Briede, Michelle

Position: Lecturer
Discipline: Pathways Programs
Location: Mt Helen Campus, Room T301A
Phone: (03) 5327 9603


  • Doctor of Philosophy, Education, Federation University Australia [Current]
  • Graduate Certificate in Tertiary Education, Federation University Australia, 2020
  • Master of Educational Studies, Federation University Australia, 2016
  • Certificate IV, TAE, Federation Training, 2010
  • Bachelor of Education Studies, La Trobe University, 2005
  • Bachelor of Teaching, La Trobe University, 2004



  • Federation Access Studies [FAST]
  • Bachelor of Education (Primary) [TZ5]
  • Bachelor of Education Studies [TC5]
  • Bachelor of Education (Early Childhood and Primary) [TY5]


  • Understanding University Learning (ATSGC1369)
  • Introduction to tertiary studies (FASTP1011)
  • Professional experience: Learning and teaching (EEZED1711)
  • Professional identity: Preparing for work (COOPC1021)
  • Multiliteracies in a global world (EDBED4112)


Michelle Briede is the coordinator of Federation University Australia’s domestic Enabling pathway: Federation Access Studies (FAST). Michelle lectures in Enabling and Education courses in the Institute of Education, Arts, and Community.  Michelle has 20 years experience in Education across Australia as a teacher, trainer, consultant, and academic in early childhood, primary, and adult education environments.

Michelle’s current research focus is Enabling education (andragogy, curriculum, and assessment), academics working in Enabling education, and socially responsible pathways to university. Current projects include; staff and student characteristics, experiences of enabling within the higher education context, the role of enabling educators, and the self-identity and agentic behaviours of enabling students and staff.

Areas of expertise and research interests

  • Access, pathways, and transition to higher education
  • Enabling education practices
  • Academics working in Enabling education
  • Staff and student relationships
  • Enabling curriculum, assessment, and feedback
  • Transition between education settings
  • Pre-service teacher education, and preparation for work
  • Language and literacy development in education settings


Journal Articles

Levy, S., Briede, M. & Frost-Camilleri, L. (2021). Literacy and numeracy support in vocational education: Perceptions from engineering apprentices in Victoria. Issues in Educational Research, 31(3), 891-913.


Levy, S. & Briede, M. (2019). Addressing the characteristics and self-perceptions of regional enabling students: Supporting equity and success. EPHEA & NAEEA Conference, University of Wollongong, 25 November.

Briede, M. & Levy, S. (2019). Enabling Education for a socially just world. AARE conference, QUT Brisbane, December 4

Frost-Camilleri, L., Levy, S. & Briede, M. (2019). Apprentices’ perceptions of their supported acquisition of multi-literacies. NCVER Conference, TAFE SA  Adelaide, July 12.

Levy, S., Briede, M. & Frost-Camilleri, L. (2018). Apprentices’ perceptions of their supported acquisition of literacy and numeracy skills. OctoberVET, Ballarat, 7 November.


  • NAEEA [National Association of Enabling Educators of Australia]
  • Social Justice, Inclusion and Diversity in Education research focus group (SJIDE)