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Kelly Linden

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Associate Professor Kelly Linden

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

2025 ACSES Equity Fellow

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.

Kelly’s work in the Faculty of Science informed the development of the university wide Retention Team, which she led from 2019 to 2023. This work led to a number of publications, including how students fail at university (to help inform support strategies) and how universities can better support first year students, particularly those from non-traditional backgrounds. In 2021, The Retention Team received an AAUT program award for programs that enhance learning. Kelly is a recipient of a 2025 ACSES Equity Fellowship and will be studying how universities can better support part-time students.

Since 2017 Kelly has worked in a range of leadership roles including Sub Dean Student Retention, Senior Retention Lead and Sub Dean Learning and Teaching in the Faculty of Science and Health.

Conference papers

  1. Linden, K., Teakel, S. (2024) Increasing student success in first-year university through intentional curriculum design: the development of consistent unit guidelines. Student Success annual conference, Melbourne.
  2. Teakel, S., Linden, K., & Clatworthy, D. (2024). Embedded tutors: enhancing student success and academic integrity with a pedagogy of kindness in first year university. HERDSA conference, Adelaide.
  3. van der Ploeg, N., Linden K., & Teakel S. (2024). Nudge power: should we alter students enrolment choice defaults based on risk to improve student outcomes?. HERDSA conference, Adelaide.
  4. Roman, N., Linden, K., Van Der Ploeg, N., Hicks, B., & Teakel, S. (2022). Developing a learning analytics resource with meaningful data for first year teachers. ASCILITE conference, Sydney.
  5. Linden, K., Teakel, S., & Van der Ploeg, N. (2022) Improving student success with online embedded tutor support. Students Transitions Achievement Retention and Success https://unistars.org/papers/STARS2022/01D.pdf
  6. 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
  7. 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
  8. 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
  9. 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
  10. 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.
  11. 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.
  12. 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.
  13. Linden, K., Pemberton, L., & Webster, L. (2018) Can an adaptive lesson really make fundamental chemistry interactive & flexible?. Open Oceans: Learning Without Borders, 446.
  14. 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.
  15. 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. Teakel S., Linden, K., Clatworthy, D. (2024) Embedded tutors: enhancing student success and academic integrity with a pedagogy of kindness in first year university. HERDSA annual conference, Adelaide.
  2. van der Ploeg, N., Linden, K., Teakel, S. (2024) The power of nudge: Altering choice defaults based on student risk to improve student outcomes. HERDSA annual conference, Adelaide.
  3. Linden, K., Hicks, B., Van Der Ploeg, N., Roman N., & Teakel S. (2020) I am not alone. A study of intersecting equity groups and an intervention targeting disengaged students in an Australian regional university. National Conference for Regional, Rural and Remote Education. Barossa, South Australia.
  4. Roman, N., Linden K. & Wood, D. (2022) Teaching First: Professional Development for Sessional Regional Academics. National Conference for Regional, Rural and Remote Education. Barossa, South Australia.
  5. Teakel S., Linden, K., Roman N., Van Der Ploeg, N. & Hicks, B. (2020) I am not alone. Improving assessment outcomes and student perceptions with embedded tutorial support. National Conference for Regional, Rural and Remote Education. Barossa, South Australia.
  6. Roman, N., Linden K. & Wood, D. (2022) Teaching First: Professional Development for Sessional Regional Academics. Abstract from HERDSA 2022, Melbourne, Victoria, Australia. Conference presentation
  7. Van der Ploeg, N., Linden K. & Hicks, B. (2022) Job Ready Graduates Package: The difficulty in identifying ‘genuine students’. Abstract from HERDSA 2022, Melbourne, Victoria, Australia. Conference presentation.
  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. 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.
  10. 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.
  11. 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.
  12. 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
  13. 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
  14. Linden KC, Wadley GD, Garhnam A, McConell GK.  (2006). AMPK: Impact on mammalian metabolism and disease. Snowmass, Colorado, USA. Poster Presentation
  15. 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
  16. Linden KC, & McConell GK. (2005). NO and AMPK activation during incremental exercise. Exercise, Muscle & Metabolism, Melbourne, Australia. Poster Presentation
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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.
  24. 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.
  25. 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)
  26. 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
  27. 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
  28. 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.
  29. 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.
  30. 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)
  31. 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.
  32. 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)
  33. 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
  34. 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
  35. 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)
  36. 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
  37. 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
  38. 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

Publications

  1. Linden, K., Teakel, S. An interactive and adaptive learning resource for teaching first year human anatomy Journal of University Teaching and Learning Practice 21 (10), 1-21 https://doi.org/10.53761/rsvewq08
  2. Teakel, S., Linden, K., & Bradshaw, E. R. (2024). Empowering first-year social work students: improving student success and retention with a discipline-specific tutor to provide feedforward on assessments. Social Work Education, 1-19. https://doi.org/10.1080/02615479.2024.2324917
  3. van der Ploeg, N., Linden K., & Noelia Roman (2024) Understanding university failure: Zero-fails, COVID-19 and commencing student outcomes at an Australian University, Higher Education Review and Development, 43(6), 1416–1430. https://doi.org/10.1080/07294360.2024.2315041
  4. Teakel, S., Linden, K., Neil van der Ploeg & Noelia Roman (2024) Embedding equity: online tutor support to provide effective feedforward on assessments, Assessment & Evaluation in Higher Education, 49 (3), 320-333 https://doi.org/10.1080/02602938.2023.2232955
  5. Gibbs, L., Linden, K., Teakel, S., & Dell, E. (2024). Initiatives supporting student retention in early childhood teacher education qualifications. Australasian Journal of Early Childhood, 49(1), 17-31. https://doi.org/10.1177/18369391231220050
  6. Teakel, S., Linden, K., & Clatworthy, D. (2024) Embedded tutors: Enhancing student success and academic integrity with a pedagogy of kindness in first-year university. Journal of Applied Learning and Teaching, 7(Sp. Iss. 1). https://doi.org/10.37074/jalt.2024.7.S1.4
  7. Irwin, P., Magee, D., Weiley, S., Teakel, S., & Linden, K. (2024). Improving student success and retention in first-year nursing through embedded tutor support. Nurse Education Today, 106134. https://doi.org/10.1016/j.nedt.2024.106134
  8. Linden K., Neil van der Ploeg & Noelia Roman (2023) Explainable learning analytics to identify disengaged students early in semester: an intervention supporting widening participation, Journal of Higher Education Policy and Management, https://doi.org/10.1080/1360080X.2023.2212418
  9. 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
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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.
  16. 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.
  17. 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)
  18. 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
  19. 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
  20. 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.
  21. 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.
  22. 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)
  23. 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.
  24. 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)
  25. 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
  26. 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
  27. 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)
  28. 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
  29. 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
  30. 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