Dr Amani Bell

BSc, GradCertHigherEd, PhD
Honorary Senior Lecturer
+61 2 9351 5815
+61 2 9351 5027
A35 / 307
The University of Sydney

Amani joined the University of Sydney's Institute of Teaching and Learning 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 

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).

  • Associate Editor, Higher Education and Research Development Journal
  • Regular reviewer, higher-education journals


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
  • Peseta, T. & Bell, A. (2020). Seeing institutionally: A rationale for 'teach the University' in student and staff partnerships. Higher Education Research and Development, 39(1), 99–112. DOI:10.1080/07294360.2019.1676200
  • Mladenovic, R., Martinov-Bennie, N. & Bell, A. (2019). Business students' insights into their development of ethical decision-making. Journal of Business Ethics, 155(1), 275–287. DOI:10.1007/s10551-017-3523-5
  • Bell, A., Potter, S., Morris, L., Strbac, M., Grundy, A., & Yawary, M. . (2019). Evaluating the process and product of a student staff partnership for curriculum redesign in film studies. Innovations in Education and Teaching International, 56(6), 740–750. DOI:10.1080/14703297.2019.1588768
  • Smidt, A., Wheeler, P., Peralta, L. & Bell, A. (2018). Transformative and troublesome: Reflective blogging for professional learning about university teaching. Reflective Practice, 19(4), 474–489. DOI:10.1080/14623943.2018.1525345
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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.