معرفی
Amita Krautloher is an active academic at Charles Sturt University, affiliated with the Faculty of Arts and Education. She is recognized for her contributions to teaching and learning in higher education, particularly in assessment innovation and student engagement. Her work emphasizes equitable and interactive assessment methods, such as interactive oral assessments and reflective e-portfolios.
- Institution: Charles Sturt University
- School: Faculty of Arts and Education
- Focus: Educational Innovation, Assessment Equity, Student Learning
Her research interests are deeply rooted in modern pedagogical practices. She explores how interactive oral assessments can improve student learning outcomes and engagement, especially in diverse classrooms. She is also interested in the internationalisation of curriculum and how reflective e-portfolios can support inclusive learning environments. Her work aligns with 21st-century educational challenges and communities of practice in teaching.
The analysis of her recent publications reveals a consistent focus on assessment innovation, student-centered learning, and educational equity. Her articles predominantly fall within the domains of education and pedagogy, with sub-themes including interactive oral assessment, mixed methods research, inclusive teaching, and digital learning tools. These works reflect a strong commitment to improving teaching practices and student experiences in higher education.
She has received multiple prestigious awards, including:
- Charles Sturt Excellence Award (2021, 2022)
- Executive Dean's Excellence in Teaching Award (2023)
- Fellowship of the Higher Education Academy (2023)
- Charles Sturt University Change One Thing Award (2024)
Amita Krautloher has been actively involved in academic service, including guest editing for the Journal of University Teaching and Learning Practice, presenting at national conferences like ANZSSA and NAEEA, and chairing the International Education Conference 2022. While no formal lab or research team is mentioned, her collaborative projects with colleagues such as Sugden, Grant, and Greig indicate strong interdisciplinary teamwork focused on pedagogical innovation and assessment reform.
