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Referencing and Academic Integrity

Reference List

  • The reference list contains all the works you cited in the text of your paper
  • Double-space the reference list, both within and between references. Do not add extra lines between references.
  • Apply a hanging indent for all references using the paragraph-formatting function of your wordprocessing program: The first line is flush left, and all subsequent lines are indented 0.5 in
  • Order references alphabetically, usually by the first letter of the first author’s last name.
  • Include up to 20 authors before using ellipses.
  • For multiple works by the same author(s) in the same order, place works in chronological order. 
  • For works with the same author(s) in the same order and the same date, use lowercase letters after the year to differentiate the references. Order the works according to which title comes first alphabetically. 

References

 

Kane, R., Sandretto, S., & Heath C. (2004.) An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47, 283-310.

Fry, H., Ketteridge, S., Ketteridge, S., & Marshall, S. (Eds.). (2014). A handbook for teaching and learning in higher education; Enhancing academic practice (4th ed.). Routledge.

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185

Nilson, L. B., & Goodson, L. A. (2017). Online teaching at its best:   Merging instructional design with teaching and learning research. Jossey-Bass.

Osmosis (Uploader). (2017, January 19). Blended learning and flipped classrooms [Video]. YouTube.                                        https://youtu.be/paQCE58334M

Tertiary Education Quality and Standards Agency. (2019). Statistics report on TEQSA registered higher education providers. Australian Government Department of Education. https://www.teqsa.gov.au/sites/default/files/statistics-report-2019.pdf?v=1572233269

Wingate, U. (2014). The impact of formative feedback on the development of academic writing. In S. Hatzipanagos & R. Rochon (Eds.), Approaches to assessment that enhance learning in higher education. Routledge Education.

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