Curriculum-based interventions

McCulloch, R., & Field, R. (in press). Threshold capabilities as a foundational for student learning success. In V. B (Ed.), Threshold Concepts in Management.

Stallman, H. M., & King, S. (2016). The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities. Journal of University Teaching & Learning Practice, 13(5), e22.  Available at: 

Stallman, H. M., & Duffy, J. (2016). Beyond the curriculum: The well-being of law students within their broader environment. In R. Field, J. Duffy, & C. James (Eds.), Promoting law student and lawyer well-being in Australia and beyond. Farnham, Surrey, UK: Routledge.

Eley, D. S., & Stallman, H. (2015). Response to ‘The 3Rs: A student perspective’. Medical Teacher, 37(6), 599-600. doi:

Eley, D., & Stallman, H. M. (2014). Where does medical education stand in nurturing the 3 Rs in medical students: Responsibility, resilience, and resolve? Medical Teacher, 36(10), 835-837. doi:

Field, R., Duffy, J., & Huggins, A. (2014). Lawyering and positive professional identities Chatswood, NSW: LexisNexis.

Huggins, A., Kift, S., & Field, R. (2011). Implementing the self-management threshold learning outcome for law: Some intentional design strategies from the current curriculum toolbox. Legal Education Review, 21(2), 183-210.

Stallman, H. M. (2011). Embedding resilience within the tertiary curriculum: A feasibility study. Higher Education Research & Development, 30(2), 121-133. doi:

Field, R., & Kift, S. (2010). Addressing the high levels of psychological distress in law students through intentional assessment and feedback design in the first year law curriculum. International Journal of the First Year in Higher Education, 1(1), 65-76. doi:

Kift, S., Field, R., & Wells, I. (2008). Promoting sustainable professional futures for law graduates through curriculum renewal in legal education: A final year experience (FYE2). e-Law Journal, 15(2), 145-158.