Higher Education Research and Development Society of Australasia
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* HERDSA Connect Blog: Designing Learning for Intensive Modes of Study
* HERDSA Special Interest Group Online Engagement in Higher Education: Upcoming Event
* New Scholarship of Teaching and Learning Special Interest Group Initial Meeting
* HERDSA Webinar: Evidence-informed peer review of educational practice: A hands-on approach - Part 1
* HERDSA Webinar: The ecology of open education and becoming ‘incrementally open’.
* HERDSA Webinar: Ngā hau e whā o Tāwhirimatea - Embedding mātauranga Māori in tertiary education
* Workshops for Crafting and Refining a 2024 HERDSA Conference Abstract
* Join us for the NZ Branch AGM
* HERDSA WA SoTL Series webinar: Tips and tricks for writing a HERDSA grant application
* Cotutelle Scholarship Opportunity - Deakin University and Coventry University
* Online launch of JTLGE special issue: Recognising & Reconceptualising Ability: Reflections on Disability & Employability
* IJSaP 7(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
To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa
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HERDSA Connect Blog: Designing Learning for Intensive Modes of Study
Peter Kandlbinder, 13 October, 2023
Peter Kandlbinder reviews the latest HERDSA Guide by Gayani Samarawickrema, Kaye Cleary, Sally Male & Trish McCluskey and finds a trove of helpful advice for managing curriculum change at the institution, degree and subject level.
Read More: https://herdsa.org.au/herdsa-connect/designing-learning-intensive-modes-...
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HERDSA Special Interest Group Online Engagement in Higher Education: Upcoming Event
Thursday 19th October 2023 - 6:00pm – 7:30pm - AEST
Building research clusters & networking about online engagement in higher education.
About this event:
There are many topics worthy of further investigation and exploration related to the overarching theme of online engagement in higher education. These include, but are not limed to: student online engagement, pedagogical implications of online engagement, facilitation and designing of learning for online engagement, frameworks that inform online engagement; student non-engagement, social, cognitive, teaching presence, student motivation, tools and strategies that foster online engagement, tracking student online engagement, barriers and enablers of engagement, and considerations for equity and access to student online engagement.
Join us online for this very special HERDSA Online Engagement in Higher Education SIG ‘extended meetup’ to build national/international networks, research clusters and explore opportunities and possibilities of researching a phenomenon related to online engagement in Higher Education.
Date & Time: Thursday 19th October 2023 - 6:00pm – 7:30pm - AEST
Register via the Eventbrite link below:
Further information: https://www.eventbrite.com/e/research-clusters-networking-about-online-e...
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New Scholarship of Teaching and Learning Special Interest Group Initial Meeting
20 October
Online meeting - Introducing the Scholarship of Teaching and Learning Special Interest Group: Do YOU speak SoTL?
Please join us as we launch the newest HERDSA Special Interest Group. If you are intending to join the meeting, we ask that you complete the online survey before the meeting. Survey link https://forms.office.com/r/unvuzLU2PE. The data will assist us to gauge the SoTL experience and needs of the participants.
Facilitators: A/Prof Deb Clarke, Dr Trisha Poole, Sue Sharpe
When: October 20th 2023 12noon-1.00pm Australian Daylight Saving Time
Where: https://usq.zoom.us/j/87412274293?pwd=LzBZaGFDdmw2NVM5ZUMwZ1h0VEpTQT09
What: As the initial SOTL SIG meeting we will explore the aims, focus and operational procedures of the SIG, in addition to examining participants’ current understandings of and experience in SoTL.
- Session outline
- Welcome & Introduction
- Explain shared distributed model of facilitation and active engagement approach
- Show/discuss findings of pre-poll - who we are as a group
- Explain the quadrants of a theoretical scholarship model
- Identify the location of participants in the quadrants (live poll)
- Briefly discuss poll findings and link the quadrants to who we are and SoTL definition
- Introduce the importance of a shared understanding of SoTL
- Live poll - the definition of SoTL
- Describe and start breakout room for collaborative definition of SoTL
- In breakout rooms: Create collaborative definition of SoTL
- Close meeting and identify next meeting plan goals:
- Present the compiled Miro definitions and present findings
- Collaboratively decide purpose of the SIG
- Identify facilitators for leading the second SIG meeting.
Further information: Deb Clarke dclarke@csu.edu.au
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HERDSA Webinar: Evidence-informed peer review of educational practice: A hands-on approach - Part 1
Tu 24 October, 13:00-14:00 AEDT
Join Dr Alexandra Johnston (University of Melbourne) for this 2-part, interactive series, “Evidence-informed peer review of educational practice: A hands-on approach.”
In the first part of this hands-on series, you will:
● Access an evidence-informed artefact to support your engagement in the interactive workshop sessions.
● Engage in critical approaches to evidence-informed peer review of educational practice to support your teaching growth and development.
● Interact with a peer to provide and receive feedback on teaching based on the principles of feedback literacy.
● Form a safe, informed, and critical community of practice to sustain teaching growth and development across your career in academia.
Details about the second part of the series will be posted in October 2023
Dr Alexandra Johnston (PhD) is a neurodivergent teaching and learning specialist with the Arts Teaching Innovation Team at the University of Melbourne. Alexandra’s PhD explored peer review of teaching in Australian higher education. Her substantive theory, becoming scholarly, is an approach to safeguarding, affording, and sustaining opportunities for academics to develop scholarly teaching capabilities. Alexandra’s central recommendation is that peer review of teaching programs scaffold meaningful conversations about scholarly teaching. These conversations can transform teaching quality in higher education and result in evidence-based knowledge, skills, and behaviours – or scholarly teaching capabilities.
Alexandra holds several qualifications, including a Masters in Applied Positive Psychology, Graduate Certificate degrees in Educational Research and University Teaching, and bachelor’s degrees in education and fine arts. She has extensive experience in a range of educational settings over 25 years and brings both industry practice and academic research skills and knowledge to her work in higher education teaching and research. Alexandra is also a wellbeing science consultant, with experience working with a range of educational providers across the public and private sectors.
Don’t miss out! Register in advance for this workshop. Numbers are capped.*
https://www.herdsa.org.au/herdsa-webinar-series
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HERDSA Webinar - The ecology of open education and becoming ‘incrementally open’.
27th October 2023 - 12.00–1.00 pm AEST. (11.00AM–12.00 pm AEDT)
Hosted by HERDSA Branch Queensland. Dr Adrian Stagg presents: Engaging with open educational practices (OEP) can seem daunting for staff, who may feel it represents an ‘all or nothing’ proposition for teaching and learning. In this webinar, OEP will be contextualised and nuanced within the institutional ecology, and practical strategies supporting a transition toward openness will be explored. The underpinning rationale and purposes of open education inform these approaches, whilst also providing a measure for evaluation.
The webinar is informed by recent PhD research that took a mixed methods approach to deeply examining three Australian university case sites. Bronfenbrenner’s Ecology of Human Development (1979) acted as the conceptual framework to map influencing forces across the institution and sector that impact on manifestations of OEP by privileging context and the thick description provided by the participants. The resulting Ecology of Open Educational Practice will be of interest to university leadership, OEP advocates, learning designers and technologists, lecturers, librarians, and any other staff either supporting or enacting open education at their institution.
In line with the idea of ‘incrementally open’, the webinar will be practically useful for those interested in taking their first steps into OEP, as well as current practitioners.
Further information: https://www.herdsa.org.au/herdsa-webinar-series
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HERDSA Webinar: Ngā hau e whā o Tāwhirimatea - Embedding mātauranga Māori in tertiary education
Thursday November 9, 2023 11.00am AEST or 1pm NZT
Dr Matiu Rātima is a former Senior Lecturer in Mātauranga Māori for teacher education at the University of Canterbury. He has a PhD from the University of Waikato, and his research interests include the development of proficiency in te reo Māori, culturally responsive teaching, and the effectiveness of professional development for the cultural competence of teachers.
In 2022, Matiu led a team of educational researchers, tertiary teachers, and teacher educators to produce a free online guide for tertiary teachers entitled
Ngā Hau e Whā o Tāwhirimātea: Culturally Responsive Teaching and Learning for the Tertiary Sector
This guide has been viewed over 10 thousand times and downloaded close to 4000 times all over the world and is available for you to download at no cost (see the herdsa website link below)
In this interactive session Matiu will facilitate a discussion designed to excavate some of the opportunities and anxieties that have arisen along with the surge in prominence of Māori history and mātauranga as cornerstones of responsible, responsive and Treaty led education in Aotearoa (NZ). For participants to get the best from the session you are asked to read the guide online and come ready to ask a question or two for the zoom hui to 'wānanga' (analyse, discuss, debate). Please email your questions ahead of time to matiu.ratima5@gmail.com
If time allows Matiu will invite impromptu questions towards the end of the session.
Further information: https://www.herdsa.org.au/herdsa-webinar-series
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Join us for the NZ Branch AGM
Mon 2023-11-06 2:00 PM - 2:30 PM NZT
Kia ora koutou,
We're excited to invite all NZ Branch members to our upcoming Annual General Meeting (AGM). Your participation is crucial, and we look forward to your involvement in shaping the future of our branch. Here are the details:
Date: 6th November
Time: 2:00-2.30pm NZT
Location: Zoom meeting
Agenda: Available on the HERDSA NZ website herdsa.nz.org
Zoom Meeting Link https://waikato.zoom.us/j/88621241416?from=addon
Please mark your calendars and make sure to review the agenda in advance. Your input and ideas are invaluable as we discuss important matters that impact our community.
Don't miss this opportunity to connect with fellow members, share your insights, and contribute to our mission. We hope to see you there!
Ngā mihi nui
Rob Wass
NZ Branch Chair
Further information: rob.wass@otago.ac.nz
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HERDSA WA SoTL Series webinar: Tips and tricks for writing a HERDSA grant application
Tuesday, 05 December 2023
This session will cover good practice for writing research grant applications, including the HERDSA grant scheme. Professor Denise Jackson, a 2022 HERDSA grant recipient, will share her insights on how to put together a successful application, including tips and tricks on writing with impact, keeping things concise and presenting your research approach. She will draw on different aspects of the HERDSA grant guidelines and discuss important considerations when building a research team. There will be time for attendees to reflect on their own grant proposals and how they might be strengthened.
Event Details
Date: Tuesday, 05 December 2023
Time: 12.00 PM - 1.00 PM AWST
Venue: Microsoft Teams webinar
Further information: To register, use this link https://events.teams.microsoft.com/event/94c2b104-57f1-4fad-9b12-26c7dcd...@9bcb323d-7fa3-45e7-a36f-6d9cfdbcc272
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Cotutelle Scholarship Opportunity - Deakin University and Coventry University
25 October 2023
This is a doctoral cotutelle project between Deakin University (Australia) and Coventry University (United Kingdom).
The successful PhD Student will be awarded a scholarship from Deakin University with the supervision team being drawn from Deakin University and Coventry University. The PhD Student will graduate with two testamurs, one from Deakin University and one from Coventry University, each of which recognises that the program was carried out as part of a jointly supervised doctoral program. The program is for a duration of 4 years and scheduled to commence in December 2023. The student will be working within the Centre for research in Assessment and Digital Learning (CRADLE), Deakin University and the Centre for Global Learning, Coventry University.
The PhD Student is anticipated to spend at least 6 months of the total period of the program at Coventry University, with the remainder of the program based at Deakin University.
The project will examine how artificial intelligence impacts on inclusive assessment practices and feedback. The diversity of students accessing higher education is greater than ever before. Yet universities’ assessment and feedback practices have remained largely unchanged, underpinned by a traditional view of fairness in assessment where “one-size-fits-all". This approach is problematic when principles of inclusion advocate for assessments which offer all students, irrespective of their differences, to demonstrate their learning through tasks which align with their capabilities, and be evaluated accordingly. The rise of artificial intelligence (AI) in teaching and learning opens up new possibilities to remove barriers for non-traditional students and create a level playing field, but incorporating AI may also exacerbate existing inequality or create new forms of disadvantage.
Further information: https://blogs.deakin.edu.au/cradle/2023/09/18/new-cradle-phd-scholarship...
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Online launch of JTLGE special issue: Recognising & Reconceptualising Ability: Reflections on Disability & Employability
Thursday, November 2nd, 2023, 1-2pm AEDT
Join us for the launch of the latest Special Issue for the Journal of Teaching and Learning for Graduate Employability: “Recognising and Reconceptualising Ability: Reflections on Disability and Employability” edited by Dr Mollie Dollinger, Professor Sarah O’Shea and Dr Olivia Groves.
Through this special issue, readers will reflect on the intersection between disability and employability and consider how and why inclusion is integral to teaching and learning experiences. The event will include key takeaways and messages for researchers and practitioners interested in disability and/or employability and provide space for Q&A for audience members to pose questions to authors and editors. We hope through the event, we can continue to shed light on the importance of reconceptualising inclusive employability for future-ready graduates.
The Special Issue will be officially opened by Deakin, Pro Vice-Chancellor and Editor in Chief of the journal, Professor Helen Partridge. Editors will then share key messages that arose from the creation of the special issue, which will then be followed by snapshot presentations from contributors including, Dr Joanna Tai, Professor Sue Kilpatrick and Dr Sarah Fischer, Brooke Szucs, and Associate Professor Jane Coffey. The event will close with Q&A from the audience.
Further information: To register for this event please visit Eventbrite: https://ojs.deakin.edu.au/index.php/jtlge/issue/view/220
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IJSaP 7(2) is published
We are delighted to let you know that the 14th Issue of the International Journal for Students as Partners (IJSaP) is now available from https://mulpress.mcmaster.ca/ijsap/issue/current.
You will find 18 manuscripts - an editorial, 5 research articles, 6 case studies, 4 reflective essays, a book review, and the fifth iteration of ‘Voices from the Field’, which focuses on ‘How can students-as-partners work address challenges to student, faculty, and staff mental health and well-being?’ Also included are a list of the students and staff who have kindly reviewed for the journal in the last 4.5 years.
Altogether 36 students and 67 staff/faculty from Australia, Canada, China, Ireland, New Zealand, Singapore, Sweden, UK and the USA have contributed to this issue of 240 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 (https://mulpress.mcmaster.ca/ijsap/about/submissions) 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.
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 (https://mulpress.mcmaster.ca/ijsap/about).
Please pass this announcement on to anyone you think may be interested.
Alison Cook-Sather, Glenda Cox, Leanne De Souza-Kenney, Antonio Dos Santos, Robert Fleisig, Launa Gauthier, Mick Healey, Ruth Healey, Christine Immenga, Amrita Kaur, Kelly Matthews, Sarah Slates, Sumayyah Sokeechand, Minahil Tariq, Zou Wei, Harry West, Mustafa Zaidi, and Meng Zhang, the IJSaP Editorial Board.
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New online first articles in Higher Education Research and Development
Exclusion through (in)visibility: what parenting-related facilities are evident on Australian and New Zealand university campus maps? Shannon Mason & Katrina McChesney, https://doi.org/10.1080/07294360.2023.2258824
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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.