Rate My Professor Clinton Golding

Golding's research employs a philosophically-based approach to teaching, learning, and higher education practice. His specializations encompass education for thinking—such as critical thinking, clinical reasoning, reflection, and assessment—as well as interdisciplinary teaching and learning, postgraduate education, inquiry, dialogue, metaphilosophy, interdisciplinarity, and comparative epistemology. His scholarship has significant impact, with over 3,000 citations on Google Scholar. Notable publications include "Sharpening a tool for teaching: the zone of proximal development" (2014, cited 493 times, Teaching in Higher Education); "The stress paradox: how stress can be good for learning" (2020, cited 299 times, Medical Education); "Teaching clinical reasoning by making thinking visible: an action research project with allied health clinical educators" (2014, cited 242 times, BMC Medical Education); "Educating for critical thinking: thought-encouraging questions in a community of inquiry" (2011, cited 209 times, Higher Education Research & Development); "Good teaching as care in higher education" (2020, cited 207 times, Higher Education); and "What examiners do: What thesis students should know" (2014, cited 121 times, Assessment & Evaluation in Higher Education). Golding has received multiple teaching awards, including University of Otago teaching excellence recognition in 2018.