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Dr Liam Phelan

Online Teaching & Learning Coordinator

Gradschool (Education)

Career Summary

Biography

My primary research interest is sustainability and how to achieve it. I have a long-standing engagement at the nexus of climate change, finance, human rights and ecological sustainability. More recently my research interests have evolved to focus on governance of the Earth system as a complex adaptive system comprising human-social and ecological elements, and its key characteristics, including thresholds, non-linear change, and capacity for surprise. My particular interest is the relationship between the Earth system and the global economy as a subsystem of the Earth system, and how to bring the global economy into alignment with the Earth system. I engage in critical research, i.e. research which seeks both to understand the world and to change it for the better. I aim to equip and encourage students to participate consciously, actively and effectively in wider society as highly functioning citizens. Connections between education, social justice and sustainability are a key interest for me. This is why I teach.

Through my teaching I aim to support students to engage in their own active learning processes and facilitate in them an understanding of complex environmental sustainability issues. I pursue ‘deep approaches’ to learning, associated with outcomes described by students themselves as ‘understanding’, ‘seeing something in a different way’ and ‘changing as a person’; this represents significant ambition for teaching, beyond shallow learning such as ‘increasing one’s knowledge’, ‘memorising’ and ‘applying’. From this philosophical starting point I have developed an approach to teaching that conceptualises learning as a social and interactive activity. I believe online students’ sense of belonging to a learning community is absolutely essential to their success and joy in learning. For students in the online space, interactions are key to their development of a sense of community, and learners interactions, engagement and their sense of community may even constitute a virtuous spiral, i.e. a self-reinforcing process which supports achievement of learning goals. In my teaching practice I create a sense of community in cohorts of online Master students by emphasising students’ interaction with course content, peers and myself as lecturer. My background is in activism for social and ecological justice, and human rights. I have worked with civil society organisations including AID/WATCH and the Australia Tibet Council. In 2005 I was co-recipient of the international Free Spirit Award, created in 2003 to honour individuals working for the cause of Tibetan people. I have also served in several honorary roles with the International Tibet Support Network and with The Mercy Foundation, a philanthropic foundation with a social justice mission based in Sydney, Australia.

Research Expertise
In brief Expertise: Earth system thresholds; climate change; finance (especially insurance); complexity theory; critical political economy; interdisciplinary research methodologies; and and pedagogy of online education, especially fostering online students sense of belonging to learning communities. Skills: researching complex sustainability problems by drawing from the physical & social sciences; conceptual development; qualitative research methods. ****************** Research interests My primary research interest is sustainability and how to achieve it. I have a long-standing engagement at the nexus of climate change, finance, human rights and ecological sustainability. More recently my research interests have evolved to focus on governance of the Earth system as a complex adaptive system comprising human-social and ecological elements, and its key characteristics, including thresholds, non-linear change, and capacity for surprise. My particular interest is the relationship between the Earth system and the global economy as a subsystem of the Earth system, and how to bring the global economy into alignment with the Earth system.

I engage in critical research, i.e. research which seeks both to understand the world and to change it for the better. I have also developed a 'second discipline' in online teaching and learning. My current research interest in this area is online students' sense of belonging to learning communities: how this aligns with constructivist understandings of learning, how this supports students' achievement and enjoyment of learning, and how to foster students' sense of belonging. Theory and conceptual development I have worked extensively with complex adaptive systems (CAS) theory, particularly as applied to social-ecological systems, i.e. the Earth system, the global economy, or virtually any other subsystem of the Earth system. CAS theory can serve well as an anchoring theoretical perspective for interdisciplinary Earth system research: one that can engage with cross-scale interaction (e.g. climate change as an expression of interaction between the global economy and the Earth system). I have combined CAS theory with neo-Gramscian political economy and also with diverse economies theory in order to addressing seemingly intractable sustainability questions. I also have working familiarity with climate and Earth system science.

Methodology: I seek to apply interdisciplinary methodologies in my research. While not necessary for all research, interdisciplinary methodologies are often an ideal choice for complex sustainability questions. I am most familiar with transdisciplinary methodologies (i.e. drawing on diverse disciplines from the very earliest stage of defining the research problem), which I used in PhD studies. I enjoy collaborating with colleagues with shared interests and complimentary expertise in order to pursue sustainability research. PhD Awarded 2011, Macquarie University, Sydney. In Environment & Geography. The PhD’s title is The relationship between anthropogenic climate change and the insurance system: Imperatives, options, and reflections on theory. The PhD is a transdisciplinary study of the relationship between climate change, the global economy and insurance. The research draws primarily on complexity theory, critical political economy and climate and Earth system science to (i) ask what climate change means for insurance, (ii) ask if and how the insurance system might be geared to effective and just mitigation of climate change, and (iii) reflect on the use of theory in this research towards further theory development.

Teaching Expertise
Since 2012 I am Teaching and Learning Coordinator with GradSchool, the unit which administers all of the University's online postgraduate courswork programs. I have served in Course Coordinator, Lecturer and Tutor roles since 2004 teaching Environmental Studies, Development Studies and Geography in the Discipline of Geography and Environmental Studies. In 2007-8, together with colleagues, I rewrote two courses, ENVS6525 Sustainability & Ecosystem Health and ENVS6530 Environmental Management. In 2011 I was honoured with the Newcastle University Postgraduate Students' Association Online Teacher of the Year Award. That year I was also awarded a Vice-Chancellor's Award for Teaching Excellence. I have published journal articles and presented conference papers on the scholarship of teaching and learning, particularly in the area of online students sense of belonging to learning communities. I completed a Graduate Certificate in the Practice of Tertiary Teaching in 2009 and am currently completing a Master of Leadership and Management in Education.

Administrative Expertise
In my role as Teaching and Learning Coordinator I am leading GradSchool's work aimed at supporting teaching excellence across all of the University's online postgraduate coursework programs.


Qualifications

  • PhD (Environment and Geography), Macquarie University
  • Bachelor of Arts (Honours), University of New South Wales
  • Graduate Certificate in Tertiary Education, University of Newcastle

Keywords

  • Climate change
  • Complex adaptive systems
  • Environmental Studies
  • Insurance
  • Neo-Gramscian political economy
  • Online teaching & learning
  • Sustainability

Fields of Research

CodeDescriptionPercentage
160605Environmental Politics40
050205Environmental Management30
160609Political Theory and Political Philosophy30

Professional Experience

UON Appointment

DatesTitleOrganisation / Department
30/01/2015 - 12/09/2015Online Teaching & Learning CoordinaUniversity of Newcastle
Gradschool
Australia
19/11/2012 - 20/12/2012Casual AcademicUniversity of Newcastle
School of Environmental and Life Sciences
Australia
5/09/2011 - 9/12/2011Web Learn Tutor Env & Life SciencesUniversity of Newcastle
School of Environmental and Life Sciences
Australia
25/07/2011 - 9/12/2011Casual AcademicUniversity of Newcastle
School of Environmental and Life Sciences
Australia
2/03/2011 - 6/03/2011Casual AcademicUniversity of Newcastle
Newcastle Law School
Australia
21/07/2008 - 19/12/2008Casual AcademicUniversity of Newcastle
School of Environmental and Life Sciences
Australia
16/07/2007 - 17/12/2007Casual AcademicUniversity of Newcastle
School of Environmental and Life Sciences
Australia
16/07/2007 - 17/12/2007Casual AcademicUniversity of Newcastle
School of Environmental and Life Sciences
Australia
1/10/2006 - 30/11/2006Casual MiscellaneousUniversity of Newcastle
School of Environmental and Life Sciences
Australia

Academic appointment

DatesTitleOrganisation / Department
1/01/2010 - Membership - Earth System Governance NetworkEarth System Governance Network
Australia
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Publications

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


Chapter (3 outputs)

YearCitationAltmetricsLink
2015Connor T, Robertson B, Griffiths TG, Phelan L, 'Swimming against the neoliberal tide: The campaign to save Mayfield pool', Radical Newcastle, NewSouth Publishing, Sydney 232-239 (2015)
Co-authorsTim Connor, Tom Griffiths
2012Phelan L, Harwood S, Henderson-Sellers A, Taplin R, 'Adaptation is not enough: Why Insurers Need Climate Change Mitigation', Leal Filho, Walter and Manolas, Evangelos. English through climate change, Orestiada, Greece : Department of Forestry and Management of the Environment and Natural Resources, Democritus University of Thrace 103-118 (2012)
2011Phelan LP, Henderson-Sellers A, Taplin R, 'Mitigation of the Earth's Economy: a Viable Strategy for Insurance Systems', The Economic, Social and Political Elements of Climate Change, Springer Verlag, Berlin, Germany 81-98 (2011) [B1]
CitationsWeb of Science - 5

Journal article (21 outputs)

YearCitationAltmetricsLink
2015Carbone A, Ross B, Phelan L, Lindsay K, Drew S, Stoney S, Cottman C, 'Course evaluation matters: improving students¿ learning experiences with a peer-assisted teaching programme', Assessment and Evaluation in Higher Education, 40 165-180 (2015)

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students¿ learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores.

DOI10.1080/02602938.2014.895894
Co-authorsKate Lindsay
2015Connor T, Phelan L, 'Antenarrative and Transnational Labour Rights Activism: Making Sense of Complexity and Ambiguity in the Interaction between Global Social Movements and Global Corporations', Globalizations, 12 149-163 (2015)
DOI10.1080/14747731.2013.814458
Co-authorsTim Connor
2015Connor T, Phelan L, 'Antenarrative and Transnational Labour Rights Activism: Making Sense of Complexity and Ambiguity in the Interaction between Global Social Movements and Global Corporations', Globalizations, 12 149-163 (2015) [C1]

Abstract: This paper draws on antenarrative research and writing techniques to analyse the long-running transnational campaign seeking to improve respect for human rights in the supply chains of Nike and other major sportswear companies. The antenarrative approach challenges scholars to look beyond pre-existing expectations, both in terms of which actors and processes are likely to be most influential and in terms of what is motivating participation in those processes which are significant. In this paper we construct antenarrative accounts of two aspects of the Nike campaign and counterpoint each of our antenarratives with an established scholarly account based on more traditional narrative approaches. We conclude antenarrative analysis can provide useful insights into interaction between global activist networks and global corporations, particularly by drawing attention to the generative possibilities of the complex combination of ordered and disordered processes which often characterise that interaction.

DOI10.1080/14747731.2013.814458
Co-authorsTim Connor
2015Carbone A, Ross B, Phelan L, Lindsay K, Drew S, Stoney S, Cottman C, 'Course evaluation matters: improving students¿ learning experiences with a peer-assisted teaching programme', Assessment and Evaluation in Higher Education, 40 165-180 (2015)

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students¿ learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores.

DOI10.1080/02602938.2014.895894
Co-authorsKate Lindsay
2014Picasso V, Phelan L, 'The evolution of open access to research and data in Australian higher education', RUSC Universities and Knowledge Society Journal, 11 128-141 (2014) [C1]

Open access (OA) in the Australian tertiary education sector is evolving rapidly and, in this article, we review developments in two related areas: OA to scholarly research publications and open data. OA can support open educational resource (OER) efforts by providing access to research for learning and teaching, and a range of actors including universities, their peak bodies, public research funding agencies and other organisations and networks that focus explicitly on OA are increasingly active in these areas in diverse ways. OA invites change to the status quo across the higher education sector and current momentum and vibrancy in this area suggests that rapid and significant changes in the OA landscape will continue into the foreseeable future. General practices, policies, infrastructure and cultural changes driven by the evolution of OA in Australian higher education are identified and discussed. The article concludes by raising several key questions for the future of OA research and open data policies and practices in Australia in the context of growing interest in OA internationally.

DOI10.7238/rusc.v11i3.2076
2014Griffiths T, Connor T, Robertson B, Phelan L, 'Is Mayfield Pool saved yet? Community assets and their contingent, discursive foundations', Community Development Journal, 49 280-294 (2014) [C1]
DOI10.1093/cdj/bst039
Co-authorsTim Connor, Tom Griffiths
2014McGee J, Phelan L, Wenta J, 'Writing the Fine Print: Developing Regional Insurance for Climate Change Adaptation in the Pacific', Melbourne Journal of International Law, 15 444-472 (2014) [C1]
Co-authorsJeffrey Mcgee
2014Carbone A, Ross B, Phelan L, Lindsay K, Drew S, Stoney S, Cottman C, 'Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme', Assessment and Evaluation in Higher Education, (2014)

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students' learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores. © 2014 © 2014 Taylor & Francis.

DOI10.1080/02602938.2014.895894
Co-authorsKate Lindsay
2013Phelan L, Henderson-Sellers A, Taplin R, 'The Political Economy of Addressing the Climate Crisis in the Earth System: Undermining Perverse Resilience', New Political Economy, 18 198-226 (2013) [C1]
DOI10.1080/13563467.2012.678820Author URL
CitationsScopus - 2Web of Science - 1
2013Phelan L, Henderson-Sellers A, Taplin R, 'The Political Economy of Addressing the Climate Crisis in the Earth System: Undermining Perverse Resilience', New Political Economy, 18 198-226 (2013) [C1]
DOI10.1080/13563467.2012.678820Author URL
2013Phelan L, Jones H, Marlon JR, 'Bringing New Ph.D.s Together for Interdisciplinary Climate Change Research', Eos, Transactions American Geophysical Union, 94 57-57 (2013) [C3]
DOI10.1002/2013eo050009Author URL
2012Phelan LP, 'Politics, practices, and possibilities of open educational resources', Distance Education, 33 279-282 (2012) [C3]
CitationsScopus - 4Web of Science - 1
2012Phelan LP, 'Interrogating students' perceptions of their online learning experiences with Brookfield's critical incident questionnaire', Distance Education, 33 31-44 (2012) [C1]
CitationsScopus - 4Web of Science - 1
2012Phelan LP, McGee JS, Gordon RB, 'Cooperative governance: One pathway to a stable-state economy', Environmental Politics, 21 412-431 (2012) [C1]
CitationsScopus - 1Web of Science - 2
Co-authorsJeffrey Mcgee
2012Phelan LP, 'Assessment is a many splendoured thing: Fostering online community and lifelong learning', European Journal of Open, Distance and E-Learning, 1 1-12 (2012) [C1]
2012Phelan LP, 'Clean Energy, Climate and Carbon [Book Review]', Air Quality and Climate Change, 46 13 (2012) [C3]
2011Phelan LP, Henderson-Sellers A, Taplin R, Albrecht G, 'Ecological viability or liability?: Insurance system responses to climate risk', Environmental Policy and Governance, 21 112-130 (2011) [C1]
CitationsScopus - 9Web of Science - 7
2011Phelan LP, 'Managing climate risk: Extreme weather events and the future of insurance in a climate-changed world', Australasian Journal of Environmental Management, 18 223-232 (2011) [C1]
CitationsScopus - 4Web of Science - 3
2010Phelan LP, 'What to make of COP 15?: A ringside report', Air Quality and Climate Change, 44 14-15 (2010) [C3]
2010Phelan LP, 'All hands to the pump: Notes from NCCARF's 2010 International Climate Adaptation Futures Conference', Air Quality and Climate Change, 44 16-17 (2010) [C3]
2010Phelan LP, Henderson-Sellers A, Taplin R, 'Climate change, carbon prices & insurance systems', International Journal of Sustainable Development and World Ecology, 17 95-108 (2010) [C1]
CitationsScopus - 6Web of Science - 6
Show 18 more journal articles

Conference (5 outputs)

YearCitationAltmetricsLink
2013Phelan L, Cottman C, Tout D, Carbone A, Drew S, Ross B, et al., 'CREATING COLLEGIAL FRAMEWORKS TO TIGHTEN AND CLOSE STUDENT FEEDBACKS', 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013), Seville, SPAIN (2013)
Author URL
2010Phelan LP, 'Engaging online: Potential for deploying Brookfield's Critical Incident Questionnaire to support the online learning experience', Rethinking Learning in Your Discipline. Proceedings of the University Learning and Teaching Futures Colloquium, 2010, Armidale, NSW (2010) [E3]
2010Phelan LP, 'Structuring for sustainable assessment: Case study of a disaggregated interdisciplinary assessment task from environmental studies', Rethinking Learning in Your Discipline. Proceedings of the University Learning and Teaching Futures Colloquium, 2010, Armidale, NSW (2010) [E3]
2010Phelan LP, Henderson-Sellers A, Taplin R, 'Political economy of social-ecological systems in crisis: Sharpening theory tools for praxis', Political economy of social-ecological systems in crisis: Sharpening theory tools for praxis, New Orleans (2010) [E1]
2009Phelan LP, Henderson-Sellers A, Taplin R, 'Blood on the floor: Political economy of social-ecological systems in crisis', Earth System Governance: People, Places, and the Planet: Amsterdam Conference on the Human Dimensions of Global Environmental Change, Amsterdam (2009) [E3]
Show 2 more conferences

Other (2 outputs)

YearCitationAltmetricsLink
2015Phelan L, McBain B, Brown P, Brown V, Hay I, Horsfield R, et al., 'Learning and Teaching Academic Standards Statement for Environment and Sustainability.', (2015)
2014Sherval M, Phelan L, 'Opinion: Clever Country Dreams Fade', ( pp.19). Newcastle: Newcastle Herald (2014)
Co-authorsMeg Sherval
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Grants and Funding

Summary

Number of grants1
Total funding$219,552

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


20141 grants / $219,552

Learning and Teaching Academic Standards (LTAS): Environment and Environmental Sustainability – ID13-2819$219,552

Funding body: Office for Learning and Teaching

Funding bodyOffice for Learning and Teaching
Project TeamDoctor Liam Phelan, Doctor Bonnie McBain
SchemeCommissioned Strategic Projects
RoleLead
Funding Start2014
Funding Finish2014
GNoG1301357
Type Of FundingAust Competitive - Commonwealth
Category1CS
UONY
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Research Supervision

Current Supervision

CommencedResearch Title / Program / Supervisor Type
2014Turn the Switch On: The Potential Class and the Search for the Cultural Thread!
Indigenous Studies, Faculty of Education and Arts
Co-Supervisor
2014A New Micro-Topographic Relief System for Securing Water, Soil and Biocapacity in Degraded Lands
Environmental Studies, Faculty of Science and Information Technology
Co-Supervisor
2014The Effects of Climate Change on Economic Resilience of Australian Agricultural Communities and its Relationship to Food Security
Human Geography, Faculty of Science and Information Technology
Co-Supervisor
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Dr Liam Phelan

Position

Online Teaching & Learning Coordinator
GradSchool
Gradschool
Academic Division

Focus area

Education

Contact Details

Emailliam.phelan@newcastle.edu.au
Phone(02) 492 16464
Fax(02) 492 18636

Office

RoomIDC
BuildingIndustry Development Centre
LocationCallaghan
University Drive
Callaghan, NSW 2308
Australia
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