Dr Amani Bell

Honorary Senior Lecturer


Phone: +61 2 9351  5815

Fax: +61 2 9351 5027

Building.Room: A35.

Professional biography

Amani joined the ITL in March 2009. She previously worked in the Office of Learning and Teaching in Economics and Business at the University of Sydney, where she managed the Faculty’s tutor development program and provided high level support in the area of evaluation and quality assurance of learning and teaching. Amani has a PhD from the University of Technology Sydney. While studying for her PhD, she taught biology and horticulture at the University of Sydney, UTS and TAFE and also completed a Graduate Certificate of Higher Education Teaching and Learning. After graduating, Amani worked for Horticulture Australia, a company that works with over 40 horticultural industries and manages several hundred research projects.

She is coordinator of one of the Graduate Certificate in Educational Studies (Higher Education) units each year, and teaches in the Principles & Practice of University Teaching & Learning program. Amani's teaching and learning development work involves leadership of the Inclusive Teaching Curriculum resources, the Widening Participation Scholars Network, and sessional staff development.

Her primary research focus is how academics, particularly those early in their career, develop their teaching via engagement with students (students as change agents).

Amani is an Associate Editor for the Higher Education and Research Development (HERD) Journal, and is regular reviewer for higher education journals.


  • Carrick Institute Citation for Outstanding Contributions to Student Learning (2006) For excellence in the leadership, design and implementation of a faculty-wide tutor development program (with Dr Rosina Mladenovic and Dr Tai Peseta).

Current projects

  • 2018 Re-imagining the future: Frontiers of learning innovation and research; Markauskaite L, Reimann P, Pardo A, Bell A, Ellis R; DVC Education/Large Educational Innovation Grant.
  • 2017 Student Leadership OLE (Open Learning Environment - Undergraduate); Lewis S, Shirley D, Bell A, Lincoln M, Sakhaee E, Johinke R, Burgess A, Keep M, Zeric M, Choi C, Anderson L, Morr J, Teague M, Rodrigo D; DVC Education/Large Educational Innovation Grant.

Selected publications


Book chapters

  • Bell, A. & Benton, M. (2018). Experiences of Indigenous and non-Indigenous first generation students at an Australian university. In A. Bell & L. J. Santamaria (Ed.), Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies (pp. 47–72), London: Bloomsbury Academic.
  • Bell, A. & Santamaria, L. (2018). Conclusion: Beyond listening to first generation students. In A. Bell & L. J. Santamaria (Ed.), Understanding experiences of first generation university students: Culturally responsive and sustaining methodologies (pp. 191–218), London: Bloomsbury Academic.
  • Bell, A., Wolfgramm-Foliaki, E., Airini, A., Kelly-Laubscher, R., Paxton, M., Pukepuke, T. & Santamaria, L. (2016). Together to the table: Applying critical leadership in cross-cultural, international research. In L. Santamaria & A. Santamaria (Ed.), Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement (pp. 106–119), New York: Routledge.
  • Bell, A., Carson, L. & Piggott, L.. (2013). Deliberative Democracy for Curriculum Renewal. In E. Dunne & D. Owen (Ed.), The Student Engagement Handbook: Practice in Higher Education (pp. 499–508), Bingley, United Kingdom: Emerald Group Publishing Limited.

Journal articles

  • Smidt, A., Wheeler, P., Peralta, L. & Bell, A. (in press). Transformative and troublesome: Reflective blogging for professional learning about university teaching. Reflective Practice. DOI:10.1080/14623943.2018.1525345
  • Mladenovic, R., Martinov-Bennie, N. & Bell, A. (in press). Business students' insights into their development of ethical decision-making. Journal of Business Ethics. DOI:10.1007/s10551-017-3523-5
  • Bell, A. & Thomson, K.. (2018). Supporting peer observation of teaching: collegiality, conversations, and autonomy. Innovations in Education and Teaching International, 55(3), 276–284. DOI:10.1080/14703297.2016.1212725
  • Leadbeatter, D. & Bell, A. . (2018). What can dental education gain by understanding student experience of the curriculum?. European Journal of Dental Education, 22(3), 468–478. DOI:10.1111/eje.12327
  • Hamshire, C., Forsyth, R., Bell, A., Benton, M., Kelly-Laubscher, R., Paxton, M. & Wolfgramm-Foliaki, E. (2017). The potential of student narratives to enhance quality in higher education. Quality in Higher Education, 23(1), 50–64. DOI:10.1080/13538322.2017.1294407
  • Peseta, T., Bell, A., Clifford, A., English, A., Janarthana, J., Jones, C., Teal, M. & Zhang, J. (2016). Students as ambassadors and researchers of assessment renewal: puzzling over the practices of university and academic life. International Journal for Academic Development, 21(1), 54–66. DOI:10.1080/1360144X.2015.1115406
  • Thomson, K., Bell, A. & Hendry, G. (2015). Peer observation of teaching: the case for learning just by watching. Higher Education Research and Development, 34(5), 1060–1062. DOI:10.1080/07294360.2015.1034349
  • Bell, A. & Mladenovic, R. (2015). Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development. Teaching in Higher Education, 20(1), 24–36. DOI:10.1080/13562517.2014.945163
  • Hinton, T., Yeoman, P., Carvalho, L., Parisio, M., Day, M., Byrne, S., Bell, A., Donohoe, K., Radford, J., Tregloan, P., Poronnik, P. & Goodyear, P. (2014). Participating in the communication of science: Identifying relationships between laboratory space designs and students' activities. International Journal of Innovation in Science and Mathematics Education, 22(5), 30–42.
  • Hendry, G., Bell, A. & Thomson, K. (2014). Learning by observing a peer's teaching situation. International Journal for Academic Development, 19(4), 318–329. DOI:10.1080/1360144X.2013.848806
  • Bell, A., Mladenovic, R. & Price, M. . (2013). Students' perception of the usefulness of marking guides, grade descriptors and annotated exemplars. Assessment and Evaluation in Higher Education, 38(7), 769–788. DOI:10.1080/02602938.2012.714738
  • Bell, A. & Mladenovic, R. (2013). How tutors understand and engage with reflective practices. Reflective Practice, 14(1), 1–11. DOI:10.1080/14623943.2012.732949

Conference papers

  • Bell, A., Curwood, J. & Ross, J. (2018). Assessment in a digital age: Rethinking multimodal artefacts in higher education. In J. Kay & R. Luckin 13th International Conference of the Learning Sciences (ICLS 2018) (pp. 1713–1714). London, 23-27 June 2018.


  • Bell, A., Wolfgramm-Foliaki, E., Airini, A., Santamaria, L., Birch, E., Kelly-Laubscher, R., Paxton, M., Stanley, C. & Waterman, S. (2014). Global and cross-cultural perspectives on first-generation university students, AARE-NZARE 2014 Conference. Brisbane, Australia, December 2014.
  • Bell, A., Mladenovic, R. & Price, M. (2012). Improving learning outcomes through effective assessment: benefits of grade descriptors, marking guides and exemplars, 5th Annual American Accoutning Association AAA Conference on Teaching and Learning in Accounting. Washington DC USA, August 2012.
  • Barrie, S., Bell, A., Cairnduff, A. & Teague, M. (2012). Setting the scene for change: Activating networks in the university labyrinth', AARE-APERA Conference. Sydney, Australia, 2-6 December 2012.