Hi! I’m Chris.
But I’m better known as The Helpful Professor.
I am an online university teacher and am here to turn around your grades!
I teach for a university in Melbourne Australia but (as I teach online) I actually live in Vancouver Canada!
Why ‘The Helpful Professor’?
I’ve been teaching at universities for long enough to know that university professors are not very helpful. Why do they make everything so hard to understand? Are they intentionally making it all so complicated? Why can’t they just tell you what to do to get good grades?
If you’re an online student or returning to studies after some time off, I’m your guy!
I realized I had a bit of a knack for explaining things in a way my students understand. Maybe it’s because I was also just an average student at college.
Anyway, I started this website to provide easy-to-read information for my online university students.
The website has grown a lot since then, but the concept remains the same: simple and easy to read study guides that help you get ahead.
Getting in Touch
Students: Sorry, I don’t currently offer one-to-one help. Each article I write can help thousands of students, so my time is best spent writing easy to understand study guides that everyone can access.
Outreach marketers, don’t bother reaching out. I won’t respond.
The Formal Stuff…
I’m a university teacher with a PhD in Sociology of Education.
I’ve been a teacher for over a decade, with experience teaching in elementary schools and universities. I mentor early childhood studies students at university, and many of the articles you’ll find on this site are based on my conversations with those amazing students.
- Postgraduate Certificate in Learning and Teaching in Higher Education (Teesside University, 2018)
- Ph.D in Educational Sociology (Australian Catholic University, 2015)
- Bachelor of Education, Honours 1st Class (Charles Sturt University, 2010)
Shaw, M., Drew, C. & Mcnamara, S. (in print). Practitioners’ podcast usage in the sports science industry. International Journal of Kenesiology and Sports Science.
Symes, C. & Drew, C. (2019). University advertising in mobile contexts. In Symes, C. & Gulson, K. (eds). The Spatial Turn in Education. London: Routledge.
McNamara, S. & Drew, C. (2019). Concept analysis of the theories used to develop educational podcasts. Educational Media International. Doi: https://doi.org/10.1080/09523987.2019.1681107
Drew, C. (ed.) (2019). Re-examining cognitive tools: new developments, new perspectives, and new opportunities for educational technology research. Australasian Journal of Educational Technology. 35(2)
Hindson, J., Rai, L., Drew, C., Eccles, S., & Sysca, A. (eds.) (2018). Association of Learning Developers Conference 2018 Special Issue. Journal of Learning Development in Higher Education. 15(1).
Drew, C. & Mann, A. (2018). Unfitting, uncomfortable, unacademic: a sociological critique of interactive mobile phone apps in lectures. International Journal of Educational Technology in Higher Education.
Drew, C. (2018). Problematizing ‘choice’ in classroom disciplinary practices. British Journal of Educational Studies.
Drew, C. (2018). “We call this ‘play’, however…”: constituting play anxiety in early childhood education and care advertising contexts. Journal of Early Childhood Research.
Drew, C. (2018). To follow a rule: constructions of student subjectivities through classroom rules charts. Contemporary Issues in Early Childhood. doi: https://doi.org/10.1177/1463949118798207
Drew, C. and Gottschall, K. (2018). Co-optation of diversity in nationalist advertising: A Case Study of an Australian Advertisement. Continuum: Journal of Media & Cultural Studies.
Drew. C. (2017). Educational podcasts: a genre analysis. E-Learning and Digital Media. 14(4): 201–211. Doi: 10.1177/2042753017736177
Drew, C. (2017). Edutaining audio: an exploration of education podcast affordances. 54(1): 48 – 62. Educational Media International. doi: 10.1080/09523987.2017.1324360
Symes, C. & Drew, C. (2017). Education on the rails: an analysis of university advertising in mobile contexts. Critical Studies in Education: 58(2), 205-223.
Drew, C. (2017). Road trip to the heartland: childhood, nationhood and identity on display in family roadtrips. In Lean, G., Staiff, R. & Waterton, E. (eds.), The Poetics of Travel. Berghman: Ashgate.
Drew, C., Gottschall, K., Wardman, N. & Saltmarsh, S. (2016). The joy of privilege: discursive ‘happiness’ in elite private school ideological narratives. In A, Koh & J. Kenway (eds.), Elite Schools: Multiple Geographies of Privilege. London: Routledge.
Drew, C. (2016). Review of ‘A cosmopolitan journey: difference, distinction and identity work in gap year travel’. [Review]. Global Studies of Childhood, 6(2): 246 – 248.
Drew, C. (2016). Wholesome homosexuality?: Normative childhoods in same-sex family advertising. Global Studies of Childhood. 6(3): 324 – 339.
Drew, C. (2015). Fuzzy books and sideways looks: becoming Aussie kids in the schoolyard in neoliberal times. Discourse: studies in the cultural politics of education. 36(2).
Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2015). Putting “structure within the space”: spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review, 67(3), 315-327.
Chapman, A, Saltmarsh, S., Randall-Moon, H, Campbell, M & Drew, C (2014). Students in space: student practices in non-traditional classrooms. Global Studies of Childhood. 4(1), 39-47.
Drew, C. (2013). Review of ‘Reading YouTube: the critical viewers’ guide’. [Review]. Continuum: Journal of Media & Cultural Studies, 27(5): 757-759. doi: 10.1080/10304312.2013.780581
Drew, C. (2013). An ear for education: the sonic mode of address at the intersection of education and media studies. The Australian Educational Researcher. doi: 10.1007/s13384-013-0114-z.
Drew, C. (2013). Elitism for sale: promoting the elite school online in the competitive educational marketplace. Australian Journal of Education. 57(2): 174-184.
Wardman, N., Gottschall , K., Drew , C., Hutchesson, R. and Saltmarsh, S. (2013). Picturing natural girlhoods: nature, space and femininity in girls’ school promotions. Sociology of Education. 25(3): 284-294.
Campbell, M., Saltmarsh, S., Chapman, A. and Drew, C. (2013). Issues of teacher professional learning within ‘non-traditional’ classroom environments. Improving Schools. 16(3): 207 – 220.
Drew, C. (2011) The spirit of Australia: learning to be an ‘Aussie kid’ through television consumption, Global Studies of Childhood, 1(4)
Wardman, N., Hutchesson, R., Gottschall, K., Drew, C. and Saltmarsh, S. (2010) Starry eyes and subservient selves: portraits of ‘well-rounded’ girlhood in the prospectuses of all-girl elite private schools, Australian Journal of Education, 54(3): 249-261.
Drew, C. (2018). Understanding and using educational technologies in higher education. College Teacher Alumni Conference. Darlington, United Kingdom.
Drew, C. (2018). Developing dialogic lectures with mobile phones. Association of Learning Developers in Higher Education: Northern Symposium. Middlesbrough, United Kingdom.
Drew, C. (2017). Podcast futures: lessons for educators from entrepreneurs of the medium. Three Rivers Conference. Middlesbrough, United Kingdom.
Drew, C. (2012). Student subjectification in school spaces, Australian Association for Research in Education: Sydney, Australia.
Drew, C. (2012). Teachers’ professional identities in agile learning spaces, Australian Association for Research in Education: Sydney, Australia.
Drew, C. (2010). Learning lifestyles: discourses of consumption in the online promotion of educational institutions, Australian Association for Research in Education: Melbourne, Australia.
Thanks for Visiting!
Please enjoy the website!
Dr. Chris Drew (PhD, B.Ed Hons)