* HERDSA 2021 Conference - Reminder to submit your abstract
* HERDSA Webinar: Sustainability in Learning and Teaching: Making It Happen
* Webinar on The Models of Engaged Learning and Teaching: Forging connections
* Virtual AAIR Annual Forum
* Empowering learners for the age of AI Australian conference
* IJSaP Call for Submission Proposals Special Section: Partnership in Fostering Socially-Just Pedagogies
* IJAD - Issue 25:4
* 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 2021 Conference - Reminder to submit your abstract
Abstracts close: 22 January 2021

A friendly reminder to submit an abstract for inclusion in the HERDSA 2021 Annual Conference program as a showcase, round table discussion or poster presentation. Submit your abstract before the deadline on Friday 22 January 2021 (AEST) to be considered. For more information on submission guidelines and to download the template, please visit the conference website: https://conference.herdsa.org.au/2021/abstracts/

Further information: https://conference.herdsa.org.au/2021/abstracts/

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HERDSA Webinar: Sustainability in Learning and Teaching: Making It Happen.
1.00PM – 2.00PM AEST, 10TH DECEMBER

Dr Tahl Kestin (Monash University), Professor Kathryn Williams (The University of Melbourne) and Associate Professor Harsh Suri (Deakin University) 

Sustainability in Learning and Teaching: Making it Happen offers three essential perspectives on why a focus on sustainability must be central for higher education institutions, and how this focus on sustainability can be embedded into learning and teaching. To be shared in the webinar will be guiding resources, practical strategies and concrete examples. The webinar will bring together insights borne of major projects and of extensive practice of effecting change at both institutional and disciplinary levels. With the need for work towards a more sustainable planet growing ever more urgent, the webinar will offer a powerful, practical opportunity to reflect upon our roles and potential as educators to support a more sustainable future. 

The Sustainable Development Goals in Higher Education
Dr Tahl Kestin (Monash University): 

Integrating Sustainability in Science Curricula 
Professor Kathryn Williams (University of Melbourne)

Integrating Sustainability in Mainstream Business Curricula
Associate Professor Harsh Suri (Deakin University)

Further information: https://www.herdsa.org.au/content/herdsa-webinar-series

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Webinar on The Models of Engaged Learning and Teaching: Forging connections
2nd December, 2.30-3.30 pm Adelaide time (4:00- 5.00 am Coordinated Universal Time-UTC)

Dear Colleagues

In a time when connecting with colleagues within our institutions, interstate and overseas has been challenging, join us for a webinar that discusses the Models of Engaged Learning and Teaching (MELT) and focuses on forging connections. Collegial connections, cross-disciplinary connections and those connections that enable our students to see the forest of their learning, not just all the individual trees.
We will consider the nature of the MELT family of models and especially how they may work in concert. To achieve this we will hear from authors of some of the better known MELT, such as the Work Skill Development framework (JCU), the Optimising Problem Solving framework (Uni Adelaide) as well as more recent additions like the Digital Skills Development framework (Monash Uni).
Date: 2nd December

Time: 2.30-3.30pm Adelaide time (CDT). That’s 3pm Eastern Australian Daylight Time, 4:00 am Coordinated Universal Time, UTC
Platform: Zoom

All the above models have been published separately and are also in the Open Access MELT book. You might want to browse the book in advance of the webinar https://link.springer.com/book/10.1007/978-981-15-2683-1
See also www.melt.edu.au

I hope to see you on Zoom!
John

Further information: Register and further details: https://adelaide.zoom.us/meeting/register/tZUrfu-vrzIrHNPZMslD6ogQ37wW6m...

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Virtual AAIR Annual Forum
8–9 December 2020 (12noon –4pm AEDT)
 
For the first time in history, the Australasian Association for Institutional Research Annual Forum will be hosted completely online at a heavily reduced cost.
 
Theme: It’s not all Zoom and Gloom: Let AAIR lift you up by sharing our experiences
 
We have presenters from universities around the region, as well as government officials in our program. Our presenters will be talk in the areas of:
Load management and planning
Government reporting
Surveys and evaluation
Business intelligence and analytics
 
The line-up will include:
Andrew Herd from DESE, talking about the job-ready graduates package.
Lisa Bolton from the Social Research Centre talking about The impact of COVID-19 on the student experience.
Maureen Wood and Wayne Shippley from DESE will be discussing TCSI reporting.
 
And much more!

For more information about our program, speakers and the Forum, please visit our AAIR Forum webpage.
 
We are only asking for the cost of an annual membership (which will also give membership until the end of 2021) to attend. This is a members-only event and is free for AAIR members to attend. If you are not an AAIR member, simply sign up for a 2021 membership and you can ATTEND FOR FREE.
 
To register: Register here (eventsair.com)

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Empowering learners for the age of AI Australian conference
10th-11th December

Empowering Learners for the Age of AI is a free, national online conference, mixing national keynote talks with local meetings in different states. We warmly welcome you to join this public conversation on how Australia can equip its citizens to engage productively with societal infrastructure powered by data, analytics and Artificial Intelligence.

Further information: https://www.empoweringlearners.ai/

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IJSaP Call for Submission Proposals Special Section: Partnership in Fostering Socially-Just Pedagogies
1 February 2021

The relationship between student partnership and power is being continuously negotiated and navigated in our learning spaces. Particularly now, as many navigate the context of a pandemic, the conditions under which power is defined, mobilized, and contested matters to how students and faculty/staff move through these circumstances and beyond.

As protest movements, such as Idle No More, #RhodesMustFall, #FeesMustFall, and Black Lives Matter have demonstrated, learning and teaching spaces must reflect and act upon the critical work necessary to address structural inequalities, racism, and colonial ways of being and acting.

Examining the relationship between partnership and power in learning and teaching spaces is critical to our collective effort to be more inclusive, and to foster belonging in higher education. By making space for different knowledges and alternative ways of being and acting in learning, opportunity is created to explore different traditions of knowledge emerging from distinct sites of practice, such as from within communities where students live and learn, and from various disciplines within university settings. Partnership creates the space to recognise and include knowledge generated outside the academic institution, allowing students and other participants to appreciate the contested nature of knowledge. Partnership also enables a different pedagogical model to emerge, one that seeks to upend the traditional power dynamics such as operate in didactic lectures. This is particularly important, as consideration is given to including and making space for Indigenous knowledge systems, anti-racist, and decolonized curricula.

This special section of IJSaP seeks to explore the varied ways partnership and power intersect, overlap and work together and will offer conceptual and practical insights relevant in our overarching effort to promote learning, success and in advancing the notion of partnership.

We particularly encourage submission proposals that speak to one or more of the following framing questions:

● How does partnership influence efforts to adopt more socially-just pedagogical practices in learning environments, including in a time of pandemic?
● How does partnership influence efforts to build a community of practice, and an ethic of care, that is framed around inclusion?
● How can student partnership continue to facilitate the necessary processes of decolonization and reconciliation in our university learning spaces?
● How can student partnership (re)create a space of belonging in the physical or virtual classroom?
● How can partnership, particularly in a time of a global pandemic, open-up new ways of thinking, learning, and working in contemporary higher education that speak to resolving inequalities, fostering anti-racist and decolonizing curricula and pedagogies?
● How can exploring the intersection of partnerships and power advance disciplinary and/or community knowledges?

IJSaP welcomes contributions from a range of scholars/students/practitioners/teams and a broad range of genres. Paper proposals in the form of reflective essays, case studies, research articles (including empirical and conceptual articles and literature reviews), opinion pieces, and beyond are welcome. The editorial team welcomes contributions that disrupt dominant ways of knowing and engaging in academic knowledge production and would like to encourage submissions from traditionally underrepresented voices.

We encourage submission of a 250-300 words proposal by 1 February 2021 - via the linked form: https://forms.gle/jmuVo717wFKHXjwd9 - outlining your proposed submission (emphasizing how it relates to the special issue’s topic, the literature upon which you will draw, and your intended genre as appropriate). The editorial team will provide brief feedback and an indication if the proposed paper will be invited to form part of full paper submission that will be due 16 August 2021.

All manuscripts will go through a full IJSaP review process once they are submitted.

Submission Proposals due 1 February 2021 | Manuscripts due 16 August 2021 | Anticipated publication May 2022

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IJAD - Issue 25:4

The international journal for academic development, IJAD, has recently come out with a new issue, 25:4.

Editorial:
25 years of accomplishments and challenges in academic development – where to next? Bolander Laksov, K., & Huijser, H.

Articles:
Caged (educational) birds: a hybrid metaphorical enquiry. Cunningham, C., & Mills, J.
Snapshots of selfhood: curating academic identity through visual autoethnography. Hunter, A.
Articulating and developing supervisory skills through collaborative action research. Macfadyen, A., English, C., & Coates, M.
Comprehensive assessment for teaching and learning centres: a field-tested planning model. Ellis, D. E., Brown, V. M., & Tse, C. T.
Seven principles for good practice in midterm student feedback. Taylor, R. L., Knorr, K., Ogrodnik, M., & Sinclair, P.
Imposter syndrome and the accidental academic: an autoethnographic account. Wilkinson, C.

Reflection on practice:
Academic diversity and its implications for teaching and learning. Hosein, A., & Rao, N.

Book Review:
Write more, publish more, stress less!: five key principles for a creative and sustainable scholarly practice. Sharon Chang

Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors, Word template, and other relevant information can be found on the IJSaP homepage: https://mulpress.mcmaster.ca/ijsap

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New online first articles in Higher Education Research and Development

The impact of values congruity on underrepresented minority (URM) graduate student psychosocial functioning, Alexandria N. Miller & Susan M. Orsillo, https://doi.org/10.1080/07294360.2020.1845618

What do undergraduate students understand by excellent teaching? Mike Mimirinis, https://doi.org/10.1080/07294360.2020.1847048

Conceptions of excellent teaching: a phenomenographic study of winners of awards for teaching excellence, Tracy X. P. Zou, Gary Harfitt, David Carless & Christine S. T. Chiu, https://doi.org/10.1080/07294360.2020.1842337

Paying the piper: the governance of vice-chancellors’ remuneration in Australian and UK universities, Rebecca Boden & Julie Rowlands, https://doi.org/10.1080/07294360.2020.1841741

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