Professor Jacquelyn Cranney's engagement with broader educational issues began with a leadership role in an institutional revamp of HDR student supervision policy and practice, followed by an inaugural ITET Fellowship. Through subsequent Fellowship and grant programs, Jacky has led institutional and national innovation in undergraduate psychology education and in evidence-based self-management for all students. She also contributed as a team member to the Australian Indigenous Psychology Education Project.
Jacky's awards include two VCATEs and two national (Carrick, OLT) citations (with colleagues), and the APS Award for Distinguished Contribution to Psychology Education.
Jacky has made significant contributions to quality education at UNSW (eg though relevant committees of the Academic Board) and nationally (eg as a founding member and vice-president of the Australian Learning and Teaching Fellows), and to quality psychology education (eg through the Australian Psychology Accreditation Council Working Committee, and APS Education Committees). She currently holds leadership positions in national and international psychology associations.
Jacky’s current interests are in (a) ensuring quality student experience and learning outcomes within the context of essential twenty-first century literacies, including psychological literacy (the capacity to intentionally use psychology to achieve personal, professional and society goals), (b) maximising student success and wellbeing by providing opportunities to develop self-management capacity, and through curricular initiatives, and (c) promoting inclusive educational leadership in the higher education sector. Her research is on student learning, motivation, and wellbeing.
Email email@example.com to enquire if Jacquelyn is available to mentor you.
Learning and Teaching
- student learning
- learning and teaching curriculum design
- assessment and feedback
- peer review of curriculum
- formative peer observation of teaching
- convening a course
- general teaching methods
Awards and Grants
- development of an application for a UNSW Award for Teaching
- development of an application for a national learning and teaching award
Career and Professional
- how to decide on career priorities
- supporting critical reflection through listening and asking questions
- implementing the GROW model with respect to making progress toward academic goals.
Conditions for mentoring facilitation
- First priority: Mentoring within the Faculty of Science as support for those who are applying for the university-wide HEA Fellowship scheme
- Second priority: Mentoring of EF academics within the Faculty of Science.
- one-on-one and group mentoring
- 3-4 mentees
Academic level of potential mentees
Willing to mentor within my discipline and/or across disciplines.