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BA Hons, PhD

Senior Teaching Fellow

Phone: +64 3 479 5786

About Tracy

Photo of Tracy Rogers for profileI am based at HEDC's Student Learning Development (Otago campus). I provide undergraduate and postgraduate students with academic support in the form of workshops and one-to-one consultations. I am academic leader of the Peer Learning Programmes that consist of Peer Assisted Study Sessions (PASS), Peer Assisted Numeracy (PAN), Peer Writers, and English Language Peer Support.

I coordinate the Higher Education Postgraduate paper, HEDU501 Critical Reflection on Higher Education, with Dr Julie Timmermans. I am also available to work with staff individually who wish to enhance their teaching or embed effective study strategies into their course.

I am the academic co-leader of the Academic Women's Mentoring Programme. The programme offers early career academic women with a mentor who is a senior academic staff member.

I am also the coordinator of Teaching and Learning Circles, a University-wide reciprocal peer observation of teaching programme. Teaching and Learning Circles enable academic staff to engage in dialogue and teaching observations with those who are similarly passionate about teaching.

My research interests include academic development for peer facilitators, tutors and demonstrators, with a particular focus on metacognition in teaching. I also research into reciprocal peer observation of teaching, university teaching culture, and gender issues in education. My doctoral research investigated the various sources of support that enable materially-disadvantaged Cambodian schoolgirls to overcome various hurdles to their education. My study sought to provide a better understanding of how various stakeholders can support girls in Cambodia in their pursuit of academic attainment.


HEDU501 Critical reflection on Higher Education. Co-taught with Dr Julie Timmermans.
Introduction to Tutoring and Demonstrating. Co-taught with Dr Rob Wass.

I facilitate academic skills workshops at Student Learning Development and within Departments, upon request.

  • Effective note-taking
  • Effective study strategies
  • Avoiding plagiarism: Summarising and paraphrasing
  • Critically engaging in the research literature
  • Constructing an argument
  • Reviewing the literature review
  • Setting up a writing group
  • The PhD oral exam process
  • Clarity in writing: Self-editing strategies


Rogers, T. (2023). "Give girls a chance to participate in developing the country": Cambodian schoolgirls (re)negotiate the status of girls. In H. Switzer, K. Desai & E. Bent (Eds.), Girls in global development: Figurations of gendered power. (pp. 117-134). New York, NY: Berghahn Books. Chapter in Book - Research

Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: Implications for educators. International Journal for Academic Development, 2246442. Advance online publication. doi: 10.1080/1360144X.2023.2246442 Journal - Research Article

Rogers, T. L., & Nairn, K. (2021). Cambodian schoolgirls’ negotiation of discursive constraints within and beyond the school context. Gender & Education, 33(6), 737-756. doi: 10.1080/09540253.2020.1849571 Journal - Research Article

Wass, R., & Rogers, T. (2021). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education & Teaching International, 58(1), 36-46. doi: 10.1080/14703297.2019.1695646 Journal - Research Article

Smith-Han, K., Gallagher, S., Brown, K., Wass, R., Rogers, T., & Tagg, J. (2020). Professional development of educators in metacognition: A real 'eye-opener'. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 240). Retrieved from Conference Contribution - Published proceedings: Abstract

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