Contact details +64 (06) 356 9099 ext. 84547

Associate Professor Lisa Emerson

Director, Teaching and Learning

CoHSS - Deputy PVC's Office

My scholarly work falls into two categories.

1. Science writing. My doctoral thesis focused on the integration of writing into the science curriculum in higher education, and this has led to a career teaching science writing (to undergraduate and graduate students) and researching scientists as writers. I was awarded a Fulbright Senior Scholarship in 2012 to develop scholarly work on mathematicians and senior scienitsts as writers. I am currently investigating the beleifs, attitudes, experiences and development of scientists and mathematicians as writers.

2. Tertiary teaching. As an award winning teacher (including the Prime Minister's Supreme Teaching Award 2008), I focus the second strand of my research on the effective teaching of writing, and especially the transition of students in low decile schools into academic literacy. My teaching related research also investigates attitudes to plagiarism, New Zealand writing programmes, infomration literacy, learning advising, writing centres, peer tutoring, and the attitudes of tertiary teachers. I was awarded a TLRI grant in 2012 to integrate academic literacy into the senior curriculum of 5 low decile schools in the Palmerston North-Whanganui regions.

My primary interests are science writing, scientists as writers, academic writing, plagiarism, and transitions to academic literacy. As well as this, I have interests in New Zealand writing programmes, and learning advising in New Zealand. I have supervised PhD theses on Writing Centres in Malaysia, Integrating Information literacy into the tertiary curriculum, Supporting mature students into academic literacy, and Learning Advising within disciplines.

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Professional

Contact details

Ph: 84547
Location: Room 3.16, SGP Building
Campus: Turitea

Research Expertise

Research Interests

Science writing

scientists as writers

mathamtics and writing

plagiarism

writing centre theory and practice

academic literacy

transitions to academic literacy

information literacy

mature students in higher education

learning advising in New Zealand

New zealand writing programmes

metaphors in tertiary teaching

integrating writing into the curriculum

writing in the disciplines

writing across the curriculum

Research Opportunities

Transitions to academic literacy (1/1/2013) We are working on a project which aims to support students from low decile schools transition into academic literacy. This project is funded by the TLRI.

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Communication and Media Studies (200100): Communication Studies (200101):
Curriculum and Pedagogy (130200): Curriculum and Pedagogy Theory and Development (130202): Education (130000): Education Systems (130100): English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204): Higher Education (130103):
Languages, Communication And Culture (200000): Organisational, Interpersonal and Intercultural Communication (200105):
Other Education (139900): Science, Technology and Engineering Curriculum and Pedagogy (130212): Technical, Further and Workplace Education (130108)

Keywords

Academic writing

Science writing

Scientists as writers

Writing in mathematics

Writing Centers

Academic writing

Plagiarism

Transitions to academic literacy

information literacy

learning advising in New Zealand

New Zealand writing programmes

metaphors in tertiary teaching

Research Projects

Summary of Research Projects

Position	Current	Completed
Project Leader	1	6

Current Projects

Project Title: Transforming information literacy space(s) to support student learning

This project aims to improve students' information literacy (IL) competencies and learning within programmes/disciplines across the senior secondary and tertiary sectors. In partnership with seven secondary schools and four tertiary institutions, we are using participatory action research/mixed methods to develop new ways for teachers and librarians, as embodiments of disciplinary knowledge and IL expertise, to collaboratively plan and implement instructional approaches that prioritise critical use of IL skills to learn disciplinary content knowledge. Outputs include a set of IL progressions (NZQF Levels 1-3 in schools and 4-7 in tertiary institutions) and teaching resources for use in schools and tertiary institutions. We are also conducting a national survey of information literacy in secondary and tertiary education, which will be of use to policy makers, schools and tertiary institutions across the country.

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Date Range: 2016 - 2020

Funding Body: New Zealand Council For Educational Research

Project Team:

A/Pro Lisa Emerson - Project Leader

Completed Projects

Project Title: Developing the science writer

This project investigates scientist as writers. Most scientists spend most of their day writing and communicating with others, and scientific knowledge is developed through writing. But almost no research has been conducted which investigates scientists' beliefs, attitudes, experiences and development as writers. This project addresses this gap in the literature. I have conducted interviews with 135 scientists in four countries, from 16 research institutions. These scientists come from a range of scientific disciplines, and are at different stages of their careers - senior scientists, emerging scientists, and graduate science students. From these interviews, I am creating literacy narratives, which describe scientists' different experiences and views about writing. The book that emerges from this research provides valuable insights for scientists who wish to develop a deeper understanding of their own writing, and for writing teachers who need to understand the lived experiences of scientists as writers.

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Date Range: 2009 - 2012

Funding Body: Massey University

Project Team:

A/Pro Lisa Emerson - Project Leader

Research Outputs

Journal

Request Academic Output

Emerson, LE. (2017). Writing science: Implications for the classroom. Asian Journal of the Scholarship of Teaching and Learning. 7(1), 23-36 Retrieved from http://www.ajsotl.edu.sg/
[Journal article]Authored by: Emerson, L.

Read article at Massey Research Online:

Emerson, LE., Kilpin, K., & Feekery, A. (2015). Let's talk about literacy: Preparing students for the transition to tertiary learning. Set. 1, 3-8 Retrieved from http://www.nzcer.org.nz/nzcerpress/set
[Journal article]Authored by: Emerson, L., Feekery, A.

Read Online:

Emerson, LE. (2014). Enculturation in STEM. Double Helix. 2, 1-4 Retrieved from http://wac.colostate.edu/
[Journal article]Authored by: Emerson, L.Edited by: Emerson, L.

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Emerson, L., Kilpin, KG., & Feekery, AJ. (2014). Starting the conversation: Student transition from secondary to academic literacy. Curriculum Matters. 10, 94-112 Retrieved from http://www.nzcer.org.nz/about-nzcer
[Journal article]Authored by: Emerson, L., Feekery, A.

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Kilpin, KG., Emerson, L., & Feekery, AJ. (2014). Information literacy and the transition to tertiary literacy. English in Aotearoa. 83, 13-19
[Journal article]Authored by: Emerson, L., Feekery, A.

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Emerson, L., & Mansvelt, J. (2014). 'If they're the customer, I'm the meat in the sandwich': An exploration of tertiary teachers' metaphorical constructions of teaching. Higher Education Research and Development. 33(3), 469-482
[Journal article]Authored by: Emerson, L., Mansvelt, J.

Read Online:

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Emerson, LE., & Mansvelt, J. (2014). Buckets and fire: metaphors in tertiary teaching. Studies in Higher Education. Retrieved from http://www.tandfonline.com/
[Journal article]Authored by: Emerson, L.

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Emerson, L., & Mansvelt, J. (2014). Buckets and fire: metaphors in tertiary teaching. Studies in Higher Education. 40(10), 1872-1888
[Journal article]Authored by: Emerson, L., Mansvelt, J.

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1

Emerson, LE., & Pittaway, G. (2013). Scores from another ground. TEXT: Journal of Writing and Writing Programs. 21(October 2013), 1-6 Retrieved from http://www.textjournal.com.au/speciss/issue21/content.htm
[Journal article]Authored by: Emerson, L.

Emerson, LE., & Feekery, A. (2013). Embedding information literacy and writing development into the disciplines. TEXT: Journal of Writing and Writing Programs. 21(October 2013), 1-16 Retrieved from http://www.textjournal.com.au/speciss/issue21/content.htm
[Journal article]Authored by: Emerson, L.

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Emerson, L., & MacKay, B. (2011). A comparison between paper-based and online learning in higher education. British Journal of Educational Technology. 42(5), 727-735
[Journal article]Authored by: Emerson, L.

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MacKay, BR., Emerson, L., MacKay, MB., Funnell, KA., & Welsh, TE. (1999). Challenging the pedagogy of tertiary level horticulture. HortTechnology. 9(2), 272-276
[Journal article]Authored by: Emerson, L., MacKay, M.

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Book

Emerson, LE.(2017). The forgotten tribe: Scientists as writers. Boulder, United States of America: The WAC Clearinghouse and the University Press of Colorado
[Authored Book]Authored by: Emerson, L.

Read article at Massey Research Online:

Emerson, L.(2017). Forgotten Tribe Scientists As Writers. : CSU Open Press
[Authored Book]Authored by: Emerson, L.

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Feekery, A., Emerson, L., & Skyrme, G. (2017). Supporting academics to embed information literacy to enhance students’ research and writing process.. In B. D'angelo, S. Jamieson, B. Maid, & JR. Walker (Eds.) Information Literacy Research and Collaboration Across Disciplines. (pp. 345 - 370). Boulder, United States of America: University Press of Colorado
[Chapter]Authored by: Emerson, L., Feekery, A., Skyrme, G.

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Emerson, LE. (2012). Developing a “kiwi” Writing Centre at Massey University, New Zealand. In C. Thaiss, G. Brauer, P. Carlino, L. Ganobcsik-Williams, & A. Sinha (Eds.) Writing Programes Worldwide: Profiles of Academic writing in Many Places. (pp. 313 - 323). : The WAC Clearing House and Parlor Press
[Chapter]Authored by: Emerson, L.

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Emerson, LE. (2012). The Life Cycle of the Scientific Writer: An Investigation of the Senior Academic Scientist as Writer in Australasian Universities. In C. Bazerman, & . et al (Eds.) International Advances in Writing Research: Cultures, Places, Measures. (pp. 355 - 372). : Parlor Press and Writing Across the Curriculum Clearinghouse
[Chapter]Authored by: Emerson, L.

Emerson, LE. (2011). I am a writer: Unlocking fear and releasing possibility in the classroom. In I. Hay (Ed.) Inspiring Academics: Learning with the World's Great University Teachers. (pp. 127 - 134). Maidenhead, UK: McGraw Hill (Open University Press)
[Chapter]Authored by: Emerson, L.

Emerson, LE., & Clerehan, R. (2009). Writing program administration outside the North American context. In D. Strickland, & J. Gunner (Eds.) The Writing Program Interrupted: Making Space for Critical Discourse. (pp. 166 - 174). Portsmouth NH, United States: Boynton/Cook Publishers, Inc
[Chapter]Authored by: Emerson, L.

Emerson, LE. (2008). Plagiarism, a Turnitin trial, and an experience of cultural disorientation. In C. Eisner, & M. Vicinus (Eds.) Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age. (pp. 183 - 194). Ann Arbor MI, United States: The University of Michigan Press
[Chapter]Authored by: Emerson, L.

Gray, FE., Emerson, LE., & MacKay, BR. (2008). Oral communication competencies in the science classroom and the scientific workplace. In CL. Petroselli (Ed.) Science Education Issues and Developments. (pp. 223 - 238). New York: Nova Science Publishers, Inc.
[Chapter]Authored by: Emerson, L., Gray, F.

Emerson, ., L, ., Hampton, ., & Eds, J. (Eds.) (2005). Writing Guidelines for Science and Applied Science Students. Southbank, VIC: Thomson/Dunmore Press
[Edited Book]Edited by: Emerson, L.

Emerson, L. (Ed.) (2005). Writing guidelines for business students. Southbank, VIC: Thomson/Dunmore Press
[Edited Book]Edited by: Emerson, L.

Ed, LE. (Ed.) (2005). Writing guidelines for social science students. Southbank, VIC: Thomson/Dunmore Press
[Edited Book]Edited by: Emerson, L.

Emerson, LE., & Hampton, JG. (Eds.) (2005). Writing guidelines for science and applied science students. Southbank, VIC: Thomson/Dunmore Press
[Edited Book]Edited by: Emerson, L.

Emerson, LE., MacKay, BR., Funnell, KA., & MacKay, MB. (2003). Writing in a New Zealand tertiary context: WAC and action research. In SQ. Ed (Ed.) Language and learning across the disciplines. (pp. 110 - 132). Chicago, IL: Illinois Institue of Technology
[Chapter]Authored by: Emerson, L.

Emerson, L., & Eds, BT. (Eds.) (2003). Hot ink 2: writing by Massey university's 2003 creative writing students. Wellington, NZ: Steele Roberts Aotearoa
[Edited Book]Edited by: Emerson, L.

Emerson, L., & Eds, BT. (Eds.) (2002). Hot ink: Writing by Massey university's creative writing students. Wellington, NZ: Steele Roberts Aotearoa
[Edited Book]Edited by: Emerson, L.

Emerson, L. (Ed.) (2000). Writing guidelines for business students. Palmerston North: The Dunmore Press
[Edited Book]Edited by: Emerson, L.

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Thesis

Feekery, AJ. (2014). Conversation and change: Integrating information literacy to support learning in the NZ tertiary context. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Feekery, A.Edited by: Emerson, L.

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Report

Emerson, L., Kilpin, K., & Feekery, AJ. (2015). Smoothing the path to transition.
[Commissioned Report]Authored by: Emerson, L., Feekery, A.

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Conference

Emerson, LE. (2017, March). Mathematicians as writers. Presented at CCCC 2017. Portland, United States of America.
[Conference Oral Presentation]Authored by: Emerson, L.

Emerson, LE.Science writing, science writers, and pedagogy for developing writing in science. . Adelaide, Australia
[Conference Paper]Authored by: Emerson, L.

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Emerson, LE.Scientists as writers: implications for the classroom. . Singapore
[Conference Other]Authored by: Emerson, L.

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Emerson, LE.Starting the conversation: Academic literacy across the transition. . Auckland, New Zealand
[Conference Other]Authored by: Emerson, L.

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Emerson, LE.A New Zealand Writing Centre: Developing a knowledge-building community. . San Diego, United States of America
[Conference Paper]Authored by: Emerson, L.

Emerson, LE., Fry, P., & Skyrme, G. (2013). “Like-minded people, all going through the same thing”: A voluntary study group for mature students in their first semesters at university. Create & Collaborate: Foundation and Bridging Educators New Zealand Inaugral Conference 2012. (pp. 70 - 82). : Inaugural Conference of the Foundation and Bridging Educators New
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

Emerson, LE., & Feekery, A. (2011). Promoting information literacy development by assessing the research process in first-year tertiary assessments.. In M. Hodis, & S. Kaiser (Eds.) http://www.victoria.ac.nz/education/pdf/jhc-symposium/Assessment-Learner-Outcomes-2011-Symposium-Proceedings.pdf. (pp. 111 - 126). Wellington: Assessment and Learner Outcomes
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

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Emerson, LE.The Lifecycle of the Sientific Writer: Investigating How Scientists Become Writers of Science. . George Mason University, Washington DC, Northern Virginia, USA
[Conference Paper]Authored by: Emerson, L.

Emerson, LE., Rowan, L., & Stace-Davies, M.(2008). Mapping the writing process. . Auckland University of Technology, Auckland, New Zealand
[Conference Paper]Authored by: Emerson, L., Rowan, L.

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Emerson, LE. (2009). Reading and Writing science: The advanced science writing class. 2008 TWN Conference Proceedings. (pp. 1 - 19). : From Here to There (2008 TWN Conference)
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

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Emerson, LE., & MacKay, B.Online vs paper-based formative assessment in the writing classroom. . Wellington, New Zealand
[Conference Paper]Authored by: Emerson, L.

Gray, FE., Emerson, LE., & MacKay, BR. (2008). ''Talking the talk'' industry and student perspectives on oral communication in science education. In J. Tebbutt (Ed.) Communications, Civics, Industry: 2007 Proceedings of Australian and New Zealand Communication Association Conference. (pp. 1 - 11).
[Conference Paper in Published Proceedings]Authored by: Emerson, L., Gray, F.

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Gray, FE., Emerson, LE., & MacKay, BR. (2007). Talking the talk: Industry and student perspectives on oral communication in science education. Proceedings of the Australian & New Zealand Communication Association Annual Conference. (pp. 1 - 11).
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

Gray, FE., Emerson, LE., & MacKay, BR.(2007). 'Talking the talk': Industry and students perspectives on oral communication in science education. . Melbourne, VIC
[Conference Paper]Authored by: Emerson, L., Gray, F.

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Murray, N., Comrie, M., Vaccarino, F., Sligo, F., & Tilley, E. (2007). Challenges of adult literacy teaching: Views of training providers and their students. In E. Gray, & L. Emerson (Eds.) Proceedings of the Tertiary Writing Network Colloquium 2006. (pp. 105 - 118). New Zealand: Tertiary Writing Network Colloquium
[Conference Paper in Published Proceedings]Authored by: Murray, N., Sligo, F., Tilley, E., Vaccarino, F.Edited by: Emerson, L.

Comrie, M., Vaccarino, F., & Murray, N. (2007). Learning from and with the community: Creating methodology in the adult literacy and employment project. In E. Gray, & L. Emerson (Eds.) Proceedings of the Tertiary Writing Network Colloquium 2006. (pp. 68 - 79). New Zealand: Tertiary Writing Network Coloquium
[Conference Paper in Published Proceedings]Authored by: Murray, N., Vaccarino, F.Edited by: Emerson, L.

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Vaccarino, F., Murray, N., & Comrie, M. (2007). Cogitating on our roles as collaborators in participatory action research community-based projects. In E. Gray, & L. Emerson (Eds.) Proceedings of the Tertiary Writing Network Colloquium 2006. (pp. 213 - 223). New Zealand: Tertiary Writing Network Colloquium
[Conference Paper in Published Proceedings]Authored by: Murray, N., Vaccarino, F.Edited by: Emerson, L.

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Bee Hoon, T., & Emerson, LE. (2007). "Where are we going wrong?": Investigating the English written skills needs of undergraduate students in Malaysia. In E. Gray, & L. Emerson (Eds.) Proceedings of Tertiary Writing Network Colloquium 2006. (pp. 199 - 211). Palmerston North: Tertiary Writing Network Colloquium 2006
[Conference Paper in Published Proceedings]Authored by: Emerson, L.Edited by: Emerson, L.

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MacKay, M., & Emerson, L. (2007). A model for using writing-to-learn strategies in a landscape management course. In E. Gray, & L. Emerson (Eds.) Proceedings of the Tertiary Writing Network Colloqiuum 2006. (pp. 148 - 158). New Zealand: Tertiary Writing Network Colloqium
[Conference Paper in Published Proceedings]Authored by: Emerson, L., MacKay, M.Edited by: Emerson, L.

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MacKay, MB., Emerson, L., Funnell, KA., & MacKay, BR. (2005). Journal writing as a tool for learning in landscape management and horticultural science. Acta Horticulturae. Vol. 672 (pp. 233 - 239).
[Conference Paper in Published Proceedings]Authored by: Emerson, L., MacKay, M.

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1

MacKay, BR., Emerson, LE., & Rees, MT. (2005). Plagiarism in the science classroom: Misunderstandings and models. 2nd Asia-Pacific Educational Integrity Conference. Vol. 2 (pp. 1 - 12).
[Conference Paper in Published Proceedings]Authored by: Emerson, L., Rees, M.

Gray, FE., Emerson, LE., & MacKay, BR. (2004). What does an employer want? Research into the 'market' for writing skills. In DW. Ed (Ed.) Writing for a Change: Proceedings of the 6th Biennial Tertiary Writing Network Colloquium. (pp. 183 - 189). Wellington, NZ
[Conference Paper in Published Proceedings]Authored by: Emerson, L., Gray, F.

Tan, BH., & Emerson, LE. (2002). Tutoring ESL writers on-line. In . Kinshuk, R. Lewis, K. Akahori, R. Kemp, T. Okamoto, L. Henderson, . . . C-HL. Eds (Eds.) Proceedings of the International Conference on Computers in Education. Vol. 1 (pp. 209 - 210). Palmerston North, NZ
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

Emerson, LE., & MacKay, BR. (2002). People matter too: Creating and maintaining an online community of writers. In AK. Ed (Ed.) Proceedings of the 5th Biennial TWN Colloquium. (pp. 101 - 108). Auckland, NZ
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

Emerson, LE. (2002). "Why don't you measure anything?" Should writing teachers be considering a more quantitative approach to integrating writing programmes?. In AK. Ed0 (Ed.) 5th Biennial Tertiary Writing Network Colloquium. (pp. 109 - 116). Auckland, NZ
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

MacKay, BR., & Emerson, LE. (2000). Web-based assessment of writing skills. In H. Cooper, & SC. Eds (Eds.) Fourth International Computer Assisted Assessment Conference. (pp. 171 - 182). Loughborough, Leicestershire, UK
[Conference Paper in Published Proceedings]Authored by: Emerson, L.

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Supervision and Teaching

Contact Supervisor

Summary of Doctoral Supervision

Position	Current	Completed
Supervisor	1	3

Teaching

My teaching areas are very varied. I teach science writing and sceince communication, academic writing, and writing centre theory and practice. I have taught academic writing in all disciplines (business, education, social sciences, sciewnce and technology).

Current Doctoral Supervision

Supervisor of:

Martin McMorrow - Doctor of Philosophy
How can a tertiary learning advisor, working as an informal writing consultant to a disciplinary programme at a New Zealand university, contribute to

Completed Doctoral Supervision

Supervisor of:

2017 - Prudence Fry - Doctor of Philosophy
Acquiring a new discourse: Using action research to explore a study group for mature-aged open entry students in their first semesters at university
2014 - Angela Feekery - Doctor of Philosophy
Conversation and Change: Integrating Information Literacy to Support Learning in the New Zealand Tertiary Context
2007 - Bee Tan - Doctor of Philosophy
On-line Writing Laboratories and their application to ASEAN countries

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Associate Professor Lisa Emerson

Director, Teaching and Learning

Professional

Contact details

Research Expertise

Research Interests

Research Opportunities

Thematics

Area of Expertise

Keywords

Research Projects

Summary of Research Projects

Current Projects

Completed Projects

Research Outputs

Journal

Book

Thesis

Report

Conference

Supervision and Teaching

Summary of Doctoral Supervision

Teaching

Current Doctoral Supervision

Completed Doctoral Supervision

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