Rate My Professor Gabriela Toth

Gabriela Toth is the Deputy Associate Dean, Operations and STEPS Lecturer in the School of Access Education at CQUniversity. She holds an undergraduate degree in teaching from Argentina and a Master of Applied Linguistics in Language Program Management from an Australian institution. Toth possesses vast experience teaching English as a second language, academic writing, and university preparatory courses in both Argentina and Australia. She joined CQUniversity in June 2014 to develop a new Foundation Studies course for international students and to contribute to the Skills for Tertiary Education Preparatory Studies (STEPS) program within the School of Access Education. Throughout her tenure, she has undertaken various roles, including lecturer, Access Coordinator at the Sydney campus, Unit Coordinator of academic writing units, and Acting STEPS Head of Course from November to February 2019. Prior to CQUniversity, Toth worked for 10 years at INSEARCH:UTS, teaching academic literacy units, coordinating the Foundation Studies Program, and managing the Academic Literacy program. She also taught at the University of Buenos Aires earlier in her career.

Toth's main research interests include enabling education, adult learning, transformative learning, student resilience, student engagement, belonging, retention, language and culture, linguistics, higher education systems, online learning, and students' mental health. She maintains professional membership in the National Association of Enabling Educators of Australia (NAEEA). Her key publications are co-authored works such as "Is there anybody out there? Educator perception of student social presence and engagement in the zoomosphere" (2024), "STEPS, LEAPS and bounds: Is there a recipe for success?" (2023), "We were all learning and doing our best: Investigating how enabling educators promoted student belonging in a time of significant complexity and unpredictability" (2022), and "Digital Disruption in the COVID-19 Era: The Impact on Learning and Students’ Ability to Cope with Study in an Unknown World" (2021). These contributions reflect her focus on student success, adaptation, and belonging in enabling education contexts.