* HERDSA Blog Post: Can Generative AI Be a Fair Marker?
* HERDSA SoTL SIG - June 2025 meeting - This Friday! --- How to demonstrate SoTL excellence and leadership
* Storytelling Assessments in an AI Powered World - Assessment Quality SIG webinar
* Reminder - Abstracts due - International Conference on AI for Higher Education (AI4HE) 2025
* Reminder - Call for chapters: Open book on Generative AI-Enhanced Research
* Call for Abstracts – Learning & Teaching Forum 2025 – The Future of Business Education
* Seeking Participant Volunteers for a UNE Resilience in Higher Education and technology Qualitative Study
* New to LinkedIn & Bluesky: ASRHE Journal
* Call for Contributions: Voices from the Field - Complexity, Uncertainty, and Precarity
* Have Your Say: Trauma Awareness in Australian Higher Education
* International Journal for Academic Development, Issue 2, 2025 (Special themed issue on mentorship and academic development)
​​​​* 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

Unsubscribe or change your email details at http://mailman.anu.edu.au/mailman/listinfo/herdsa

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HERDSA Blog Post: Can Generative AI Be a Fair Marker?
Julia Low & Jing Ye, 18 June 2025

Julia Low & Jing Ye shed light on whether GenAI can mark student work fairly, by comparing the marking to a human assessor.

Read more: https://herdsa.org.au/herdsa-connect/can-generative-ai-be-fair-marker

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HERDSA SoTL SIG - June 2025 meeting - This Friday! --- How to demonstrate SoTL excellence and leadership
Friday, 20 June 2025, 12.00–1.00 pm AEST (NSW/VIC time)

Hello from the HERDSA SoTL SIG!

We hope you're staying warm as we transition to winter. This month's SIG welcomes Associate Professor Tracy Douglas from UTAS to discuss turning your SoTL excellence into successful applications.

Topic: How to demonstrate SoTL excellence and leadership in a successful promotion application
Presenter: Associate Professor Tracey Douglas (UTAS)
Date: Friday, 20 June 2025
Time: 12.00–1.00 pm AEST (NSW/VIC/QLD time)

How to demonstrate SoTL excellence and leadership in a successful promotion application

Applying for promotion to senior levels of academia can be daunting as a teaching-intensive academic. In this session, Tracy will provide her insights into applying for successful promotion to senior lecturer and associate professor based on SoTL excellence and leadership.

Associate Professor Tracy Douglas is a first-year coordinator and lecturer in the School of Health Sciences and Deputy Associate Dean (Student Engagement and Retention) at the University of Tasmania. She is passionate about enriching the first-year experience, engaging students in active learning, and supporting diverse student backgrounds. Tracy is a mentor, a Senior Fellow of The Higher Education Academy (UK), and Branch Chair of HERDSA Tasmania. She is recognised for her excellence and leadership in teaching, particularly with first-year students, and is involved in developing resources for effective online communication and health literacy.

Link to register for the session: https://unisq.zoom.us/meeting/register/rT5UexjmRfCDHWnCrZb1zQ

Join us on LinkedIn to stay connected: https://www.linkedin.com/groups/14343410/

Further information: Please feel free to contact the HERDSA SoTL SIG at herdsa.sotl.sig@gmail.com

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Storytelling Assessments in an AI Powered World - Assessment Quality SIG webinar
Friday, 18 July 2025, 10:00 - 11:00 am AEST

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Reminder - Abstracts due - International Conference on AI for Higher Education (AI4HE) 2025
Abstracts due: Friday, 20 June 2025

Abstracts due this week, Friday, 20 June 2025
International Conference on AI for Higher Education (AI4HE) 2025
Theme: Artificial Intelligence for Research (AI4R)
Facilitated by the Human-AI Collaborative Knowledgebase for Education and Research (HACKER) and the AI Literacy Lab, the International Conference on AI for Higher Education (AI4HE) provides an opportunity to share knowledge, network with peers and participate in practical workshops. For more information see the submission/registration portal.

Further information: https://surveys.unisq.edu.au/index.php/855198?lang=en

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Reminder - Call for chapters: Open book on Generative AI-Enhanced Research
Abstracts due: 30 June 2025

Overview: This book aims to serve as a comprehensive resource for researchers, academics, and students on the use of generative AI-enhanced research tools throughout the research process. With the increasing integration of artificial intelligence into research methodologies, there is an urgent need to explore both the practical benefits and the ethical challenges associated with these tools. The book will provide critical insights, practical guidance, and ethical reflections on the use of generative AI in research and how AI is reshaping the way research is conceptualized, conducted, and published. By offering perspectives from experienced researchers and early-career scholars alike, this edited volume will serve as a key reference for navigating AI use within academic research.For further information and submission see the Submission Portal

Further information: https://theailiteracylab.com/call-for-chapters-for-our-new-open-access-b...

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Call for Abstracts – Learning & Teaching Forum 2025 – The Future of Business Education
Abstracts are due by Wednesday, 9 July

We are pleased to invite submissions for the 2025 Learning & Teaching Forum, themed The Future of Business Education: Disruption, Design, and the Student Experience, to be held on Wednesday, 12 November in hybrid format (on-campus and online).

This annual forum brings together educators, researchers, and professional staff to share practice, explore innovations, and discuss the evolving landscape of business education. Our theme this year covers:
- Future of Education (incl. Disruption & innovation and/or Indigenous Content).
- Transformational Student Experiences (incl. Curriculum design; Managing large units; Students as partners and/or WiL).
- Assessment & AI (incl. Open assessments; Secure assessments; EFTs and/or Marking & feedback).
- Other (incl. PRME; Social justice for students and/or DEI).

We also welcome submissions for our affiliated online event, the Disruptive Innovations in Business Education Research Seminar, held on Thursday, 13 November. Colleagues from other institutions are encouraged to participate.

Abstracts are due by Wednesday, 9 July. To submit your abstract, please complete the Call for Abstracts form: tinyurl.com/283uy4s5

For enquiries, please contact business.ltf@sydney.edu.au.

We look forward to your contributions as we collectively reimagine the future of business education.

Further information: business.ltf@sydney.edu.au

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Seeking Participant Volunteers for a UNE Resilience in Higher Education and technology Qualitative Study

We would like to hear from academics at all levels who are willing to participate in this UNE PhD qualitative study (Ethics approval: HE24-129, valid 10/7/2026) investigating how academics in Australian higher education institutions adapt and manage their practice using workplace technology to complete educative work. Your participation will involve completing a short pre-screening online survey, ensuring the target group, academics employed in a higher education institution in Australia, who use workplace technology for educative work are selected (public or private university). If you wish to participate please click on the link to complete the short survey. Please answer all questions in the survey, including online consent for the survey, to be considered in this study (including your full name and contact details).
https://unesurveys.au1.qualtrics.com/jfe/form/SV_08ocuZ46BaZ3bHE
An invitation to participate in an online, short video interview will be sent to participants who meet pre-screening criteria and interviewees need to submit a 300-400 word reflection (post interview). We look forward to hearing from you.
Please forward this request to academics, working in Australian Higher education institutions

Further information: contact Marie (Bernie) Fisher: mfisher@myune.edu.au or LinkedIn: https://www.linkedin.com/in/marie-f-51697368/

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New to LinkedIn & Bluesky: ASRHE Journal

A new space for critical, inclusive higher education research — follow ASRHE online.

Advancing Scholarship and Research in Higher Education (ASRHE) is a peer-reviewed, open-access journal focused on inclusive, critical, and practice-informed research into learning, teaching, assessment, leadership, and academic work in higher education.

With a supportive and developmental peer review process, ASRHE particularly welcomes early career researchers, scholarly practitioners, and contributors using non-traditional formats.

We’ve just launched official pages on LinkedIn and Bluesky to share new research, author stories, sector insights, and calls for papers. Come follow us and join the conversation!

LinkedIn: https://www.linkedin.com/groups/14702067/
Bluesky: https://bsky.app/profile/asrhe.bsky.social
Website and submissions: https://asrhe.org

Further information: https://asrhe.org

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Call for Contributions: Voices from the Field - Complexity, Uncertainty, and Precarity

We invite you to contribute to the seventh iteration of the International Journal of Student as Partner's section called "Voices from the Field." The goal of this section is to create a venue for a wide range of voices to address important questions around students-as-partners work without going through the intensive time commitment required by the submission, review, and revision processes. We want to hear your voices and put them into dialogue with one another!

We are posting this open call for thoughts on the question below, and we will organize excerpts from the responses we receive into what we hope will be a creative, engaging, accessible format to share with readers.

Here is the prompt we invite you to address:
We live in a world of "increasing complexity, uncertainty and precarity" characterized by "persistent inequalities, social fragmentation and political extremism" (UNESCO, 2020). In what ways does students-as-partners work develop capacity to work under conditions of—and prepare for—complexity, uncertainty, and precarity?

Submissions should include:
• 75 to 150 words that capture your experience of or hope for how students-as-partners work can develop capacity to work under conditions of—and prepare for—complexity, uncertainty, and precarity. You might focus on programs, people, or publications you encountered, experiences you had or wished you had had, or some other sources of inspiration and catalyst for action. The 75-150 word submissions should:
• be informal but substantive reflections;
• be clearly articulated from your own position and perspective (so very briefly tell readers who you are—context, identities/background, position); and
• have an explicit focus on partnership/students-as-partners
• We are looking for up to 15 additional contributions. Please use this link to submit your response to the question. When we reach this number, you will no longer be able to make a submission, so please check the link before you start writing.

• Authors may choose to publish anonymously if they are concerned about experiencing personal or professional repercussions from addressing this topic.

For complete details and to submit your contribution, please visit: https://mulpress.mcmaster.ca/ijsap/announcement/view/96

Thank you for considering contributing your voice to this important conversation. We look forward to hearing your perspectives on how partnership work can help us navigate these challenging times.

All the best,
The IJSaP Editorial Board
International Journal for Students as Partners

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Have Your Say: Trauma Awareness in Australian Higher Education

With over one in four Australians experiencing complex trauma, and trauma significantly affecting student success, your insights matter. We're researching trauma awareness in Australian higher education to help universities develop approaches that are more responsive to the needs of students with trauma experiences.

Any Australian university employee who teaches, supervises, or supports students can participate (academic and professional staff; all contract types welcome). We want perspectives from staff with all levels of familiarity with trauma—including those with little or no prior knowledge. The survey should take around than 15 minutes.

For more information and to participate, see here: https://thinkspace.csu.edu.au/traumaawarenesshe/

Questions? Contact Dr Maree Martinussen: mmartinussen@csu.edu.au

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International Journal for Academic Development, Issue 2, 2025 (Special themed issue on mentorship and academic development)

Introduction
Transcending hierarchies: mentorship as reciprocal growth (Open Access)

Research Articles
Mentorship for early career academics in a long-term problem- and project-based university academic development program in Denmark: views of subject and pedagogy mentors | (Open Access)
The role of the facilitator in collective reflection on higher education teaching
Students with disabilities mentoring staff: supporting scalable academic development for inclusive education | (Open Access)
Exploring mentors’ perceptions of the benefits and challenges of mentoring in a constellation model
Supporting faculty scholarship through a peer writing group: a model and guide for success
Sustainable, affordable, and transferable approaches to experienced doctoral supervisor development | Open Access
Group-based journal review: opportunities for researcher development and enjoyment | (Open Access)
Serendipitous conversations: the 10-year journey in becoming SoTL scholars and educators
A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation | (Open Access)

Reflections on Practice
A taught approach to personal tutoring | (Open Access)
Enhancing reflective practice: lessons learned and adjustments in scaffolding critical reflection in peer observation of teaching
Distributed leadership and peer review: a MOOC exemplar

Further information: https://www.tandfonline.com/toc/rija20/30/2?nav=tocList

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New online first articles in Higher Education Research and Development

From emotion to action: investigating the role of affective rhetorical moves in peer feedback implementation in university classrooms, Qianru Lyu, Wenli Chen, Kok Hui Heng (John Gerard) & Junzhu Su, https://doi.org/10.1080/07294360.2025.2505136

Gaining insights into employability capitals: experiences of Chinese international graduates in the Australian labor market, Melody Tang, https://doi.org/10.1080/07294360.2025.2515215

A study of motivational beliefs and behaviours among second-year university students in an emergency remote teaching context, Lynnae Venaruzzo, Negin Mirriahi, Oleksandra Poquet & Shane Dawson, https://doi.org/10.1080/07294360.2025.2510663

https://www.linkedin.com/company/herdjournal
https://bsky.app/profile/herdjournal.bsky.social

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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.