* HERDSA Blog Post: Process over product - What is the utility of process based assessments?
* HERDSA SoTL SIG - October meeting - This Friday! --- From disciplinary teaching and research into education: A SoTL journey
* Dr Paul Callaghan's HERDSA 2024 keynote article published in ASRHE
* Webinar - The imperative for UG Research-Based Learning in the Age of Generative AI
* Curriculum Development Consultant position (Fixed term to 31.12.2025)
* Third Sector’s 5th National Indigenous Education Summit
* CRADLE Seminar Series: Nostaligic stories in academic imaginaries of the digital
* Call for Book Chapter Proposals & Symposium, London, June 16-19, 2025
* IJAD special issue call for proposals
* IJSaP 8(2) is published
* New online first articles in Higher Education Research and Development

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

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HERDSA Blog Post: Process over product - What is the utility of process based assessments?
Tim Fawns, 16 October 2024

Tim Fawns observes that the advent of gen-AI thrust process based assessments into the limelight but asks, are process based assessments really the answer?

Read more: https://herdsa.org.au/herdsa-connect/process-over-product-what-utility-p...

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HERDSA SoTL SIG - October meeting - This Friday! --- From disciplinary teaching and research into education: A SoTL journey
Friday, 18 October 2024, 12.00–1.00 pm AEDT (NSW/VIC time)/11.00 am–12.00 pm AEST (QLD time)

Topic: From disciplinary teaching and research into education: A SoTL journey
Presenter: Dr Elisa Bone (Swinburne University of Technology)
Date: Friday, 18 October 2024, 12.00–1.00 pm AEDT (NSW/VIC time)/11.00 am–12.00 pm AEST (Qld time)

Elisa is a higher education researcher and academic developer with a research background in a very different field – marine invertebrate ecology. She has had a varied career trajectory, holding positions in teaching, research and consultancy across Australia, New Zealand, the US and the Solomon Islands. She is currently an academic in the central Education Innovation Exchange at Swinburne University. In this presentation to the HERDSA SoTL SIG, Elisa will reflect on her journey from disciplinary teaching and research into education, considering the roles of people, place and partnerships in shaping the transition and in building an interdisciplinary academic identity.

Zoom registration link: https://unisq.zoom.us/meeting/register/tZMpduuqqT8oE9eNBtwMqrc7Bvim1eNqfKsj

Join our LinkedIn group: https://www.linkedin.com/groups/14343410/

Further information: herdsa.sotl.sig@gmail.com

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Dr Paul Callaghan's HERDSA 2024 keynote article published in ASRHE

We are proud to announce the publication of Dr Paul Callaghan’s invited article ‘How universities can support Aboriginal and Torres Strait Islander peoples to achieve self-determination and improved wellbeing’ in ASRHE. Extending on his keynote address at the HERDSA 2024 Conference, Paul outlines the fundamental differences between Western and Aboriginal culture, pedagogy, epistemology, ontology, and axiology, and suggests how universities can leverage their positions of influence to create improved wellbeing for Aboriginal people and the nation as a whole. The article is accompanied by a video introduction.

Further information: https://asrhe.org/index.php/asrhe/article/view/10483

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Webinar - The imperative for UG Research-Based Learning in the Age of Generative AI
Tuesday 22nd October, 2024

The 3rd Colloquium Series by the Australasian Council of Undergraduate Research In partnership with the University of Western Australia, Community of Practice on Embedding Research into Curriculum

This online panel discussion will explore the importance and relevance of integrating research into teaching as a whole of curriculum pedagogical approach universities can utilise to respond to the impact of generative artificial intelligence in higher education.
Our three speakers will outline how research-based learning (RBL) can support and assure university students are actively engaged in their own learning; from a theoretical, curriculum design and student experience perspective.

Further information: https://www.eventbrite.com.au/e/the-imperative-for-ug-research-based-lea...?

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Curriculum Development Consultant position (Fixed term to 31.12.2025)
27 October

We are looking for a Curriculum Development Consultant to lead the design and implementation of a reimagined Murdoch Spine. This will include engaging in consultation and delivering the curriculum change activities.

The Murdoch Spine is a series of three units within the undergraduate curriculum aimed at equipping students with transferable career skills. Units are offered centrally and across the Schools. This role involves preparing the reimagined Murdoch Spine for delivery, incorporating the university's strategic themes into its design and ensuring alignment with the overall strategy throughout the program.

Further information: https://www.seek.com.au/Murdoch-University-jobs?jobId=79452464&type=stan...

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Third Sector’s 5th National Indigenous Education Summit
9 October - 1 November 2024

Third Sector AU is pleased to invite you to the 5th National Indigenous Education Summit, taking place from 29 Oct - 1 Nov, 2024, at the Pan Pacific, Whadjuk Noongar Country, Perth.

New data released by the Productivity Commission shows there is still a long way to go to Close the Gap for Aboriginal and Torres Strait Islander people across Australia. Integrating Indigenous perspectives and traditions can empower students and foster a thriving, inclusive learning community. This event will feature engaging sessions and case studies each showcasing innovative ways to incorporate Indigenous knowledge and values into the classroom to close the educational gap for Indigenous students.

We encourage you to take advantage of the $500 HERDSA exclusive discount, available until the end of this week, and secure your place in these critical discussions.

Further information: https://indigenouseducation.co/

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CRADLE Seminar Series: Nostaligic stories in academic imaginaries of the digital
Wednesday 30 October 2024 2.00pm - 3.30pm (AEDT)

In this presentation we hear from CRADLE Fellowship holder Dr Ros Black. In her Fellowship project Ros investigated how collective imaginaries shape the recent and future development of online teaching and the role of senior academics. We are delighted that Ros will share her research outcomes and insights with us.

While digital tools and technologies have become integral to current teaching practices in higher education, their development and implementation is also imbued with stories of the future. Especially with the advent of artificial intelligence, the digital is either associated with the promise of more creative, responsive and accessible pedagogies and the better development of graduates’ future-oriented skills and employability, or else with concerns about what dystopian outcomes might emerge from a future university dominated by technology. Despite this, when as part of a recent CRADLE Fellowship research project we asked senior academics in Australia and the United Kingdom about how they envisage the future of the digital in higher education, a strong story emerged of nostalgia and of lost real or imagined academic pasts. Drawing on selected data from that project, this presentation reflects on what nostalgic stories of the academy may be shaping our orientation to the digital and what these stories may mean, both for the senior academics who narrate them and for the sector as a whole.

Join us for this compelling and this topical presentation at Downtown or online.

Rosalyn (Ros) Black is Senior Lecturer in Education at Deakin University and a recent CRADLE Fellow. Her research interests meet at the intersection of the sociologies of education, higher education and youth. They include the nature and implications of educational imaginaries within schooling and higher education; the changing nature of academic identity, labour and communities; and imagined youth futures in critical and precarious times and places

Further information: https://CRADLE_Seminar_Series_30_October_2024.eventbrite.com.au

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Call for Book Chapter Proposals & Symposium, London, June 16-19, 2025
Chapter Proposal due on 28 November 2024. The 26th Learning in Higher Education (LiHE) International Symposium, June 16-19, 2025

Submit a chapter proposal for the book Compassionate Pedagogy in Higher Education to be published worldwide in 2025 by Libri Publishing Ltd., Oxfordshire, U.K. The deadline for the chapter proposal is November 28, 2024. Authors of accepted chapters will attend the 26th Learning in Higher Education (LiHE) International Symposium at The Friars, Aylesford, London, England, from June 16-19, 2025, to finalise the book manuscript for publication. The book — Compassionate Pedagogy in Higher Education — is scheduled to be published at the end of 2025 or early 2026. For further information and queries - kayoko.enomoto@adelaide.edu.au

Further information: https://lihe.info/lihe-2025-london-compassionate-pedagogy-in-he/

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IJAD special issue call for proposals
30 November 2024

The International Journal for Academic Development (IJAD) invites contributions for a special issue on leadership of, for, with, and through academic development. Contributions could be conceptual and critical work about definitional issues or include analyses of how academic development is led from different perspectives and the meanings and outcomes of diverse approaches. Contributions could also empirically explore how different institutional leadership practices enable academic development or how collaborations between academic developers and formal or informal leaders enact leadership. Narratives from academic developers’ perspectives on leadership and empirical case studies where leadership significantly impacted (positively or negatively) teaching and learning are also welcome. Examples of contributions could include analysis of empirical qualitative or quantitative studies, discussing how leadership may be evidenced and documented, review studies, as well as analyses of policy work and strategy documents, and where there may be a longitudinal perspective.

For more information, visit the IJAD website: https://think.taylorandfrancis.com/special_issues/educational_leadership...

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IJSaP 8(2) is published

We are delighted to let you know that the 16th Issue of the International Journal for Students as Partners (IJSaP) is now available from https://mulpress.mcmaster.ca/ijsap/issue/current.

You will find 20 manuscripts in the Issue - 4 research articles, 11 case studies, and 4 reflective essays. The Voices from the Field addresses the question: ‘How did you come to engage in students-as-partners work?’

Altogether 51 students and 76 staff/faculty from Australia, Canada, China, France, Japan, Pakistan, Portugal, South Africa, Taiwan, Thailand, United Arab Emirates, United Kingdom, and United States have contributed to this issue of 260 pages.'

This issue of IJSaP, which is hosted by the MacPherson Institute at McMaster University and published by McMaster University Library Press, was co-edited by students and staff/faculty from Australia, Canada, China, Pakistan, South Africa, UK, and US.

Potential authors (both staff/faculty and students) with an idea for a research article, case study, opinion piece, reflective essay, or review are strongly encouraged to send the editors (ijsap@mcmaster.ca) a brief proposal for a research article (including empirical research articles, theoretical or conceptual articles, and literature reviews), case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. We also welcome hearing your views about the journal. Please note that we now operate a non-anonymised dialogic review process for reflective essays.

Students and staff/faculty, who have interest and experience in students as partners, are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form.

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New online first articles in Higher Education Research and Development

Faculty’s attitudes towards inclusive education for university students with special educational needs (SENs) in Singapore, Syazwan Bin Zainal Shah, Darren Yeo & Mo Chen, https://doi.org/10.1080/07294360.2024.2407078

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In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.