Rate My Professor Christina Do

Do's research focuses on the regulation of higher education, regulatory theory, and the scholarship of learning and teaching, with a particular emphasis on innovative pedagogical strategies in law schools. She has advanced students-as-partners (SaP) approaches to curriculum and assessment design, notably redesigning assessment rubrics for the Bachelor of Laws program through collaborative workshops that resulted in high student engagement and comprehension rates, as evidenced by surveys showing 99.2% understanding of the rubric and 90.4% usage among 125 first-year students. Key publications include 'A students-as-partners-inspired approach to assessment rubric design' (2024, International Journal for Students as Partners, 8(2), 38-57, co-authored with Hugh Finn, Andrew Brennan, Stephanie Bruce, Janie Brown, Ryan Kirby, and Anna Tarabasz); 'What Should an 'Entry-Level Lawyer' Look Like in a Post-COVID World?' (2023, Western Australian Law Teachers' Review, 1, 19, with Rob Lilley); 'Meaningful Connectedness: A Foundation for Effective Legal Teaching' (2021, with Aidan Ricciardo); 'Teaching Law in a Post-Truth World: What's love got to do with it?' (Australasian Law Academics Association); 'The Rise of Teaching Specialist Roles in the Legal Academy: Implications and Possibilities' (2024, SSRN); and contributions to 'Business, Law and Regulation: A Model for Developing Critical Thinking Skills in Future Law Graduates' (with Nicole Wilson-Rogers). Do has contributed to the editorial team of the Western Australian Law Teachers' Review. Her teaching excellence is recognized through the 2024 Curtin Student Guild Excellence in Teaching Award and the Curtin Law School Learning and Teaching Award.