Rate My Professor Anita Maclaurin

Maclaurin's scholarly contributions include 11 publications listed on ResearchGate, with 79 citations. Key works are 'High School Enabling Programs, Learning Journeys, and Transitions: Measuring Effectiveness from the Student Perspective' (2025, Student Success, Vol. 16(1), pp. 38-47, co-authored with Rebekah Sturniolo-Baker, Susan E. Shaw, and Deb Monteith), which employs interpretative phenomenological analysis on data from students in Murdoch University's high school enabling programs. She also authored 'School-Based Enabling Programs: Creating Opportunity and Connection' (2022, Student Success, Vol. 13(3), pp. 1-10). In 2025, she co-edited 'Trauma Informed Teaching in the Liminal Spaces' with Angela Jones, Ana Larsen, and Susan Hopkins. Additional publications encompass 'Looking into the “Dark Mirror”: Autoethnographic Reflections on the Impact of COVID-19 and Change Fatigue on the Wellbeing of Enabling Practitioners' (2023), 'Reflective Encounters for Enabling Educators: The Role of Debriefing in Building Psychological Capital' (2021), 'Strategies for embedding socio-emotional learning as part of a holistic enabling transition pedagogy' (2016), and 'Understanding the Learner: Effective course design in the changing higher education space' (2016). Her collaborations with researchers like Angela Jones, Joanne Lisciandro, and Rebekah Sturniolo-Baker advance equity, student success, and pedagogical practices in enabling education, aligning with national goals for widening university participation.