Science is well known as a creative endeavour, with the generation of new ideas requiring inspiration and imaginative engagement. Activities that encourage divergent/imaginative thinking such as the creation of aesthetic/transformative materials can not only help students develop their own creativity, but also help them learn the content. Despite the well-known benefits of fostering creativity, students in the sciences rarely get the opportunity to develop or demonstrate this in assessment.

* HERDSA Webinar: Switching on the Creativity gene
* Nominations for 2021 Global Academic Development Good Practice Awards close 6th September
* Executive Officer, CAULLT
* Reminder: Call for Abstracts ICED 2022 Conference
* Invitation to participate in research study on “Experiences of female academics during the pandemic”.
* Invitation to participate in research into staff's experiences of contract cheating
* New online first articles in Higher Education Research and Development

* Academic Development SIG Virtual Cafe Chat
* TERNZ Conference
* Career opportunities in North Queensland to reinvigorate our support to JCU students
* NCSEHE Webinar — Moving into, through and beyond STEM degrees: A student equity perspective
* Re-envisioning the student experience for the future: new imperatives and opportunities for Australian higher education
* Call for Expressions of interest: Co-editor position for the International Journal for Academic Development (IJAD)
* New website for Healey HE Consultants

* HERDSA Webinar: Synchronous on-campus & remote delivery - are we all on the same screen?
* Academic Development SIG Virtual Cafe Chat
* Position of Editorial Manager of International Journal for Students as Partners (ft 3 years)
* Nominations open for 2021 Global Academic Development Good Practice Awards.
* Invitation To Participate | Early Assessment Practices In First Year University
* HERDSA Pre-conference Recorded Presentations
* New online first articles in Higher Education Research and Development