CRADLE PhD Graduates & Students
Our graduates have completed their doctoral research with CRADLE to help improve learning in higher and professional education.
Our students are currently researching with us and are supervised by one or more members of the CRADLE team.
CRADLE Graduates
CRADLE PhD Students
Siham AbuKhalaf
Siham is interested in the intersection between authentic assessment, GenAI, and student motivation in higher education. She recently earned her master’s degree in educational leadership and policy and is a TEDx speaker, an active researcher with several publications, and a contributor to multiple academic conferences.
Rachel Feng
Rachel is exploring in evaluative judgement. Her research focuses on how higher education students’ evaluative judgement relates to their identity formation in the time of GenAI. She holds her Master of Arts in Business English Studies and has research experience as a research assistant in the English language education field for two years.
Chad Gladovic
Chad’s research explores the significance of the concept of evaluative judgement in its ability to transform learners into professionals. Chad is a senior academic in the Built Environment Degree Programs Department at Holmesglen Institute.
Turkan Istencioglu
Turkan is interested in feedback literacy, and her research explores the enactment of teacher feedback literacy in higher education. She has recently gained her Master of Science in Curriculum and Instruction, and she has an education background with seven years of experience in teaching English as a foreign language to young and adult learners at various education levels.
Lincoln Then James
Lincoln’s PhD explores the impact of higher education on students’ ability to make sense of information and make decisions in line with their life and career goals, i.e., their ability to self self-author. Lincoln is a Learning Designer in Deakin’s Faculty of Business and Law, and teaches in MWL101 Professional Insight.
Pearl Kang (Jueun)
Pearl is focused on students’ evaluative judgement processes, and her research explores challenges students encounter, particularly in the form of heuristics and biases that may potentially inhibit judgement practices. She gained her Masters in Teaching English as a Second Language and has experience in English instruction, translation and interpretation, political research, and media programming.
Angen Kisworo
Angen’s research focuses on issues in feedback practice. His PhD investigates the influence of culture and language on feedback literacy in research supervision. Angen has 3 years TEFL teaching experience and is currently an educator with a private university in Indonesia. Angen recently gained his Master of TESOL from Monash University.
Tegan Little
Tegan is investigating the effects of student feedback literacy on peer feedback. Tegan is a new face to the higher education sector. She graduated from her Bachelor of Psychology (Honours) in 2019 at Deakin University, where her fourth-year research centred on emotion regulation in romantic dyads.
Susie Macfarlane
Susie is investigating evaluative judgement in higher education. Susie is an Associate Professor with Deakin Learning Futures and is the Associate Director of Learning Innovations (Health).
Ameena L. Payne
Ameena’s project explores how social capital informs feedback seeking, interpretation and practice. Ameena hails from Chicago, USA. She learned from her elders the paradoxical role educational institutions played in both suppressing and organising for revolution; this knowing has deeply influenced her academic positionality.
Abdullah Mert Pekel
Mert is exploring neurodivergent students’ use of generative AI for academic literacies in a cotutelle project with Coventry University, UK. He gained his Master’s in English as a Second Language and has 14 years ESL teaching experience as well as Turkish as a foreign language through the Fulbright FLTA Program.
Darci Taylor
Darci is investigating how higher education students conceptualise personal goals in the context of their placement learning experience. Darci is currently a lecturer in the Deakin Learning Futures Health Pod with key responsibilities in curriculum development, online learning design and strategic project implementation.
Anastasiya Umarova
Anastasiya’s project explores the impact of students’ prior experiences (feedback histories) on their feedback practices. Anastasiya has an education background with more than 5 years’ experience in teaching German and English as foreign languages and one year experience as a learning designer.
Xin Liu (Lexie)
Lexie is interested in feedback literacy and wants to integrate the approach of student as partners/co-creation/co-design in the feedback research to promote equity and inclusion.
Students in partnership with other universities
Kaiyu Huang
Kaiyu is a doctoral cotutelle student with Deakin University and Coventry University (UK). Kaiyu’s doctoral project explores how peer feedback in collaborative assignments influences students who underperform. Her research interests include peer assessment and digital learning in higher education. During her Master’s studies, Kaiyu worked as a research assistant and teaching assistant at the School of Foreign Languages of Sun Yat-sen University.
Nisrina Ikbar Wibisono
Nisrina is a doctoral cotutelle student with Deakin University and Coventry University (UK), conducting research on the experiences of coursework Culturally and Linguistically Diverse (CALD) students with Generative AI feedback in their higher education assignments. She holds a Master’s degree in Teaching English to Speakers of Other Languages (TESOL) and brings experience in English–Indonesian translation, English language teaching, and remote AI training.
