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Mental notes

Venturing deeper into the polycrisis means there’s a need for better mental health support for students and staff, writes Lukasz Swiatek.
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Higher Education Learning and Teaching Association of Southern Africa (HELTASA)

This column highlights the work of organisations affiliated with the International Consortium of Educational Development. Kasturi Behari-Leak from Higher Education Learning and Teaching Association of Southern Africa (HELTASA) highlights the need to recontextualise academic development.
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Enabling pedagogy

Jennifer Stokes from The University of Adelaide received an AAUT Citation for leadership in enabling pedagogy. Jennifer explains her ADEPT framework.
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Miss, what are you doing this weekend?

Some of the experiences of casual teachers in the university sector are deeply concerning, says Doctor Erika K. Smith, a casual subject coordinator, teacher and part-time researcher at Western Sydney University.
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Getting to know you through assessment

Kate Roberts, Emma Price and Tulsa Andrews of Federation University outline how they have enhanced the provision of feedback by utilising assessment tasks to gain information about students and their contexts.

A quality teaching model

Dr Sally Patfield and Laureate Professor Jenny Gore from the University of Newcastle (Australia) explain a model underpinning pedagogy-focused academic development.

A community of practice supporting pedagogical change

Amita Krautloher and Denise Wood from Charles Sturt University utilised a purposeful professional learning model for academics to support pedagogical change.
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Utilising the classification of assessments

Dom McGrath, Christine Slade, and Lydia Kavanagh from the University of Queensland explain their approach to classifying assessment tasks that will lead to improved outcomes for students.
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ChatGPT the homework machine

Samantha Newell from the University of Adelaide has extensively tested the limits and output of ChatGPT to help identify constructed submissions.
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Addressing LGBTQI+ issues in curricula

Does the curriculum meet the needs of LGBTQI+ students and include their perspectives and experiences?
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