* Scholarship of Learning and Teaching Special Interest Group
* Final Call for EOIs: HERDSA Mentoring and Coaching Support for Career Advancement (MACS 2024)
* Latest issue of Higher Education Research and Development now available online
* Apply for a Deakin University-Coventry University Cotutelle PhD Scholarship - Feedback and underperformance in higher education
* Introductory Webinar: Senior and Principal Fellowship Support Programmes.
* Vacancy - Educational Designer, Cairns or Townsville
* CRADLE Seminar Series: Beyond Emergency Remote Teaching​​​​
* 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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Scholarship of Learning and Teaching Special Interest Group

There will not be a SIG meeting this month. We will resume our monthly SIG meetings on 17th May 2024 12noon-1pm AEST Sydney.

Associate Professor Deb Clarke

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Final Call for EOIs: HERDSA Mentoring and Coaching Support for Career Advancement (MACS 2024)
1 May 2024

Your last chance to nominate!
Are you planning to apply for a promotion or a new job? If you are, you are invited to participate in HERDSA’s upcoming mentoring and coaching initiative to support you achieve your next promotion or next appointment in a new role/position.

Academics and academic support staff are facing ever-changing, demanding working conditions. Early career women, in particular, must balance the challenging demands of their personal and professional lives. They find themselves in a highly competitive culture and must learn how to navigate the ‘system’ and are expected to perform at higher levels than their colleagues.

The MACS 2024 program will be co-led by HERDSA President, Prof Kogi Naidoo, and 5 of 13 successful alumni from the inaugural MACS program (A/Ps A/P Katelyn Barney Linda Ng and Drs Tracey Ahern, Jasvir Kaur, Judith Norris).
The MACS 2024 program is limited to a maximum of 15-20 participants.

The program is designed around participants’ goals and will include online individual/group mentoring and coaching sessions commencing in late May 2024 (screening of EOIs, creation of coaching groups). Participation and time commitment (Up to 2 hours per month for 6 months). The 6-month program and coaching will begin in June/July 2024.

For further information and to nominate/submit an EOI for the MACS 2024 program contact Kogi via email: drkoginaidoo@gmail.com.

Closing date for nominations is Wednesday, 1 May 2024. Further information: drkoginaidoo@gmail.com

Further information: drkoginaidoo@gmail.com

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Latest issue of Higher Education Research and Development now available online

Higher Education Research & Development Vol.43 No.4 2024 is now available from the HERDSA website at https://herdsa.org.au/higher-education-research-development-vol-43-no-4

Free online access is available to HERDSA members through your member dashboard.

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Apply for a Deakin University-Coventry University Cotutelle PhD Scholarship - Feedback and underperformance in higher education
Deadline: 5pm, 29 April 2024

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 under the supervision of Deakin Distinguished Professor David Boud and Coventry University. The PhD Student will graduate with two testamurs, one from Deakin University and one from Coventry University, and the program is for a duration of 4 years.

The successful PhD candidate will investigate the intersections of feedback and performance. Feedback processes are a key driver of learning and attainment in higher education, but there is a suggestion that feedback mostly benefits self-regulating and highly performing students. Making better sense of feedback practices from the student perspective will support the design of feedback systems that engage students and develop their evaluative judgment. Specifically, we seek to contribute knowledge to how students who receive low outcomes choose to engage, or not, with feedback inputs and processes.

There is also an opportunity, through the application process, for applicants to propose their specific focus for the PhD within the outlined scope of research.

For further information about eligibility, benefits and the application process please follow the link provided.

Further information: https://blogs.deakin.edu.au/cradle/apply-for-a-deakin-coventry-cotutelle...

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Introductory Webinar: Senior and Principal Fellowship Support Programmes.
29th April 16:00 (AEST), 15:30 (ACST), 14:00 (AWST), 13:00 (MYT)

Advance HE fellowship demonstrates a commitment to professionalism and provides recognition of practice, impact and leadership in teaching and supporting learning. Senior or Principal Fellowship offer recognition of leadership achievements in learning and teaching. We have developed specialist virtual programmes to support individuals to achieve either Senior or Principal Fellowship.

This webinar explores
• what these categories of Fellowship mean
• how they can support you as an individual or your institution.
• how you know if you or your staff are ready to apply
• what the support programmes offer

29th April 16:00 (AEST), 15:30 (ACST), 14:00 (AWST), 13:00 (MYT)

Further information: https://advance-he.ac.uk/programme-events/teaching-and-learning-student-...

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Vacancy - Educational Designer, Cairns or Townsville
Applications close 30 April 2024

Join our Academic Developer and Design team in Cairns or Townsville. Are you passionate about transforming education in the digital age? Do you have the expertise to create inclusive and engaging learning experiences for diverse student cohorts? We are now looking for a highly skilled and enthusiastic Educational Designer to join our vibrant team of professionals in the Centre for Education and Enhancement at James Cook University (JCU). At JCU, we are dedicated to shaping the future of education in the Tropics. We foster transformative educational experiences and believe in the power of technology-enhanced learning.

Further information: https://www.seek.com.au/job/75162101?tracking=SHR-WEB-SharedJob-anz-1

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CRADLE Seminar Series: Beyond Emergency Remote Teaching
8 May 2024, 2-3.30pm

Join this seminar to hear about the enduring effects of the pandemic on higher education from CRADLE Fellow A/Prof Jaclyn Broadbent

The COVID-19 pandemic significantly disrupted traditional methods of teaching and learning within higher education. But what remained when the pandemic passed? While the majority of the literature explores the shifts during the pandemic, with much speculation about post-pandemic futures, a clear understanding of lasting implications remains elusive. To illuminate this knowledge gap, our study contrasts pedagogical practices in matched courses from the pre-pandemic year (2019) to the post-pandemic phase (2022/2023).

We also investigate the factors influencing these changes and the perceptions of academics on these shifts. Data were gathered from academics in a large comprehensive Australian university of varying disciplines through a mixed-methods approach, collecting 67 survey responses and conducting 21 interviews. Findings indicate a notable increase in online learning activities, authentic and scaffolded assessments, and online unsupervised exams post-pandemic. These changes were primarily driven by university-guided adaptations, time and workload pressures, continued COVID-19 challenges, local leadership, an individual desire to innovate, and concerns about academic integrity. While most changes were seen as favourable by academics, perceptions were less positive concerning online examinations.

These findings illuminate the enduring effects of the pandemic on higher education, suggesting longer-term implications than previous studies conducted during the acute phase of the pandemic.
Be part of this highly interactive session as Jaclyn unpacks the pre- and post effects and outcomes of the pandemic whilst provicating implications for the future.

Further information: https://CRADLE_Seminar_Series_8_May_2024.eventbrite.com.au

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New online first articles in Higher Education Research and Development

The importance of workplace factors and the professional identity of academic developers, Yoko Mori, Navé Wald & Tony Harland, https://doi.org/10.1080/07294360.2024.2332254

Why and how academics become interdisciplinary researchers early in their careers, Natalie Spence, Lina Markauskaite & Celina McEwen, https://doi.org/10.1080/07294360.2024.2332255

Navigating across academic labour markets: a Bourdieusian reflexive narrative of a Chinese international doctoral graduate’s employment experiences, Kun Dai & Guanglun Michael Mu, https://doi.org/10.1080/07294360.2024.2332262

The impact of large language models on university students’ literacy development: a dialogue with Lea and Street’s academic literacies framework, Daniel W. J. Anson, https://doi.org/10.1080/07294360.2024.2332259

Student employability-building activities: participation and contribution to graduate outcomes, Denise Jackson, Claire Lambert, Ruth Sibson, Ruth Bridgstock & Matalena Tofa, https://doi.org/10.1080/07294360.2024.2325154

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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.