Article

Smith, CR (2021) Architecture Students’ Uptake and Use of Formative and Summative Feedback. Assessment and Evaluation in Higher Education. ISSN 0260-2938

Smith, CR (2020) How does the medium affect the message? Architecture students’ perceptions of the relative utility of different feedback methods. Assessment and Evaluation in Higher Education. ISSN 0260-2938

Smith, CR (2020) When Students Become Critics: Reviewing peer reviews in theory and practice. Charrette, 6 (1). pp. 71-92. ISSN 2054-6718

Smith, CR (2019) Naomi Winstone and David Carless (2020) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, Abingdon: Routledge (ISBN 978-0-8153-6163-3 [Pbk], 208pp). Innovations in Practice, 13 (2). ISSN 1757-921X

Smith, CR (2019) An evaluation of community-managed libraries in Liverpool. Library Management, 40 (5). pp. 327-337. ISSN 0143-5124

Smith, CR (2018) David Boud, Rola Ajjawi, Phillip Dawson and Joanna Tai (Eds.) (2018) Developing Evaluative Judgement in Higher Education, Abingdon: Routledge (978-1-138-08935-8 [Pbk], 202pp). Innovations in Practice, 12 (2). pp. 69-72. ISSN 1757-921X

Smith, CR (2018) Small group work: Dodging potential pitfalls to reach the pedagogic possibilities. Innovations in Practice, 12 (1). ISSN 1757-921X

Smith, CR (2017) The influence of hierarchy and layout geometry in the design of learning spaces. Journal of Learning Spaces, 6 (3). ISSN 2158-6195

Smith, CR (2017) Are We Throwing Out the Books with the Bathwater? Dilemmas Over New Directions in Library Design. International Journal of the Book, 15 (3). ISSN 1447-9516

Smith, CR (2017) Mind the Gap! Students’ Expectations and Early Experiences of Higher Education. Innovations in Practice, 11 (1). pp. 23-28. ISSN 1757-921X

Smith, CR (2017) Take the Red Pill: A Journey into the Rabbit Hole of Teaching Informed Research. Charrette, 4 (1). pp. 126-136. ISSN 2054-6718

Smith, CR (2016) Book Review: Elizabeth Boling, Richard A. Schwier, Colin M. Gray, Kennon M. Smith, & Katy Campbell (Eds.) (2016) Studio Teaching in Higher Education, Abingdon: Routledge (978-1-138-90243-5 [Pbk], 300pp). Innovations in Practice, 10 (2). pp. 161-163. ISSN 1757-921X

Smith, CR (2016) Self-directed learning: a toolkit for practitioners in a changing higher education context. Innovations in Practice, 10 (1). pp. 15-26. ISSN 1757-921X

Book Section

Smith, CR (2022) Charlie Smith. In: Abegglen, S, Neuhaus, F and Wilson, K, (eds.) Voices from the Digital Classroom: 25 Interviews about Teaching and Learning in the Face of a Global Pandemic. LCR Publishing Services, Calgary, pp. 80-87. ISBN 978-1773852782

Conference or Workshop Item

Smith, CR (2021) Three Paths Through the Forest: An Exploration of the Teaching-Research Nexus. In: . AMPS Proceedings Series 22 Teaching-Learning-Research: Design and Environments , 1 (22). pp. 179-188. (Teaching-Learning-Research: Design and Environments, 02 December 2020 - 04 December 2020, Manchester School of Architecture (University of Manchester / Manchester Metropolitan University)).

Smith, CR (2017) ‘“Yet Another Apartment Block…?!” A Critique of Housing Provision in Cities, and Qualities That Make Urban Houses Desirable.’. In: AMPS Conference Publication Series 8. Government and Housing in a Time of Crisis: Policy, Planning, Design and Delivery. , 8. (Government and Housing in a Time of Crisis: Policy, Planning, Design and Delivery, 08 September 2016 - 09 September 2016, Liverpool John Moores University).

Smith, CR (2016) Take the red pill: A journey into the rabbit hole of teaching informed research. In: Research Based Education 2016 , 2. (Research Based Education - Association of Architectural Educators 2016, 7th-9th April 2016, UCL, London).

Smith, CR (2015) The Library as a Hybrid Building: New Forms and Complex Programmes. In: The International Journal of the Book , 14 (1). pp. 29-37. (The 13th International Conference on Books, Publishing, and Libraries, Vancouver, BC Canada).

Thesis

Smith, CR (2001) Procuring the urban house in paradise. Doctoral thesis, Liverpool John Moores University.