BA (University of Waterloo), MA and PhD (McGill University)
Senior Lecturer
Email: julie.timmermans@otago.ac.nz
Phone: +64 3 479 7522
About Julie
I am a teacher, researcher, and educational developer with experience facilitating learning in various universities and countries, including Canada, Japan, France, and now, New Zealand. In all my work, I am committed to enhancing student learning and academic staff’s experience of teaching. I believe that the ideas which cause us intellectual and emotional discomfort might offer the greatest opportunities for development, and that learning is enhanced when environments are designed to allow people to explore the edges of their knowledge and understanding while being well-supported. I try to model this approach in my own teaching, research, and academic development practice.
Research
While doing doctoral work in Cognitive and Instructional Psychology, I became enthralled with understanding more deeply the ideas and experiences that instigate transformation in learners’ ways of knowing and being. My program of research now weaves together the related research areas of “threshold concepts” and “Decoding the Disciplines”. These two areas examine places where students often “get stuck” in their (disciplinary) learning and that may cause cognitive and emotional disruption. Once teachers are able to articulate the steps that they take as disciplinary experts to get through these difficult concepts, they may teach them more explicitly to students. Once students understand these concepts more deeply, they may perceive the discipline, and their emerging identities within it, in new and more integrated ways.
I am particularly interested in researching students’ and academic staff’s understanding and experiences of these “troublesome” disciplinary concepts. I would like to understand how students might best be supported through the “liminal space” between encountering new (and disruptive) ideas and integrating these ideas into new ways of thinking and being. I am also interested in applying the lenses of threshold concepts and Decoding the Disciplines to academic development practice. What concepts might be transformative in higher education pedagogy, shaping our practice and identities as teachers?
Supervision
Current students
- Paul Kane - PhD
- Nick Baker - PhD
- Maya Bernardo (MHEd)
- Lynette Murdoch (MHEd)
I am particularly keen to supervise postgraduates in higher education who have research interests related to student learning development, transformative learning, academic (educational) development, threshold concepts, liminality, and Decoding the Disciplines. I am happy to co-supervise students with staff from other departments.
Publications
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Student experiences of learning clinical reasoning. Clinical Teacher. Advance online publication. doi: 10.1111/tct.13014
Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. (2019). Teaching and learning circles: An initiative aimed at enhancing teaching culture and practice. Proceedings of the 42nd Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Viewing student learning experiences as promoting/inhibiting participation in using, and co-constructing, clinical reasoning skills. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 180-181). Renmark, Australia: ANZAHPE. [Abstract]
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Using activity theory to interpret students' experiences of learning clinical reasoning. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. (pp. 18). Retrieved from https://amee.org/home
Timmermans, J., & Sutherland, K. (2019). Learning from failure: Lessons from academic development leaders. Proceedings of the 42nd Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz
Chapter in Book - Research
Timmermans, J. A., & Hoessler, C. (2017). Unfolding rapport-building professional development: Informational and transformational growth. In K. West, C. Hoessler, R. Bennetch, T. Ewert-Bauer, T. Wilson, J.-P. Beaudoin, … J. Timmermans, … N. A. Kenny (Eds.), Educational development guide series: No. 2. Rapport-building for educational developers. (pp. 66-73). Ottawa, Canada: Educational Developers Caucus.
Meyer, J. H. F., & Timmermans, J. A. (2016). Integrated threshold concept knowledge. In R. Land, J. H. F. Meyer & M. T. Flanagan (Eds.), Threshold concepts in practice. (pp. 25-38). Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6300-512-8_3
Timmermans, J. A. (2010). Changing our minds: The developmental potential of threshold concepts. In J. H. F. Meyer, R. Land & C. Baillie (Eds.), Threshold concepts and transformational learning. (pp. 3-19). Rotterdam, The Netherlands: Sense Publishers.
Journal - Research Article
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Student experiences of learning clinical reasoning. Clinical Teacher. Advance online publication. doi: 10.1111/tct.13014
Timmermans, J. A., Bruni, C., Gorbet, R., Moffatt, B., Stubley, G., Williams, D., & Holmes, T. (2018). The flourishing of care in a multidisciplinary Faculty Learning Community. International Journal for Academic Development, 23(4), 367-373. doi: 10.1080/1360144X.2018.1521335
Wass, R., Timmermans, J., Harland, T., & McLean, A. (2018). Annoyance and frustration: Emotional responses to being assessed in higher education. Active Learning in Higher Education. Advance online publication. doi: 10.1177/1469787418762462
Timmermans, J. A., & Meyer, J. H. F. (2017). A framework for working with university teachers to create and embed ‘Integrated Threshold Concept Knowledge’ (ITCK) in their practice. International Journal for Academic Development. Advance online publication. doi: 10.1080/1360144X.2017.1388241
Timmermans, J. A., & Ellis, D. E. (2016). Reconceptualizing the scholarship of teaching and learning at the University of Waterloo: An account of influences and impact. New Directions for Teaching & Learning, 2016(146), 71-78. doi: 10.1002/tl.20189
Timmermans, J. A. (2014). Identifying threshold concepts in the careers of educational developers. International Journal for Academic Development, 19(4), 305-317. doi: 10.1080/1360144X.2014.895731
McAlpine, L., Weston, C., Timmermans, J., Berthiaume, D., & Fairbank-Roch, G. (2006). Zones: Reconceptualizing teacher thinking in relation to action. Studies in Higher Education, 31(5), 601-615. doi: 10.1080/03075070600923426
Journal - Research Other
Timmermans, J., & Ellis, D. (2015). Further explorations of institutional culture. Journal of Eastern Township Studies, 44, 35-39. [Commentary].
Timmermans, J. (2014). [Review of the book La pédagogie de l’enseignement supérieur: repères théoriques et applications pratiques. Tome 1: Enseigner au supérieur [Teaching and learning in higher education: Theoretical frameworks and practical applications. Volume 1: Teaching in higher education]]. International Journal for Academic Development, 19(2), 153-155. doi: 10.1080/1360144X.2014.908095
Conference Contribution - Published proceedings: Abstract
Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. (2019). Teaching and learning circles: An initiative aimed at enhancing teaching culture and practice. Proceedings of the 42nd Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz
Timmermans, J., & Sutherland, K. (2019). Learning from failure: Lessons from academic development leaders. Proceedings of the 42nd Annual Higher Education Research and Development Society of Australasia (HERDSA) Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Using activity theory to interpret students' experiences of learning clinical reasoning. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. (pp. 18). Retrieved from https://amee.org/home
Anakin, M., Jouart, M., Timmermans, J., & Pinnock, R. (2019). Viewing student learning experiences as promoting/inhibiting participation in using, and co-constructing, clinical reasoning skills. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 180-181). Renmark, Australia: ANZAHPE. [Abstract]
Hall, K., Pinnock, R., Wilkinson, T., & Timmermans, J. (2019). Threshold concepts and being a good doctor [Workshop]. Proceedings of the Association for Medical Education in Europe (AMEE) Annual Conference. Retrieved from https://amee.org
Pinnock, R., Jouart, M., Timmermans, J., & Anakin, M. (2018). Students' approaches to learning clinical reasoning: Evidence as a threshold skill. Proceedings of the Association for Medical Education in Europe (AMEE) Conference. (pp. 190). Retrieved from https://www.amee.org/
Bruni, C., Dea, S., Gorbet, R., Moffatt, B., Stubley, G., Timmermans, J., & Williams, D. (2017). Cultivating curiosity and care on the threshold [Panel discussion]. Proceedings of the University of Waterloo Teaching and Learning Conference. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/university-waterloo-teaching-and-learning-conference-2017-1#s101
Timmermans, J., & Meyer, J. H. F. (2017). A framework for supporting curriculum transformation with threshold concepts. Higher Education Research and Development Society of Australasia (HERDSA) Pre-Conference Workshop. Retrieved from http://herdsa2017.org/workshop-framework-curriculum-transformation.php
Stubley, G., Holmes, T., & Timmermans, J. (2017). Decoding our threshold concepts [Workshop]. Proceedings of the Canadian Engineering Education Association (CEEA). Retrieved from http://ceea2017.engineering.utoronto.ca/opalsingleevent-session/workshop-session-c-1-engineering-education-methods-decoding-our-threshold-concepts/
Poole, G., Kenny, N., Marquis, E., Admundsen, C., Simmons, N., Xin, C., … Timmermans, J., & Watson, G. (2015). Creating SoTL concertos towards institutional impact. Proceedings of the 35th Annual Conference of the Society for Teaching and Learning in Higher Education (STLHE). Retrieved from https://stlhe15.sched.com
Hoessler, C., Iqbal, I., & Timmermans, J. (2015). Setting our sights: Exploring alternative career routes in educational development [Panel discussion]. Proceedings of the 35th Annual Conference of the Society for Teaching and Learning in Higher Education (STLHE). Retrieved from https://stlhe15.sched.com
Meyer, J. H. F., & Timmermans, J. (2014). Integrated threshold concept knowledge. Proceedings of the Threshold Concepts in Practice Conference. Retrieved from http://www.ee.ucl.ac.uk/~mflanaga/AbstractIndex.html#t
Stubley, G., & Timmermans, J. (2013). Generating effective feedback from demonstration lectures. Proceedings of the Opportunities and New Directions Conference. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/research-teaching-and-learning/2013/2013-opportunities-and-new-directions-conference/session-descriptions-and-links-presenter-materials-if#100
Barnett, J., & Timmermans, J. (2013). The role of identifying and decoding bottlenecks in the redesign of tax curriculum. Proceedings of the Opportunities and New Directions Conference. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/research-teaching-and-learning/2013/2013-opportunities-and-new-directions-conference/session-descriptions-and-links-presenter-materials-if#405
Barnett, J., & Timmermans, J. (2013). The role of identifying and decoding bottlenecks in the redesign of tax curriculum. Proceedings of the Society for Teaching and Learning in Higher Education Conference. Retrieved from http://sched.co/10hacB5
Timmermans, J., & Weston, C. (2012). Identifying threshold concepts in educational development. Proceedings of the National Academy for Integration of Research, Teaching and Learning (NAIRTL) Conference: Threshold Concepts. Retrieved from https://internationalthresholdconce2012a.sched.com/event/10geZSN/identifying-threshold-concepts-in-educational-development
Sproule, R., Berberich, G., & Timmermans, J. (2012). Teaching mentor program. Opportunities and New Directions Conference: Sharing Practices and Research on Teaching and Learning. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/research-teaching-and-learning/opportunities-and-new-directions-conference/2012
Timmermans, J. (2012). Exploring the meaning of “development” in educational development. Proceedings of the Society for Teaching and Learning in Higher Education (STLHE) Conference: Learning Without Boundaries? Retrieved from http://www.mcgill.ca/stlhe2012sapes/program/concurrent-sessions/session-1
Conference Contribution - Edited volume of conference proceedings
Timmermans, J. A. (Ed.). (2019). Proceeding of the Celebrating Higher Education Symposium 2018. Dunedin, New Zealand: Higher Education Development Centre, University of Otago. 37p. Retrieved from https://www.otago.ac.nz/hedc/otago684376.html
Conference Contribution - Verbal presentation and other Conference outputs
Timmermans, J., & Bugenhagen, M. (2019, September). The space of developmental thresholds. Verbal presentation at the Growth Edge Netowork (GEN) Gathering: CampGEN: Good Help For Our Growing Edges, Marriottsville, MD.
Pinnock, R., Jouart, M., Timmermans, J., & Anakin, M. (2018, June). Students approaches to learning clinical reasoning: Evidence as a threshold skill. Verbal presentation at the Otago Medical School Medical Education Research Symposium, Dunedin, New Zealand.
Timmermans, J. (2018, June). Reconceptualizing the liminal space as a space of wellbeing. Verbal presentation at the 7th Biennial Threshold Concepts Conference, Oxford, USA.
Timmermans, J. (2018, February). Exploring threshold concepts in adult development. Verbal presentation at the Growth Edge Network Gathering, Melbourne, Australia.
Kumar, V., & Timmermans, J. (2018, September). Inspiring colleagues to start again: Learning from failure in academia. Verbal presentation at the 6th International Academic Identities Conference, Hiroshima, Japan.
Land, R., Rattray, J., & Timmermans, J. (2018, June). Threshold concepts and troublesome knowledge [Invited]. Workshop presentation at the 7th Biennial Threshold Concepts Conference, Oxford, USA.
Timmermans, J., & Meyer, J. H. F. (2018, June). Working with university teachers to create and embed 'Integrated Threshold Concept Knowledge' (ITCK) in their practice: A framework for educational developers. Verbal presentation at the 38th Society for Teaching and Learning in Higher Education (STLHE) Annual Conference: Pedagogical Innovation: Adapting practice to evolving cultures, Sherbrooke, Canada.
Timmermans, J. A., & Pinnock, R. (2017, December). Exploring threshold concepts in the health professions. Verbal presentation at the Health Professional Education Research Symposium, Dunedin, New Zealand.
Middendorf, J., Shopkow, L., Pace, D., Barnett, J., & Timmermans, J. (2014, October). An accountant, a geologist, and a historian walk into a bar...decoding disciplinary epistemologies [Panel discussion]. Verbal presentation at the International Society for the Scholarship of Teaching & Learning (ISSOTL) Conference, Quebec City, Canada.
Timmermans, J., & Holmes, T. (2014, June). Identifying and "decoding" troublesome spots in the careers of educational developers. Verbal presentation at the International Consortium for Educational Development (ICED) Conference, Stockholm, Sweden.
Timmermans, J., & Weston, C. (2012, February). Identifying threshold concepts in the careers of educational developers. Workshop presentation at the Educational Developers Caucus (EDC): Learning from and in Educational Development Practice, Halifax, Canada.
Holmes, T., & Timmermans, J. (2012, February). The educational developer dossier: Representing ourselves and our work. Verbal presentation at the Educational Developers Caucus (EDC): Learning from and in Educational Development Practice, Halifax, Canada.
Awarded Doctoral Degree
Timmermans, J. A. (2012). Towards a deeper understanding of epistemic beliefs development: The contribution of threshold concepts and implications for understanding the ways of knowing and being of experienced educational developers (PhD). McGill University, Montreal, Canada. Retrieved from http://digitool.Library.McGill.CA:80/R/-?func=dbin-jump-full&object_id=106281&silo_library=GEN01
