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., Copsey-Blake, M. & Nikolopoulou, M. (2021). A mapping of graduate attributes: What can we expect from UK university students?. Higher Education Research & Development. doi: https://doi.org/10.1080/07294360.2021.1882405
Wong, B., DeWitt, J., & Chiu, Y.L.T. (2021). Mapping the eight dimensions of the ideal student in higher education. Educational Review. https://doi.org/10.1080/00131911.2021.1909538
Wong, B. & Chiu, Y.L.T. (2021). Exploring the concept of 'ideal' university student. Studies in Higher Education. ISSN 0307-5079 doi: https://doi.org/10.1080/03075079.2019.1643302 (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. doi: https://doi.org/10.1080/0309877X.2018.1504010
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. doi: https://doi.org/10.1080/03054985.2018.1502168
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. doi: https://doi.org/10.1080/01425692.2019.1604209 (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 doi: https://doi.org/10.1080/00131911.2017.1363718
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. doi: http://dx.doi.org/10.18552/joaw.v8i2.486
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 doi: https://doi.org/10.1016/j.jeap.2015.11.001
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. doi: 10.2196/mededu.4715
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 doi: https://doi.org/10.1016/j.jeap.2015.02.002
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
SELECTED CONFERENCE PRESENTATIONS
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.
Chiu, Y.L.T. & Rodriguez-Falcon, O. (2016). ‘Embracing Diversity for attainment: An Inclusive Approach to a Redesigned Foundation module in Social Sciences.’ Learning Enhancement Opportunity Project interviewed by Centre for Excellence in Learning and Teaching (CELT). 24 May, 2016, University of East London, UK.
Chiu, Y.L.T. (2015). ‘The effectiveness of a genre-based approach to teaching academic writing.’ Staff training presentation in Academic Development Network (ADeN). 21 July, 2015, University of East London, UK.
Chiu, Y.L.T. (2015). ‘Personal Statement in PhD admission: Genre structure and writer self-representation across institutional contexts.’ Paper presented at the Annual Conference of American Association of Applied Linguistics (AAAL). 21 – 24 March, 2015, Toronto, Canada.
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; technology-enhanced learning; critical discourse analysis; academic language and literacies; academic writing and writer identity