| Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom N Godbold, TY Hung, KE Matthews Higher Education Research & Development 41 (4), 1104-1118, 2022 | 23 | 2022 |
| The Courage to SoTL. N Godbold, D Irving-Bell, JM McSweeney-Flaherty, PT Prusko, ... Teaching & Learning Inquiry 9 (1), 380-394, 2021 | 12 | 2021 |
| Examining the overlapping identities of teaching focused academics and academic developers: Expanding ideas N Godbold, KE Matthews, D Gannaway International Journal for Academic Development 28 (4), 439-450, 2023 | 5 | 2023 |
| Capturing teaching focused academic work: A learning-practice framework for a richer understanding of changing academic roles N Godbold, K Matthews, D Gannaway Journal of Higher Education Policy and Management 45 (3), 323-334, 2023 | 5 | 2023 |
| Using scenarios to explore the complexity of student-faculty partnership C Woolmer, N Godbold, I Treanor, N McCray, K Ketevan, P Felten, ... Teaching & Learning Inquiry 11, 2023 | 2 | 2023 |
| Becoming a scholar: being agentic in a doctoral program N Godbold Teaching and Learning Together in Higher Education 1 (34), 7, 2021 | 2 | 2021 |
| Theorising new possibilities for Scholarship of Teaching and Learning and teaching-focused academics N Godbold, KEE Matthews, D Gannaway Higher Education Research & Development 43 (1), 92-103, 2024 | 1 | 2024 |
| Investigating the authentic learning practices of teaching focused academics: leveraging Activity-Centred Analysis and Design (ACAD) N Godbold, KE Matthews, D Gannaway International Journal for Academic Development, 1-13, 2022 | 1 | 2022 |
| Learner-teacher partnership in times of COVID-19: A community poll to share practices and perspectives KE Matthews, A Cook-Sather, N Godbold, M Healey, C Rafferty | 1 | 2020 |
| Being a teaching-focused academic in a research-intensive university: A focused ethnography N Godbold | | 2023 |
| Universities and the occult rituals of the corporate world: higher education and metaphorical parallels with myth and magic N Godbold Higher Education Research & Development 38 (3), 653-655, 2019 | | 2019 |
| Questioning the boundaries we draw around students as partners: how undergraduate students make sense of being partners in the curriculum N Godbold, A Hung, KE Matthews | | 2019 |
| Transforming power through dialogue: invited plenary video K Matthews, N Godbold, I Semos | | 2019 |
