PUBLICATIONS
Murray, Ó.M., Chiu, Y.L.T., Wong, B. and Horsburgh, J., (2023). Deindividualising imposter syndrome: Imposter work among marginalised STEMM undergraduates in the UK. Sociology, 57(4), pp.749-766.
Zhang, X., Johannsson, H., Tucker, J.D., Riyat, A., Chiu, Y.L.T., Greenberg, N. and Sharpe, R., (2023). “Thrown in at the deep end”: a qualitative analysis into the transition from trainee to consultant during COVID-19 and lessons for the future. BJA Open, p.100217.
Wong, B., Chiu, Y.L.T., Murray, Ó.M., Horsburgh, J. and Copsey-Blake, M. (2023). ‘Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education, 32(1), pp.118-139.
Wong, B., DeWitt, J. and Chiu, Y.L.T. (2023). Mapping the eight dimensions of the ideal student in higher education. Educational Review, 75(2), pp.153-171.
Advance HE ‘Inclusive institutions: enabling and supporting culture change’ project (2022) to showcase the impact of the SIDUS work: case studies, short videos, and a blog can be accessed here.
Wong, B., Chiu, Y.L.T., Murray, Ó.M. and Horsburgh, J. (2022). End of the road? The career intentions of under-represented STEM students in higher education. International journal of STEM education, 9(1), pp.1-12.
Wong, B., Chiu, Y.L.T., Copsey-Blake, M. and Nikolopoulou, M. (2022). A mapping of graduate attributes: what can we expect from UK university students?. Higher Education Research & Development, 41(4), pp.1340-1355.
Chiu, Y.L.T., Wong, B. and Charalambous, M. (2021). ‘It’s for others to judge’: what influences students’ construction of the ideal student?. Journal of Further and Higher Education, 45(10), pp.1424-1437.
Wong, B. & Chiu, Y.L.T. (2021). The ideal student: Deconstructing expectations in higher education. London: Open University Press. More details here
Wong, B. & Chiu, Y.L.T. (2021). Exploring the concept of 'ideal' university student. Studies in Higher Education. 46(3), pp.497-508. ISSN 0307-5079 (see also https://www.imperial.ac.uk/news/192747/imperial-researcher-explores-what-means-ideal/)
Rodriguez-Falcon, O. & Chiu, Y.L.T. (2020). ‘Do We Write as Well as We Speak?’: Reflections on a Dialogic Approach to Empower Academic Voice and Identity in Higher Education. In Mawani, S., & Mukadam, A.A. (eds.) Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement. Berlin, Germany: Logos Verlag Berlin, pp. 167-184. https://www.logos-verlag.com/cgi-bin/engbuchmid?isbn=5089&lng=eng&id=
Wong, B. & Chiu, Y.L.T. (2020). University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 44(1), pp.54-68.
Chiu, Y.L.T. (2019). ‘It’s a match, but is it a good fit?’: admissions tutors’ evaluation of personal statements for PhD study, Oxford Review of Education, 45(1), 136-150.
Wong, B. & Chiu, Y.L.T. (2019). ‘Swallow your pride and fear’: The Educational Strategies of High-Achieving Non-Traditional University Students. British Journal of Sociology of Education, 40(7), pp.868-882. (see also http://www.imperial.ac.uk/news/191320/speak-seek-support-non-traditional-students-share/)
Wong, B. & Chiu, Y.L.T. (2019). Let me entertain you: the ambivalent role of university lecturers as educators and performers. Educational Review, 71(2), 218-233. ISSN 1465-3397.
Chiu, Y.L.T. & Rodriguez-Falcon, O. (2018). Raising Attainment With Diverse Students: An Inclusive Approach to the Teaching of Academic Literacy. Journal of Academic Writing, 8(2), 36-47.
Chiu, Y.L.T. (2016). ‘Singing your tune’: Genre structure and writer identity in personal statements for doctoral applications. Journal of English for Academic Purposes, 21, 48-59. ISSN 1475-1585.
Hatzipanagos, S., John, B. & Chiu, Y.L.T. (2016). The Significance of Kinship for Medical Education: Reflections on the Use of a Bespoke Social Network to Support Learners’ Professional Identities. JMIR Medical Education, 2(1), e1.
Chiu, Y.L.T. & Rodriguez-Falcon, O. (2016). Embracing Diversity for Attainment: An Inclusive Approach to a Redesigned Foundation Module in the Social Sciences. Centre for Excellence in Learning and Teaching, University of East London, UK. https://imperial.academia.edu/TiffanyChiu PDF
Chiu, Y.L.T. (2015). Personal statement in PhD applications: Gatekeepers' evaluative perspectives. Journal of English for Academic Purposes, 17, 63-73. ISSN 1475-1585.
John, B., Hatzipanagos, S. & Chiu, Y.L.T. (2014). King's Social Harmonisation Project: Developing a pilot social network in medical education. King’s College London, UK. https://imperial.academia.edu/TiffanyChiu
RESEARCH PROJECTS
FOSTERING EDUCATIONAL DIVERSITY AND INCLUSIVITY: ENHANCING STUDENT WELLBEING THROUGH THE LEARNING WELL PROJECT
Funded by the President’s Excellence Fund for Learning and Teaching Innovation (2023-2025, PI)
The project aims to promote student wellbeing through evidence-based learning strategies. The team will work with key support services across the University to synergise new and existing resources and expertise and co-develop these into an open access ‘fit to learn’ toolkit and a flexible student wellbeing learning programme.
INCLUSIVE INSTITUTIONS: ENABLING AND SUPPORTING CULTURE CHANGE
Funded by the Advance HE’s Collaborative Development Fund (2022, PI)
The team showcases the impact of the SIDUS work and creates a suite of evidence-based examples/case studies to support institutional culture change. See here for project outputs.
SUPPORTING THE IDENTITY DEVELOPMENT OF UNDERREPRESENTED STUDENTS (SIDUS)
Funded by Excellence Fund for Learning and Teaching Innovation, Imperial (2020-2022, PI)
The SIDUS project aims to promote inclusion and support success for Science, Technology, Engineering, Mathematics and Medicine (STEMM) students from underrepresented groups at the university. See the project website here.
PROMOTING INCLUSION AND STUDENT SUCCESS: CO-DEVELOPMENT AND IMPLEMENTATION OF TEACHING AND LEARNING RESOURCES FOR STEMM UNDERREPRESENTED STUDENTS
Funded by StudentShapers Programme (Partnership Pedagogies), Imperial (2021-2022, PI)
This StudentShapers project aims to turn the SIDUS research data into pedagogical outputs and implementation, in collaboration with students. See here for details.
ENHANCEMENT OF SCHOLARSHIP AND INTERDISCIPLINARITY THROUGH RESEARCH PARTNERSHIP FOR IMPERIAL STUDENTS
Funded by StudentShapers Programme (Educational Research), Imperial (2018-2019, PI)
The project aims to enhance scholarship and interdisciplinary skills through a research partnership with Imperial students. Students were given the opportunity to engage with and experience in an educational research project which looked into views and expectations of what it means to be a university student. See here for students’ insight into their educational research experience.
MAPPING THE CHARACTERISTICS OF THE IDEAL UNIVERSITY STUDENT
Funded by British Academy/Leverhulme Trust (2017-2019, Co-I)
This project unveiled the characteristics of the ‘ideal’ university student from the perspectives of students and staff in higher education. By understanding how the ‘ideal’ student is constructed in specific contexts, expectations of students will be made more explicit and transparent, which are central to inclusive and diverse learning and teaching practices. See here for more information.
DO YOU WRITE AS WELL AS YOU SPEAK? THE ENHANCEMENT OF SCHOLARSHIP THROUGH RESEARCH PARTNERSHIP FOR SOCIAL SCIENCE STUDENTS
Funded by Noon Centre for Equality and Diversity (London Scholars Schemes), University of East London (2017 – 2018, PI)
This project aims to enhance scholarship and authorship through research partnership with Social Science Students. Students were given the opportunity to experience an educational research project which implemented and evaluated the impact of innovative academic writing approaches employed to support student development of academic voice and identities. See here for the publication.
EMBRACING DIVERSITY FOR ATTAINMENT: AN INCLUSIVE APPROACH TO A REDESIGNED FOUNDATION MODULE IN SOCIAL SCIENCES
Funded by Centre for Excellence in Learning and Teaching, University of East London (2016-2017, PI)
This project aims to evaluate the impact and effectiveness of an inclusive ‘Writing in the Disciplines’ (WiD) approach that promotes and encourages embedded academic literacies support and instruction into the disciplinary curriculum. See here for the publication.
SELECTED CONFERENCE PRESENTATIONS
Chiu, Y.L.T., Bale, R., & O'Dea, C. (2024). ‘Supporting the ethical and equitable use of Generative AI for student learning in higher education’. Presentation at the Advance HE AI Symposium. theStudio, Birmingham. 27 February 2024.
Chiu, Y.L.T. & Wong, B. (2023). ‘Reimagining the ideal student: Inclusive practices for supporting the experiences of first-year students in higher education’. Invited keynote presentation at the European First Year Experience Conference. Abertay University, UK. 27 June 2023.
Chiu, Y.L.T. (2023). ‘Supporting the Identity Development of Underrepresented Students (SIDUS)’. Invited presentation at the AdvanceHE event – Inclusive Institutions: enabling and supporting culture change. [online]. 28 March 2023.
Chiu, Y.L.T. (2023). Invited discussant for a panel session on ‘How to become a perfect student’ at the Wonkhe event – The Secret Life of Students. London, UK. 14 March 2023.
Chiu, Y.L.T. & Wong, B. (2023). ‘What works for underrepresented students in higher education? Supporting academic success through inclusive practices’. Invited keynote presentation at the SHIFT Teaching and Learning Conference. University of Greenwich, UK. 12 January 2023.
Murray, O.M. & Chiu, Y.L.T. (2023). ‘Is belonging always positive? Perspectives of STEM students from underrepresented backgrounds’. Invited presentation at the Symposium on Transatlantic Racial Reckoning: Imagining Anti-Racist Academic Worlds in the UK and the USA. Imperial College London/University of Texas at Austin, UK. 5 January 2023.
Chiu, Y.L.T. & Wong, B. (2022). ‘The Ideal Student: Deconstructing Expectations in Higher Education’. Invited presentation at HE Scholarship Learning Lab, New City College, London, UK. [online]. 2 February 2022.
Wong, B. & Chiu, Y.L.T. (2022). ‘Supporting Students: How can the concept of the ideal student help?’. Invited seminar at Abertay University, Scotland. [online]. 9 February 2022.
Chiu, Y.L.T. & Wong, B. (2021). ‘Who is the ‘ideal’ student? Discussing our expectations of university students in a post-pandemic world. Invited speakers at Zhejiang University, China [online]. 29 July 2021.
Chiu, Y.L.T. & Wong, B. (2021). ‘Unpacking the concept of the ‘ideal’ student in higher education’. Paper presented at Eurostudents Conference [online]. 17 June 2021.
Murray, O.M., Chiu, Y.L.T., Horsburgh, J. & Wong, B. (2021). ‘Student Imposters in STEMM: Institutional Passing and Undergraduate Belonging in UK Universities’. Paper presented at the BSA Annual Conference: Remaking the Future [online]. 14 April, 2021.
Chiu, Y.L.T., & Charalambous, M. (2020). ‘Enhancement of scholarship and interdisciplinarity through research partnership with students’. Paper presented at the Advance HE Teaching and Learning Conference [online]. 7 July, 2020.
Chiu, Y.L.T., & Wong, B. (2020). ‘Understanding the academic success of non-traditional university students: Student strategies, recommendations for practice and the concept of the ideal student’. 9 June 2020. Invited speakers at Institut de physique du globe de Paris, Paris Diderot University.
Chiu, Y.L.T., & Wong, B. (2019). ‘Conceptualising the ideal university student’. Paper presented at the SRHE Annual Conference. 11 – 13 December, 2019, Newport, Wales.
Wong, B., & Chiu, Y.L.T. (2019). ‘Swallow your pride and fear’: The Educational Strategies of High-Achieving Non-Traditional University Students. Paper presented at the SRHE Annual Conference. 11 – 13 December, 2019, Newport, Wales.
Chiu, Y.L.T., & Page, F. (2019). ‘The ‘ideal’ student survey: Managing student expectations and understanding of what it means to be a university student’. Invited speakers at the ‘Positive Interactions: Enhancing the Student Experience’ Conference. 13 December, 2019, Glasgow Caledonian University, London, UK.
Chiu, Y.L.T., & Page, F. (2019). ‘Managing student expectations using the ‘ideal’ university student survey: Induction with Design Engineering undergraduates’ Paper presented at the HEA Annual Conference. 2 – 4 July, 2019, Northumbria University, Newcastle, UK. Presentation slides
Chiu, Y.L.T., & Rodriguez-Falcon, O. (2018). ‘Do you write as well as you speak?: A dialogic approach to embed academic literacy skills into subject curriculum’ Paper presented at the HEA Annual Conference. 4 – 5 July, 2018, Birmingham, UK. Presentation on a dialogic approach
Chiu, Y.L.T., Rodriguez-Falcon, O., & Wairu, A. (2018). ‘The enhancement of scholarship through research partnership with UG and PG students’ Paper presented at Crossing Borders conference. 23 May, 2018, University of East London, UK. Presentation on student-staff research partnership
Wong, B. & Chiu, Y.L.T. (2017). ‘Is there an ‘ideal’ student at university?’ Paper presented at the Society for Research in Higher Education (SRHE) conference. 6 – 8 December, 2017, Newport, Wales, UK. Conference abstract
Chiu, Y.L.T., Rodriguez-Falcon, O., Wingate, U., & Ferro, M. (2017). ‘Critical Reflections from the Field: Embracing Diversity through Inclusive Approaches to Teaching and Developing Academic Literacy’ Papers presented at European Association for the Teaching of Academic Writing. 19 – 21 June, 2017, Royal Holloway, University of London, UK. Symposium abstract
Chiu, Y.L.T. & Wang, S. (2017). ‘Teaching EFL Ph.D. applicants writing personal statements via WeChat live lessons: A genre-based approach.’ Paper presented at the Annual Conference of American Association of Applied Linguistics. 18 – 21 March, 2017, Portland, Oregon, U.S.A.
Chiu, Y.L.T. & Rodriguez-Falcon, O. (2016). ‘Embracing Diversity for Attainment: An Inclusive Approach to a Redesigned Foundation Module in the Social Sciences.’ Research presented in Teaching and Learning seminar. 15 December, 2016, University of East London, UK.
Chiu, Y.L.T. (2016). Invited discussant for a panel on ‘Assessment/Feedback Practices for Multilingual Learners’ in Annual Learning and Teaching Festival. 10 June, 2016, University of East London, UK.
RESEARCH INTERESTS
My academic and research interests include: learning and teaching in higher education; student and lecturer identity development in higher education; assessment and feedback practice; student transition and progression; student well-being and belonging, technology-enhanced learning; academic writing and writer identity