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Kelly Linden

Group members

Kelly Linden

BSc (Hons); PhD (Melb Uni), SFHEA, GCULT (CSU).

Senior Retention Lead

ORCID ID

Kelly is passionate about all aspects of the student experience, with a particular focus on widening participation and student retention. Kelly graduated from The University of Melbourne with a BSc (Hons) in Physiology and continued on to complete her PhD in the department of Physiology examining the role of AMP protein kinase and nitric oxide on contraction-mediated glucose uptake. Kelly commenced at Charles Sturt University in 2008 and worked as a senior lecturer teaching Anatomy and Physiology into many of the health courses including Nursing and Physiotherapy. In 2019 Kelly received an Australian Award for University Teaching citation for her work in creating engaging adaptive learning lessons in Anatomy.

Since 2017 Kelly has worked in a range of leadership roles including Sub Dean Learning and Teaching in the Faculty of Science & Health, and now leads the Retention Team in the Division of Student Success.

Peer Reviewed Journal Articles

  1. Linden K., Teakel S., & Van der Ploeg, N. (2022). Improving student success with online embedded tutor support in first-year subjects. A practice report. Student Success, 13(2), xx-xx. https://doi.org/10.5204/ssj.2338 (In press).
  2. Linden, K. (2022). Improving student retention by providing targeted support to university students who do not submit an early assessment item. A practice report. Student Success, 13(1), 67-73. https://search.informit.org/doi/abs/10.3316/informit.356405806663167
  3. Linden, K., & Gonzalez, P. (2021). Zoom invigilated exams: A protocol for rapid adoption to remote examinations. British Journal of Educational Technology. https://doi-org.ezproxy.csu.edu.au/10.1111/bjet.13109
  4. Diaz, C. M., Linden, K., & Solyali, V. (2021). Novel and innovative approaches to teaching human anatomy classes in an online environment during a pandemic. Medical Science Educator, 31(5), 1703-1713. https://doi-org.ezproxy.csu.edu.au/10.1007/s40670-021-01363-2
  5. Yakin, M., & Linden, K. (2021). Adaptive e-learning platforms can improve student performance and engagement in dental education. Journal of dental education, 85(7), 1309-1315. https://doi-org.ezproxy.csu.edu.au/10.1002/jdd.12609
  6. McConell, G., Wadley, G., Ld plastrier, K., Linden, K. (2020). Skeletal muscle AMPK is not activated during 2 h of moderate intensity exercist at ∼65% in endurance trained men. The Journal of Physiology, 598(18), p. 3859-3870. https://doi.org/10.1113/JP280447.
  7. Linden KC, Wadley GD, Garhnam A, McConell GK.  Effect of L-Arginine Infusion on Glucose Disposal during Exercise in Humans. Medicine & Science in Sports & Exercise. 43(9):1626-1634, 2011. doi:10.1249/MSS.0b013e318212a317.
  8. Linden KC, DeHaan CL, Zhang Y, Glowacka S, Cox AJ, Kelly DJ and Rogers S. Renal expression and localization of the facilitative glucose transporters GLUT1 and GLUT12 in animal models of hypertension and diabetic nephropathy.  Am J Physiol - Renal 290(1):F205-13, 2006. DOI: 10.1152/ajprenal.00237.2004
  9. Lee-Young R, Palmer M, Linden KC, LePlastrier K, Canny BJ, Hargreaves M, Wadley GD, Kemp BE and McConell GK. Carbohydrate ingestion does not alter AMPK Signalling During exercise in humans.  Am J Physiol – Endocrinology 291(3):E566-73, 2006. DOI: 10.1152/ajpendo.00023.2006
  10. McConell, GK, Manimmanakorn A, Lee-Young R.S, Kemp BE, Linden K and Wadley GD. Differential attenuation of AMPK activation during acute exercise following exercise training or AICAR treatment.  J Physiol 105(5): 1422-27, 2008. https://doi-org.ezproxy.csu.edu.au/10.1152/japplphysiol.01371.2007

Conference papers

  1. Linden, K., Van Der Ploeg, N., Hicks, B., & Locke, K. (2021, December). Increasing student grades in large online subjects: Combining tutorial support with technology. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Hicks-VanderPloeg.pdf
  2. Linden, K., Van Der Ploeg, N., & Hicks, B. (2021, December). Ghostbusters: Using learning analytics and early assessment design to identify and support ghost students. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Ploeg-Hicks.pdf
  3. Hicks, B., Linden, K., & Van Der Ploeg, N. (2021, December). Opportunities to improve learning analytics for student support when using online assessment tools. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Jocls-Linden-Ploeg.pdf
  4. van der Ploeg, N., Linden, K., Hicks, B., & Gonzalez, P. Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students. In 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: ASCILITE 2020 https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Proceedings-van-der-Ploeg-N.pdf
  5. Linden, K and Webster, L. Back to Basics: combining analytics and early assessment with personalised contact to improve student progress (2019).36th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE). Singapore.
  6. Linden, K., Pemberton, L., & Webster, L. (2019, July). Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects?. In HEAD'19. 5th International Conference on Higher Education Advances (pp. 331-339). Editorial Universitat Politècnica de València.
  7. Linden, K., Pemberton, L., & Webster, L. (2019, July). Preparing for anatomy assessment with adaptive learning resources–It is going “tibia” okay!. In HEAD'19. 5th International Conference on Higher Education Advances (pp. 633-640). Editorial Universitat Politècnica de València.
  8. Linden, K., Pemberton, L., & Webster, L. (2018) Can an adaptive lesson really make fundamental chemistry interactive & flexible?. Open Oceans: Learning Without Borders, 446.
  9. Linden, K., Webster, L., Pemberton, L., & Davison, W. R. (2018) Can we calm first-year student’s “neuroscience anxiety” with adaptive learning resources? A pilot study. Open Oceans: Learning Without Borders, 451.
  10. Pemberton, L., Linden, K., & Webster, L. (2018). Use of role play and LEGOTM to teach first year physiology-Does active learning really work?. Students Transitions Achievement Retention and Success (pp. 1-5).

Conference presentations

  1. Linden, K., & Gonzalez, P. (2020). Providing targeted support to disengaged students in response to COVID-19. Abstract from 45th International Conference on Improving University Teaching (IUT), 2020, Boston, Massachusetts, United States.
  2. G. K. McConell, G.D. Wadley, K. Le plastrier and K. C. Linden. (2019) Skeletal muscle AMPK is not activated during 2 hours of moderate intensity exercise at ~65% VO2 peak in endurance trained men. 4th European Workshop on AMPK. Louvain-la-Neuve, Belgium. Oral presentation.
  3. Linden, K., Pemberton, L., & Webster, L. (2018)Adaptive leaning analytics: Insights from our mistakes. 35th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (ASCILITE 2018). Geelong, Australia. Poster presentation.
  4. Linden, K., Pemberton, L., & Webster, L. (2018).Can adaptive lessons enhance learning and engagement in anatomy education? Advances in Human Biology – education, research and technology (ANZACA,2018). Townsville, Australia. Poster presentation.
  5. Webster, L., Roman, N., & Linden, K. (2018). Online teaching innovations to improve student preparedness for intensive on-campus residential schools. International Conference on Improving University Teaching, Port Macquarie, Australia. Oral presentation
  6. Linden K, JG Ryall, C van der Poel, JD Schertzer, GS Lynch, GK McConell. nNOS is necessary for normal increases in glucose uptake during contraction of skeletal muscle. Proceedings of the Australian Physiological Society. 2007
  7. Linden KC, Wadley GD, Garhnam A, McConell GK.  (2006). AMPK: Impact on mammalian metabolism and disease. Snowmass, Colorado, USA. Poster Presentation
  8. Linden KC, Wadley GD, Garhnam A, Berg R., McConell GK.  (2006). Carbohydrate ingestion during exercise does not alter AMPK activity in human skeletal muscle. Diabetes Mellitus, Keystone, Colorado, USA. Poster Presentation
  9. Linden KC, & McConell GK. (2005). NO and AMPK activation during incremental exercise. Exercise, Muscle & Metabolism, Melbourne, Australia. Poster Presentation
  10. Linden, K. (2022). Improving student retention by providing targeted support to university students who do not submit an early assessment item. A practice report. Student Success, 13(1), 67-73. https://search.informit.org/doi/abs/10.3316/informit.356405806663167
  11. Linden, K., Van Der Ploeg, N., Hicks, B., & Locke, K. (2021, December). Increasing student grades in large online subjects: Combining tutorial support with technology. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Hicks-VanderPloeg.pdf
  12. Hicks, B., Linden, K., & Van Der Ploeg, N. (2021, December). Opportunities to improve learning analytics for student support when using online assessment tools. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Jocls-Linden-Ploeg.pdf
  13. Linden, K., Van Der Ploeg, N., & Hicks, B. (2021, December). Ghostbusters: Using learning analytics and early assessment design to identify and support ghost students. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Ploeg-Hicks.pdf
  14. van der Ploeg, N., Linden, K., Hicks, B., & Gonzalez, P. Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students. In 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: ASCILITE 2020 https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Proceedings-van-der-Ploeg-N.pdf
  15. Linden, K., van der Ploeg, N., Hicks, B., & Gonzalez, P. (2020). Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item?. In 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: ASCILITE 2020 (pp. 48-53). ASCILITE. https://researchoutput.csu.edu.au/en/publications/peering-into-the-crystal-ball-of-the-disengaged-what-happens-to-s
  16. McConell, G., Wadley, G., Ld plastrier, K., Linden, K. (2020). Skeletal muscle AMPK is not activated during 2 h of moderate intensity exercist at ∼65% in endurance trained men. The Journal of Physiology, 598(18), p. 3859-3870. https://doi.org/10.1113/JP280447.
  17. Linden, K., & Gonzalez, P. (2020). Providing targeted support to disengaged students in response to COVID-19. Abstract from 45th International Conference on Improving University Teaching (IUT), 2020, Boston, Massachusetts, United States.
  18. Linden, K., & Webster, L. (2019). Back to basics: Combining analytics and early assessment with personalised contact to improve student progress. In S. Chew Yi Wei, C. K. Mun, & A. Alphonso (Eds.), Personalised learning. Diverse goals. One heart. : ASCILITE 2019 Singapore (pp. 499-502)
  19. Linden, K., Pemberton, L., & Webster, L. (2019). Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? In J. Domenech, P. Merello, E. de la Poza, D. Blazquez , & R. Pena-Ortiz (Eds.), HEAd'19: 5th International Conference on Higher Education Advances (pp. 331-339). Editorial Universitat Politècnica de València https://doi.org/10.4995/HEAd19.2019.9346
  20. Linden, K., Pemberton, L., & Webster, L. (2019). Preparing for anatomy assessment with adaptive learning resources: It is going “tibia” okay! In Polytechnic University of Valencia Congress, Fifth International Conference on Higher Education Advances (pp. 633-640)  https://doi.org/10.4995/HEAd19.2019.9348
  21. McConell, G. K., Wadley, G. D., Le Plastrier, K., & Linden, K. (2019). Skeletal muscle AMPK is not activated during 2 hours of moderate intensity exercise at ~65% VO2 peak in endurance trained men. Paper presented at 4th European Workshop on AMPK, Louvain-la-Neuve, Belgium.
  22. Linden, K., & Webster, L. (2018). Adaptive leaning analytics: Insights from our mistakes. Poster session presented at ASCILITE 2018: 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Victoria, Australia.
  23. Pemberton, L., Linden, K., & Webster, L. (2018). Use of role play and LEGO to teach first year physiology: Does active learning really work? In STARS 2018 Conference proceedings (pp. 1-5)
  24. Linden, K., Pemberton, L., & Webster, L. (2018). Can an adaptive lesson really make fundamental chemistry interactive and flexible? In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O'Donnell, S. Palmer, L. Riddell, I. Story, H. Suri, & J. Tai (Eds.), ASCILITE 2018: Open Oceans: Learning without borders (pp. 446-450). Deakin University.
  25. Linden, K., Webster, L., Pemberton, L., & Davison, W. R. (2018). Can we calm first-year student’s “neuroscience anxiety” with adaptive learning resources? A pilot study. In ASCILITE 2018: Open Oceans: Learning without borders (pp. 451-455)
  26. Linden, K., Wadley, G. D., Garnham, A. P., & McConell, G. K. (2011). Effect of L-arginine infusion on glucose disposal during exercise in humans. Medicine and Science in Sports and Exercise, 43(9), 1626-1634.  https://doi.org/10.1249/MSS.0b013e318212a317
  27. McConell, GK., Manimmanakorn, A., Lee-Young, RS., Kemp, BE., Linden, K., & Wadley, GD. (2008). Differential attenuation of AMPK activation during acute exercise following exercise training or AICAR treatment. Journal of Applied Physiology, 105, 1422-1427. https://doi.org/10.1152/japplphysiol.01371.2007
  28. Linden, K., Ryall, JG., van der Poel, C., Schertzer, JD., Lynch, GS., & McConell, GK. (2007). nNOS is necessary for normal increases in glucose uptake during contraction of skeletal muscle. In Proceedings of the Australian Physiological Society http://www. apps. org. au/Proceedings (Vol. 38, pp. 168P)
  29. McConetl, GK., Linden, KC., Ryall, JG., Van der Poel, C., Schertzer, JD., & Lynch, GS. (2007). NNOS is necessary for normal increases in glucose uptake during contraction of skeletal muscle. S305-S306. Abstract from General Assembly of the European Association for the Study of Diabetes, Copenhagen, Denmark. https://doi.org/10.1007/s00125-007-0809-7
  30. Lee-Young, R. S., Palmer, M. J., Linden, K., LePlastrier, K., Canny, B. J., Hargreaves, M., Wadley, G. D., Kemp, B. E., & McConell, G. K. (2006). Carbohydrate ingestion does not alter skeletal muscle AMPK Signaling During exercise in humans. Journal of Applied Physiology, 291(3), 566-573. https://doi.org/10.1152/ajpendo.00023.2006
  31. Linden, K., DeHaan, C. L., Zhang, Y., Glowacka, S., Cox, A. J., Kelly, D. J., & Rogers, S. (2006). Renal expression and localization of the facilitative glucose transporters GLUT1 and GLUT12 in animal models of hypertension and diabetic nephropathy. American Journal of Physiology - Renal Physiology, 290(1), F205-F213. https://doi.org/10.1152/ajprenal.00237.2004

Pulications

  1. Linden, K. (2022). Improving student retention by providing targeted support to university students who do not submit an early assessment item. A practice report. Student Success, 13(1), 67-73. https://search.informit.org/doi/abs/10.3316/informit.356405806663167
  2. Linden, K., Van Der Ploeg, N., Hicks, B., & Locke, K. (2021, December). Increasing student grades in large online subjects: Combining tutorial support with technology. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Hicks-VanderPloeg.pdf
  3. Hicks, B., Linden, K., & Van Der Ploeg, N. (2021, December). Opportunities to improve learning analytics for student support when using online assessment tools. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Jocls-Linden-Ploeg.pdf
  4. Linden, K., Van Der Ploeg, N., & Hicks, B. (2021, December). Ghostbusters: Using learning analytics and early assessment design to identify and support ghost students. In Back to the Future–ASCILITE ‘21. https://2021conference.ascilite.org/wp-content/uploads/2021/11/ASCILITE-2021-Proceedings-Linden-Ploeg-Hicks.pdf
  5. van der Ploeg, N., Linden, K., Hicks, B., & Gonzalez, P. Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students. In 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: ASCILITE 2020 https://2020conference.ascilite.org/wp-content/uploads/2021/04/ASCILITE-2020-Proceedings-van-der-Ploeg-N.pdf
  6. Linden, K., van der Ploeg, N., Hicks, B., & Gonzalez, P. (2020). Peering into the crystal ball of the disengaged: What happens to students that do not submit an early assessment item?. In 37th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: ASCILITE 2020 (pp. 48-53). ASCILITE. https://researchoutput.csu.edu.au/en/publications/peering-into-the-crystal-ball-of-the-disengaged-what-happens-to-s
  7. McConell, G., Wadley, G., Ld plastrier, K., Linden, K. (2020). Skeletal muscle AMPK is not activated during 2 h of moderate intensity exercist at ∼65% in endurance trained men. The Journal of Physiology, 598(18), p. 3859-3870. https://doi.org/10.1113/JP280447.
  8. Linden, K., & Gonzalez, P. (2020). Providing targeted support to disengaged students in response to COVID-19. Abstract from 45th International Conference on Improving University Teaching (IUT), 2020, Boston, Massachusetts, United States.
  9. Linden, K., & Webster, L. (2019). Back to basics: Combining analytics and early assessment with personalised contact to improve student progress. In S. Chew Yi Wei, C. K. Mun, & A. Alphonso (Eds.), Personalised learning. Diverse goals. One heart. : ASCILITE 2019 Singapore (pp. 499-502)
  10. Linden, K., Pemberton, L., & Webster, L. (2019). Evaluating the bones of adaptive learning: Do the initial promises really increase student engagement and flexible learning within first year anatomy subjects? In J. Domenech, P. Merello, E. de la Poza, D. Blazquez , & R. Pena-Ortiz (Eds.), HEAd'19: 5th International Conference on Higher Education Advances (pp. 331-339). Editorial Universitat Politècnica de València https://doi.org/10.4995/HEAd19.2019.9346
  11. Linden, K., Pemberton, L., & Webster, L. (2019). Preparing for anatomy assessment with adaptive learning resources: It is going “tibia” okay! In Polytechnic University of Valencia Congress, Fifth International Conference on Higher Education Advances (pp. 633-640)  https://doi.org/10.4995/HEAd19.2019.9348
  12. McConell, G. K., Wadley, G. D., Le Plastrier, K., & Linden, K. (2019). Skeletal muscle AMPK is not activated during 2 hours of moderate intensity exercise at ~65% VO2 peak in endurance trained men. Paper presented at 4th European Workshop on AMPK, Louvain-la-Neuve, Belgium.
  13. Linden, K., & Webster, L. (2018). Adaptive leaning analytics: Insights from our mistakes. Poster session presented at ASCILITE 2018: 35th International Conference of Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Geelong, Victoria, Australia.
  14. Pemberton, L., Linden, K., & Webster, L. (2018). Use of role play and LEGO to teach first year physiology: Does active learning really work? In STARS 2018 Conference proceedings (pp. 1-5)
  15. Linden, K., Pemberton, L., & Webster, L. (2018). Can an adaptive lesson really make fundamental chemistry interactive and flexible? In M. Campbell, J. Willems, C. Adachi, D. Blake, I. Doherty, S. Krishnan, S. Macfarlane, L. Ngo, M. O'Donnell, S. Palmer, L. Riddell, I. Story, H. Suri, & J. Tai (Eds.), ASCILITE 2018: Open Oceans: Learning without borders (pp. 446-450). Deakin University.
  16. Linden, K., Webster, L., Pemberton, L., & Davison, W. R. (2018). Can we calm first-year student’s “neuroscience anxiety” with adaptive learning resources? A pilot study. In ASCILITE 2018: Open Oceans: Learning without borders (pp. 451-455)
  17. Linden, K., Wadley, G. D., Garnham, A. P., & McConell, G. K. (2011). Effect of L-arginine infusion on glucose disposal during exercise in humans. Medicine and Science in Sports and Exercise, 43(9), 1626-1634.  https://doi.org/10.1249/MSS.0b013e318212a317
  18. McConell, GK., Manimmanakorn, A., Lee-Young, RS., Kemp, BE., Linden, K., & Wadley, GD. (2008). Differential attenuation of AMPK activation during acute exercise following exercise training or AICAR treatment. Journal of Applied Physiology, 105, 1422-1427. https://doi.org/10.1152/japplphysiol.01371.2007
  19. Linden, K., Ryall, JG., van der Poel, C., Schertzer, JD., Lynch, GS., & McConell, GK. (2007). nNOS is necessary for normal increases in glucose uptake during contraction of skeletal muscle. In Proceedings of the Australian Physiological Society http://www. apps. org. au/Proceedings (Vol. 38, pp. 168P)
  20. McConetl, GK., Linden, KC., Ryall, JG., Van der Poel, C., Schertzer, JD., & Lynch, GS. (2007). NNOS is necessary for normal increases in glucose uptake during contraction of skeletal muscle. S305-S306. Abstract from General Assembly of the European Association for the Study of Diabetes, Copenhagen, Denmark. https://doi.org/10.1007/s00125-007-0809-7
  21. Lee-Young, R. S., Palmer, M. J., Linden, K., LePlastrier, K., Canny, B. J., Hargreaves, M., Wadley, G. D., Kemp, B. E., & McConell, G. K. (2006). Carbohydrate ingestion does not alter skeletal muscle AMPK Signaling During exercise in humans. Journal of Applied Physiology, 291(3), 566-573. https://doi.org/10.1152/ajpendo.00023.2006
  22. Linden, K., DeHaan, C. L., Zhang, Y., Glowacka, S., Cox, A. J., Kelly, D. J., & Rogers, S. (2006). Renal expression and localization of the facilitative glucose transporters GLUT1 and GLUT12 in animal models of hypertension and diabetic nephropathy. American Journal of Physiology - Renal Physiology, 290(1), F205-F213. https://doi.org/10.1152/ajprenal.00237.2004