Rate My Professor Julie Timmermans

Timmermans has made significant contributions to the field through her publications on academic development and transformative learning concepts. Notable works include 'Wise academic development: learning from the “failure” experiences of retired academic developers' (2020, co-authored with Kathryn A. Sutherland), 'Holistic academic development: Is it time to think more holistically?' (2018), 'Annoyance and frustration: Emotional responses to being assessed in higher education' (2018, with Tony Harland), 'A framework for working with university teachers to create and embed “Integrated Threshold Concept Knowledge” (ITCK) in their practice' (2017), 'Identifying threshold concepts in the careers of educational developers' (2014), and 'Changing Our Minds: The Developmental Potential of Threshold Concepts' (2010). Her research outputs have accumulated over 767 citations on Google Scholar, underscoring her impact on higher education scholarship. She has engaged in international collaborations, presented on threshold concepts and liminality, and served in editorial capacities, including as co-editor for the International Journal for Academic Development.