of-course approaches to embedding English language proficiency, and authentic and technology-enabled assessment.

  • ED5300: Fundamentals of Learning and Teaching in Higher Education (Level 5; CNS & TSV)
  • learning for sustainability in tropical regional and global contexts
  • rural development and population health
  • child care and mortality
  • embedding sustainability in pre-service teacher education
  • student engagement in STEM
  • service and work integrated learning
  • whole-of-institution approaches to supporting good assessment practices
  • whole-of-course approaches to embedding English language proficiency
  • authentic and technology-enabled assessment
Socio-Economic Objectives
  • 2014 - STEM Education and our Planet, University of British Columbia, Vancouver, Best Paper Award (Lasen, Jackson, Beavan, Johnson, & Callin, 2014).
  • 2013 - Sustainability Collection International Award for Excellence, "New Research or Thinking" category (Evans, Lasen, & Tsey, 2013).

These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.

Journal Articles
Book Chapters
Conference Papers

ResearchOnline@JCU stores 26+ research outputs authored by A/Prof Michelle Lasen from 2008 onwards.


The map shows research collaborations by institution from the past 7 years.
Note: Map points are indicative of the countries or states that institutions are associated with.

  • 5+ collaborations
  • 4 collaborations
  • 3 collaborations
  • 2 collaborations
  • 1 collaboration
  • Indicates the Tropics (Torrid Zone)

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