Rate My Professor Tracy Rogers

Dr Tracy Rogers is a Teaching Fellow at the Higher Education Development Centre (HEDC) of the University of Otago, where she serves as the academic leader of the Peer Learning Programmes, including the Peer Assisted Study Sessions (PASS). She completed her PhD at the University of Otago in 2017 with a thesis titled “Doing the work of hearing: Exploring Cambodian school girls’ educational persistence,” which investigated factors supporting Cambodian girls’ persistence in secondary education from a community cultural wealth perspective. Supervised by Associate Professor Vivienne Anderson, her doctoral research was recognized as an exceptional PhD thesis by the Division of Humanities. Rogers’ work in higher education development emphasizes reflective teaching practices, peer mentoring, and student support.

Rogers led the Teaching and Learning Circles project, funded by Ako Aotearoa Southern Regional Hub, producing a framework and resource pack published in 2019 to enhance collegiality and teaching culture among staff. The PASS programme under her oversight supports around 2,000 first-year students annually and received the Higher Education Heroes Award from HERDSA New Zealand in 2020 for its rapid adaptation to online delivery during COVID-19 lockdown, maintaining 60 weekly sessions while providing academic and well-being support. Her publications include “Pedagogical training for developing students’ metacognition: implications for educators” (2023, International Journal for Academic Development, with R. Wass et al.), “Impacts of engaging in research into teaching and learning on teachers’ practice” (2020, with K. Shephard et al.), “Cambodian schoolgirls’ negotiation of discursive constraints within and beyond the school context” (2021), “Exploring Cambodian schoolgirls’ educational persistence: a community cultural wealth perspective” (2019, International Journal of Educational Development), “Using video-reflection and peer mentoring to enhance tutors’ teaching” (2019), and “Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls” (2019). These contributions highlight her impact on academic development and gender equity in education.