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Dr Cathy Stone

Conjoint Senior Lecturer

School of Humanities and Social Science (Social Work)

Career Summary

Biography

Cathy's professional background is in Social Work, Counselling and Student Support Services management. She is accredited as a Mental Health Social Worker with the AASW. Cathy has a long standing interest in and commitment to student equity, widening participation and improving the student experience for increasingly diverse university student cohorts. Her key research interests involve the experiences of mature-age and first-in-family students in which she has a number of publications. 

Cathy's doctoral dissertation was on the experience of mature age students entering university via an enabling program. Cathy is a recipient of a Carrick (now OLT) Citation for Outstanding Contributions to Student Learning. Following nearly 20 years as a Counsellor and Senior Manager within Student and Academic Services at the University of Newcastle, Cathy worked for Open Universities Australia as the Director of Student Success until the end of 2014. She now continues her connection with the University of Newcastle as a Conjoint Senior Lecturer in Social Work as well as working as a consultant in student success in the higher education sector.

Research Expertise
Student experience; impact of higher ed on mature age students; equity in education; aspects of university counselling,

Teaching Expertise
Social work

Administrative Expertise
Student support services; Management; Counselling

Collaborations
Research into the experiences of mature-age and first-in-family students.


Qualifications

  • PhD, University of Sydney

Keywords

  • First-in-family students
  • Mature age students
  • Social Work
  • Student Equity
  • Student Experience
  • Student Success

Fields of Research

Code Description Percentage
139999 Education not elsewhere classified 100

Professional Experience

UON Appointment

Dates Title Organisation / Department
1/02/2011 - 22/07/2011 Casual Academic University of Newcastle
School of Humanities and Social Science
Australia

Academic appointment

Dates Title Organisation / Department
1/06/2011 - 1/12/2014 Director, Student Success Open Universities Australia
Student Experience- Student Services Management
Australia
1/01/2010 -  Editor Journal of the Australia and New Zealand Student Services Association (JANZSSA)
Australia
1/11/2005 - 1/04/2010 Deputy Academic Registrar, Student Support Services University of Newcastle
Student and Academic Services- Human Services
Australia
1/04/1994 - 1/11/2005 Senior Counsellor/ Manager Student Support Ourimbah University of Newcastle
Student and Academic Services (formerly Academic Registrar)
Australia

Professional appointment

Dates Title Organisation / Department
1/12/2010 -  Consultant in Higher Education Student Success CopaConnect Consulting
Private Consultancy
Australia

Awards

Recognition

Year Award
2007 Carrick Citation for Outstanding Contribution to Student Learning
Carrick Institute
2007 Vice Chancellor's Award for Outstanding Contribution to Student Learning
University of Newcastle
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (1 outputs)

Year Citation Altmetrics Link
2012 Stone CM, O'Shea S, Transformations and self discovery : Stories of women returning to education, Common Ground, Champaign, IL, 110 (2012) [A2]

Journal article (13 outputs)

Year Citation Altmetrics Link
2015 O Shea S, Stone C, Delahunty J, '¿I ¿feel¿ like I am at university even though I am online.¿ Exploring how students narrate their engagement with higher education institutions in an online learning environment', Distance Education, (2015)

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and p... [more]

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students¿ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway¿s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students¿ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.

DOI 10.1080/01587919.2015.1019970
2015 O Shea S, Stone C, Delahunty J, '¿I ¿feel¿ like I am at university even though I am online.¿ Exploring how students narrate their engagement with higher education institutions in an online learning environment', Distance Education, 36 41-58 (2015)

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and p... [more]

This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students¿ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway¿s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students¿ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector.

DOI 10.1080/01587919.2015.1019970
2014 O'Shea S, Stone C, 'The hero¿s journey: Stories of women returning to education', The International Journal of the First Year in Higher Education, 5 79-91 (2014) [C1]
2013 Stone C, O'Shea S, 'Time, money, leisure and guilt - the gendered challenges of higher education for mature-age students', AUSTRALIAN JOURNAL OF ADULT LEARNING, 53 95-116 (2013) [C1]
Author URL
Citations Scopus - 1Web of Science - 1
2011 O'Shea S, Stone CM, 'Transformations and self-discovery: Mature-age women's reflections on returning to university study', Studies in Continuing Education, 33 273-288 (2011) [C1]
Citations Scopus - 6Web of Science - 3
2011 Stone CM, 'The secret of excellence in student services - a case example of cross-institution collaboration and cooperation', Journal of the Australian and New Zealand Student Services Association, 37 70-73 (2011) [C3]
2008 Stone CM, 'Listening to individual voices and stories: The mature-age student experience', Australian Journal of Adult Learning, 48 263-290 (2008) [C1]
Citations Scopus - 16Web of Science - 5
2005 Stone CM, 'Promoting an integrated campus-wide approach to first year student retention', JANZSSA. Journal of the Australia and New Zealand Student Services Association, 26 33-40 (2005) [C2]
2004 Stone CM, 'Negotiating professional supervision in non-government welfare organisations', Psychotherapy in Australia, 11 72-77 (2004) [C3]
2002 Stone CM, 'Counselling via e-mail: Applying therapeutic letter-writing skills to new technologies', JANZSSA. Journal of the Australia and New Zealand Student Services Association, 19 61-77 (2002) [C2]
1999 Stone CM, 'Standing up to fear and self-doubt: Tackling the challenge of mature age study', JANZSSA. Journal of the Australia and New Zealand Student Services Association, 13 4-14 (1999) [C1]
1997 Stone CM, 'Medical diagnosis of postnatal depression: Help or hindrance?', Australian Social Work, 50 49-56 (1997) [C1]
1989 Stone C, 'The Use of Normalizing and Externalizing in Helping Women to Overcome Post-Natal Depression', Dulwich Centre Newsletter, (1989) [C3]
Show 10 more journal articles

Conference (1 outputs)

Year Citation Altmetrics Link
2014 O¿Shea S, Stone C, May JR, ''Breaking the Barriers: supporting and engaging mature age first-in-family university learners and their families'', Proceedings of the 17th International First Year in Higher Education (FYHE) Conference Darwin, Australia, July 2014., Darwin, Australia (2014) [E1]
Co-authors Josephine May
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Grants and Funding

Summary

Number of grants 1
Total funding $5,350

Click on a grant title below to expand the full details for that specific grant.


20141 grants / $5,350

Breaking the barriers: supporting and engaging mature age first-in-family university learners and their families$5,350

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team Associate Professor Josephine May, Dr Sarah O'Shea, Doctor Cathy Stone, Ms Janine Delahunty
Scheme Commissioned Strategic Projects
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo G1400842
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y
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Dr Cathy Stone

Position

Conjoint Senior Lecturer
School of Humanities and Social Science
Faculty of Education and Arts

Focus area

Social Work

Contact Details

Email cathy.stone@newcastle.edu.au
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