Higher Education Research and Development Society of Australasia
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* HERDSA Connect Blog: Unlocking the Power of Teaching Philosophy: A Journey from Paramedic to HERDSA Fellow
* HERDSA Webinar - Student engagement in employability-building activities and the role of personal career resources in securing work
* Call For Expressions of Interest for Editor(s) of HERDSA Connect Blog
* 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
* Mollie Dollinger's HERDSA 2023 keynote published in ASRHE - opportunity to ask questions
* Workshops for Crafting and Refining a 2024 HERDSA Conference Abstract
* CRADLE International Research Symposium 2023 "Re-orienting authentic assessment for an unknown future"
* Invitation to contribute to a study on micro-credentials for sustainable development via an online survey
* Job opportunities - Research Fellows, Centre for Research in Assessment and Digital Learning, Deakin University
* Cotutelle Scholarship Opportunity - Deakin University and Coventry University
* A research invitation for employers and WIL hosts of PhD students and graduates.
* Call for Papers for Special Issue on "Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning"
* Research participation opportunity: Shaping STEM education through global experiences
* 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: Unlocking the Power of Teaching Philosophy: A Journey from Paramedic to HERDSA Fellow
Anthony Weber, 29 September, 2023
Anthony Weber shares his voyage of discovery from the frontlines of paramedicine to becoming a HERDSA Fellow which he describes as a journey of self-discovery, growth and transformation centred around the concept of a teaching philosophy.
Read More: https://herdsa.org.au/herdsa-connect/unlocking-power-teaching-philosophy...
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HERDSA Webinar- Student engagement in employability-building activities and the role of personal career resources in securing work
Thursday 12th October, 2023 1.00 to 2.00pm AEST
This webinar presents findings from a HERDSA grant which explored higher education student engagement in activities intended to develop employability. It draws on survey and focus group data gathered from recent graduates to consider levels of engagement and the role of personal agency and socio-cultural, structural and institutional factors. Further, it considers how personal career resources, such as social career support networking, cultural capital, career confidence, career insights and professional clarity, can support students in securing graduate-level employment. The researchers will reflect on the findings and opportunities for the sector to better support students in realising their career goals.
Further information: https://www.herdsa.org.au/herdsa-webinar-series
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Call For Expressions of Interest for Editor(s) of HERDSA Connect Blog
Due date 12th October 2023
The HERDSA Executive is seeking Expressions of Interest the position of Editor(s) of the HERDSA Connect Blog. The HERDSA Connect Blog offers comment and discussion on higher education issues; provides information about relevant publications, programs and research and celebrates the achievements of our HERDSA members. The HERDSA Connect Blog links members of the HERDSA community in Australasia and beyond by sharing branch activities, member perspectives and achievements, book reviews, comments on contemporary issues in higher education, and conference reflections. Members are encouraged to respond to articles and engage in ongoing discussion relevant to higher education and aligned to HERDSA’s values and mission.
The HERDSA Connect Blog aims to inspire, connect and inform researchers, developers and practitioners in the Australasian higher education sector and inspire both members and non-members to become involved with the HERDSA community by providing an opportunity for less formal publication and discussion on inspirational practices, projects, resources, research, successes and ideas.
The appointment will be for six months initially, commencing 1 November 2023. Applications will be considered from both individuals and small teams.
Expressions of interest should
1. State clearly applicant’s proposed editorial approach
2. Indicate the roles of individuals within the team (if you are submitting a team application)
The following criteria must also be addressed:
1. Experience in editing and publishing online and awareness of the issues and challenges associated with editing a public blog.
2. Graphic design experience and html coding knowledge.
3. Commitment to member engagement.
4. Project management skills and expertise.
5. A strong reputation in research and publication across the higher education sector.
6. Commitment to the HERDSA goals of HERDSA.
7. Membership of HERDSA.
Members of the HERDSA Executive will be happy to respond to any initial inquiries. Further information can be obtained by contacting the Chair of the Selection Committee - Professor Katrina Strampel.
Written expressions of interest should be brief, address the selection criteria (max 2 pages) and include a Curriculum Vitae. Submissions must be received by 12 October 2023 – 5.00pm AEST and sent to office@herdsa.org.au. An acceptance of your submission will be sent via email to you. If you do not receive this please contact the HERDSA office before the closing date.
Professor Katrina Strampel
HERDSA Vice-President
Email: k.strampel@ecu.edu.au
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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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Mollie Dollinger's HERDSA 2023 keynote published in ASRHE - opportunity to ask questions
Deadline for submitting questions: 31 October 2023
ASRHE has published the keynote presented by Mollie Dollinger at the HERDSA 2023 Conference, annotated with questions from the ASRHE editors and audio responses by Mollie. We now invite the members of the HERDSA community to engage with Mollie's discourse on research paradigms and implications on higher education research and outcomes. Send your questions and comments to editors@asrhe.org by the end of October - we will collate and forward to Mollie to continue the conversation, made available to all via a republished version of her article.
ASRHE Editors
Further information: https://asrhe.org/index.php/asrhe/article/view/8117
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Workshops for Crafting and Refining a 2024 HERDSA Conference Abstract
Tuesday 14th November, 2023 and Tuesday 30th January, 2023 1-3pm AEDT
The HERDSA Branch Chairs and Special Interest Groups (SIGs) invite you to a series of online workshops focused on the generation of an abstract for the 2024 HERDSA conference. An initial workshop (14th Nov) will focus on starting an abstract. This session will be subdivided into people who have never put together a HERDSA abstract (novices) and people experienced with HERDSA abstracts (advanced) - with consideration of presentation formats and conference themes. The second workshop (30th Jan) will focus on finalising your abstract for submission, with some peer reviewing.
Further information: https://www.herdsa.org.au/herdsa-webinar-series
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CRADLE International Research Symposium 2023 "Re-orienting authentic assessment for an unknown future"
13,16-17 Oct 2023
As part of the Symposium, CRADLE is pleased to announce three public events, the first of which is a Keynote Presentation by the University of Oslo’s Professor Crina Damşa, titled “Assessment ‘in-the-wild’? Understanding collaborative learning and the need for authentic assessment".
The second is a panel discussion, “How can we strengthen relationships between authenticity, assessment, and future practice?” with invited panellists Professor Denise Jackson, Edith Cowan University, Associate Professor Kelly Matthews, University of Queensland, Professor Keith Willey, University of Technology Sydney, and Professor David Boud, Deakin University. The discussion will be opened by Dr Joanna Tai and chaired by Dr Mollie Dollinger, Deakin University.
The third event will be a panel discussion on "What is the role of the digital in authenticity of assessment?" with invited panellists Professor Crina Damşa, University of Oslo, Associate Professor Karen Gravett, University of Surrey, Dr Lucinda McKnight, Deakin University, Professor Kevin Ashford-Rowe, Queensland University of Technology. The discussion will be opened by Professor Phill Dawson and chaired by Professor Margaret Beaman, Deakin University.
Further information: https://blogs.deakin.edu.au/cradle/symposium/
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Invitation to contribute to a study on micro-credentials for sustainable development via an online survey
16 October 2023
An international team led by the European School of Sustainability Science and Research (ESSSR) https://esssr.eu/, the Inter-University Sustainable Development Research Programme (IUSDRP) https://www.haw-hamburg.de/ftz-nk/programme/iusdrp.html, and the UK Consortium on Sustainability Research (UK-CSR) https://www.mmu.ac.uk/research/research-centres/ecology-environment/grou..., is undertaking a study, aiming at identifying the provisions for micro-credentials about sustainable development and examining their characteristics and the challenges for implementing them into Higher Education Institutions (HEI).
For this purpose, an online survey has been designed, which can be accessed via this link: https://forms.gle/dV9W8qviGpykiAR89
It is estimated to take about 10-15 minutes to complete; and the findings will be shared with the sector through publications and presentations.
If you wish to get information on opportunities to join research projects, take part on studies or on events on matters related to sustainable development, please feel free to join the IUSDRP list at: https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=IUSDRP
Further information: Associate Professor Josephine Lang, josephine.lang@unimelb.edu.au
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Job opportunities - Research Fellows, Centre for Research in Assessment and Digital Learning, Deakin University
18 October 2023
This is an exciting opportunity for two Research Fellows to work on a two year program of research ‘Assessment in a time of genAI’ at the Centre for Research in Assessment and Digital Learning. The program consists of two distinct projects which aim to contribute to the field of higher education research, through building a theoretically and empirically grounded body of work exploring the intersection of genAI and assessment.
The overall program of research aims to understand how, in a time of GenAI, higher education assessments can assure, promote and sustain learning across diverse cohorts, whilst enhancing inclusive practices.
The first project investigates assessment design, to examine how assessment can assure and promote learning in the context of increasingly widespread use of GenAI. This project will investigate how the integrity and validity of assessment can be maintained and enhanced when students use GenAI, and how assessment can prepare students for a world where gen AI will be commonplace.
The second project will investigate how students work with GenAI, in relation to the graded and formative tasks they undertake in their courses, with a particular focus on how they make judgements about the quality of work. This qualitative project will use ethnographic methods to follow students through their studies, across traditional and work-integrated learning units.
Applications close on 18 October 2023
Further information: https://careers.pageuppeople.com/949/ci/en/job/544192/research-fellow
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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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A research invitation for employers and WIL hosts of PhD students and graduates.
30 November 2023
This is an invitation for industry/academic employers and WIL hosts to share their insights on the employability of Australian-based PhD students and graduates through a short informal interview. The study is being led by Edith Cowan University research and employer/host participation will enhance our understanding of PhD graduates’ preparedness for work, helping us to improve higher education programs and students’ professional development. Thank you in advance for supporting this study by circulating the lead researcher’s details (Nour Akkoumeh, nakkoume@our.ecu.edu.au) to PhD graduate employers and WIL hosts, including those based in university institutions.
Further information: nakkoume@our.ecu.edu.au
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Call for Papers for Special Issue on "Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning"
Monday 8th January 2024
The Journal of Applied Learning & Teaching (JALT) (Q1 Journal in Scopus) is pleased to announce a forthcoming special issue on "Kindness in Higher Education: Fostering the Human(e) Element of Teaching and Learning". This issue aims to explore the essential aspects of Garrison's (2016) Community of Inquiry model, with a specific focus on the three forms of 'presence': social, cognitive, and teaching. We seek to investigate how these elements play a pivotal role in fostering productive and meaningful learning experiences in diverse higher education settings while embracing and nurturing the humane aspect of education.
Theme and Scope:
As the landscape of higher education undergoes a transition back to full on-campus, online, and hybrid teaching environments, the challenge of cultivating purposeful pedagogies, enhancing student engagement, and implementing authentic assessment methodologies becomes ever more critical. This special issue is designed to synthesise contemporary research, insightful analysis, debates, and provocations centred around the theme of fostering humane, socially present learning environments.
Topics of interest include but are not limited to:
▪ Social presence and learning outcomes: Exploring the impact of social presence on student engagement, collaboration, and learning outcomes in various higher education settings.
▪ Cognitive presence and pedagogical strategies: Investigating the relationship between cognitive presence and effective pedagogical approaches that promote deep learning and critical thinking.
▪ Facilitating teaching presence in hybrid and online settings: Examining the role of teaching presence in hybrid and online courses, and its impact on the quality of instruction and student learning experiences.
▪ Authentic assessment techniques: Presenting innovative assessment methods that align with authentic learning experiences, promoting a deeper understanding of course content.
▪ Humanising learning environments: Discussing strategies for creating inclusive and empathetic learning spaces that value and respect individual learner identities and experiences.
▪ Student perspectives on social and cognitive presence: Inquiring into students’ perspectives on the importance of social and cognitive presence in their learning journey.
▪ Leadership in higher education and learning environment design: Analysing the role of institutional leaders in fostering socially and cognitively rich learning settings.
For any inquiries or further information regarding the special issue, please contact Dr Fiona Tang at fiona.tang@kbs.edu.au
Further information: https://journals.sfu.ca/jalt/index.php/jalt/announcement/view/49
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Research participation opportunity: Shaping STEM education through global experiences
Are you involved in organising international experiences for your undergraduate STEM students, such as a New Colombo Plan Mobility Project?
If yes, we invite you to join our research study, "Understanding Outbound Mobility for Australian STEM Students." As part of a PhD program at Western Sydney University, our researchers are keen to conduct one-on-one interviews with you.
What's the Research About?
We're exploring how program design can enhance the learning and development of undergraduate STEM students during short-term international mobility experiences (including virtual programs).
How to Contribute:
Reach out to Brittany, our PhD student for details. Your participation is entirely voluntary, and to show our appreciation, we'll provide you with a $100 e-gift card.
This study has been approved by the Western Sydney University Human Research Ethics Committee (# H14388).
Further information: 16533703@student.westernsydney.edu.au
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New online first articles in Higher Education Research and Development
The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students: ensuring connection and belonging to support university completion, Bronwyn Fredericks, Katelyn Barney, Tracey Bunda, Kirsten Hausia, Anne Martin, Jacinta Elston & Brenna Bernardino, https://doi.org/10.1080/07294360.2023.2258825
Student perceptions of peer cheating behaviour during COVID-19 induced online teaching and assessment, Jasper Roe, Mike Perkins, Gi Kunchana Chonu & Abhishek Bhati, https://doi.org/10.1080/07294360.2023.2258820
What factors contribute to higher grades in a first-year undergraduate management unit: an exploratory study at an Australian university, Anish Purkayastha & Elaine Huber, https://doi.org/10.1080/07294360.2023.2258818
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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.