* Call for nominations for HERDSA President
* HERDSA SoTL SIG - February meeting - This Friday!
* HERDSA Webinar: From Classroom Innovation to Scholarly Insight: A Journey through the 5C’s of SoTL Research in Teaching and Learning
* HERDSA Webinar - Indigenous Relationality as an Antidote to Neoliberalism: Making a case for relationships-first pedagogy in higher education
* HERDSA Webinar: What is Talking about Teaching and Learning (TATAL)?
* HERDSA ACT Branch Workshop for Educational Developers and Academics
* Research Thinking for Responsive Teaching: Open Access Book and webinar series
* Call for proposals: The Role of Case Clinics in Systems Convening and Social Learning Spaces
* CRADLE Seminar Series: Measuring feedback literacy & feedback in doctoral studies
* HERD is inviting short Comment and Discussion pieces on topical HE issues
* Research Participation : Creating Ethical Mindedness and Ethical Imagination in Professions Education

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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Call for nominations for HERDSA President
1st March 2024

Nominations for the position of HERDSA President are now open. The position of HERDSA President requires a three year commitment. For the first year, beginning at the 2024 conference in July, the successful candidate serves as President-elect. This one-year position enables the full induction of the incoming president into the current practices and systems of the Society before the full role of President is assumed at the conclusion of the 2025 conference in July.

The President of HERDSA is an important voluntary role which has major responsibility for governance of the Society and effective leadership of the Executive Committee. The role includes strategic guidance of the various Executive portfolios (Secretariat, Publications, Professional Learning, Networks, Communications, Memberships), chairing of Executive meetings and oversight of the various society activities. The President represents HERDSA at international and national forums and liaises with senior leaders. The nurturing of collaborative alliances with government authorities and other higher education societies forms a further part of the role.

HERDSA is seeking an individual who has a strong association with the Society, experience in leadership and effective communication skills. An understanding of higher education and its development is an advantage. Sponsorship from the candidate’s institution is recommended, as the position requires considerable time commitment and requires a dedicated leader who takes strong responsibility for the role. Potential candidates are welcome to speak with the current President Professor Kogi Naidoo. (office@herdsa.org.au)

The nominee, proposer and seconder must be HERDSA members.

If more than one nomination is received, an election will be held.

The current President Professor Kogi Naidoo is eligible to serve another term as President.

The Nomination Form can be requested from HERDSA by emailing office@herdsa.org.au.

Nominations should be in the following format.
• Name, Email and signature of Nominee
• Name, Email and signature of Proposer
• Name, Email and signature of Seconder

The nominee should also provide a single page statement outlining:
• Name, role and institutional affiliation
• Short biography (100 words maximum)
• Personal statement

Please forward to office@herdsa.org.au by 6 March, 2024

Further information: office@herdsa.org.au

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HERDSA SoTL SIG - February meeting - This Friday!
16 February 2024, 12.00-1.00pm AEDT (11.00-12.00pm AEST)

In this week's SIG, we'll continue exploring your areas of interest in SoTL. If you attended last month's meeting, we look forward to continuing the discussions with you. If you missed the previous meeting, we warmly welcome you to join us this time to brainstorm some ideas together. Our aim for the upcoming meeting is to formulate a researchable question based on these ideas. So, don’t miss out on this week's preparation activities!

Register here: https://unisq.zoom.us/meeting/register/tZMpduuqqT8oE9eNBtwMqrc7Bvim1eNqfKsj
Stay up-to-date in our LinkedIn group: https://www.linkedin.com/groups/14343410/

Further information: herdsa.sotl.sig@gmail.com

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HERDSA Webinar: From Classroom Innovation to Scholarly Insight: A Journey through the 5C’s of SoTL Research in Teaching and Learning
Friday 16th Feb 2024 - 12.00 AEST

Join us for an interactive workshop where we'll guide you through the 5C’s - Common Ground, Complication, Concern, Course of Action, and Contribution - to help you conceptualize, develop, and potentially publish your Scholarship of Teaching and Learning (SoTL) research project. Whether you're exploring innovative practices, addressing identified challenges, seeking improvement, or delving into student feedback and engagement, this session will empower you to contribute valuable insights to the educational community. Bring your ideas and ongoing projects, and let's workshop together on transforming your teaching endeavors into impactful research contributions
Presenters: A/Prof Dr Alice Brown and A/Prof Kwong Nui Sim

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

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HERDSA ACT Branch Workshop for Educational Developers and Academics
21 February, 12.00pm - 1.30pm

Workshop title:
Knowing, Being, Becoming: Effectuation Processes for Learning and Identity Development

Presenters:
Sarah Robinson, Associate Professor, Centre for Educational Development, Aarhus University, Denmark srobin@au.dk , GesaRuge, (FHERDSA), CQUniversityg.ruge@cqu.edu.au

Workshop description
Through three short reflective cycles, this workshop offers insights into how effectual processes of reflection and knowing oneself are critical for educators’ and students’ development of being and becoming resilient (Neergard et al., 2020; McCormack et al., 2023). Here we include the facilitation practice of TATAL - Talking about Teaching and Learning (Schonell et al., 2016) as a collaborative reflective practice. This is extended by the application of the change-maker model (Robinson, 2020) allowing participants to deepen their awareness of self and how to position themselves and their students as actively engaging in learning as process. Being able to articulate and reflect on these junctures and interactions allows us to move to the third cycle and project forward for how we want to create the future. In current times of change and transition, the qualities of reflective practice allow facilitators to open dialogue with congruence and empathy (Marschall et al., 2022; Schonwetter et al, 2020). Managing these emotions and recognizing that they in fact are part of significant learning experiences (Shepherd, 2004) must be facilitated by teaching designs, such as the change-maker model, that are both student-centered and allow for reflection and articulation by the learner and teacher (Robinson, Neergaard, Tanggaard & Krueger, 2016).

Sarah Robinson, an educational anthropologist and Associate Professor at the Center of Educational Development (CED) at Aarhus University has worked with educational development, curriculum and didactic design for over a decade. Sarah’s research in Entrepreneurship Education has led her to question the role of knowledge in the university. This work resulted in the change-maker model (Robinson, 2020) an innovative pedagogy designed to enhance learning as a process. The model can be used not only in professional development but also to inspire and design teaching to link academic knowledge with real life practices.  Sarah has a strong international track record of publications that includes an edited volume The Becoming University; Perspectives from Philosophy and Social Theory (eds.) (Bengtsen, Robinson and Shumar, 2021) Springer and co-authorship on Teacher Agency; An ecological approach Priestley, Biesta & Robinson; 2015).

Click here to join the meeting
Teams Meeting ID: 461 619 588 034
Passcode: DPNHLC

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HERDSA Webinar - Indigenous Relationality as an Antidote to Neoliberalism: Making a case for relationships-first pedagogy in higher education
Thursday 11th April 2024 4pm to 5pm (EST) 1pm to 2pm (WST)

Presenters: Associate Professor Rebecca Bennett and Associate Professor Bep Uink

Drawing upon practice and research within a university Aboriginal Centre and School of Indigenous Knowledge, this webinar invites attendees to engage with the challenge of over-regulation of learning and teaching in higher education, impacting both the student and the teacher experience. Centering Indigenous relationality allows us to work in ways that return to original methods and pedagogies encouraging knowledge-extension over knowledge-acquisition, and driving innovation, responsiveness, compassion, and flexibility which are key skills for work and citizenry in an uncertain future. Recognising that university systems are inherently settler colonial; we talk through case examples where we have managed to break the system of strict assessment policy and prescriptive pedagogies in favour of a Noongar approach. Evidence from student feedback demonstrates that all students, regardless of background, thrived in a subject that valued Indigenous ontological qualities of interpersonal communication, affect (emotion), learning from – and listening to – Country, and using one’s own learning as a yardstick for success. In this discussion we challenge educators to consider ways that breaking the system might foster impactful, long-lasting, transformational learning to support our future leaders and graduates to address the world’s complex problems.

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

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HERDSA Webinar: What is Talking about Teaching and Learning (TATAL)?
Wed 17th April, 2024 - 13.00 - 14.00 AEDT

What is Talking about Teaching and Learning (TATAL)? How does it work? What can participants get out of it? This webinar provides an overview of the TATAL initiative. Now in its 16th year, TATAL continues to help teachers, researchers, academic developers, administrators and institutional leaders (as well as others) engage in supportive, collegial discussions about teaching and learning in higher education. Find out more about TATAL in this HERDSA webinar.

Presenters: Robert Kennelly, Maria Northcote, Mei Li

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

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Research Thinking for Responsive Teaching: Open Access Book and webinar series
29th February '24

How can educators in schools and universities cope with the accelerating demands of teaching? We address this issue head on in our book, published open access by Springer on 1st Feb, ‘Research Thinking for Responsive Teaching: Research Skill Development with In-service and Preservice Educators’. The book has chapters written by authors from Australia, Canada, Indonesia and the USA: https://link.springer.com/book/9789819966783

We are running monthly webinars, with authors from 2 chapters at a time. First webinar comprises an interactive discussion on:
Ch 1: Teachers’ Research Thinking. Dr John Willison, University of Adelaide, Australia
Ch 8: Undergraduate Research for Preservice Teachers: Navigating its Rich Complexity and Novel Possibilities. Emeritus Professor Ruth Palmer, the College of New Jersey, USA

John will unpack the notion of teacher research thinking and Ruth will show how that plays out in USA undergraduate research.
9.30-10.30 am Thursday 29 February
11-12pm GMT Wednesday 28 February
6-7pm EST, USA Wednesday 28 February

Zoom link- https://adelaide.zoom.us/j/3016857223?pwd=T21KcXVFb1dsbDV3OE1WbDh1NFZtZz09
Password: 673374

See www.melt.edu.au

Further information: john.willison@adelaide.edu.au

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Call for proposals: The Role of Case Clinics in Systems Convening and Social Learning Spaces
February 29, 2024

The Journal for Research and Practice in College Teaching (https://journals.uc.edu/index.php/jrpct/index) invites contributions for a special issue on systems convening/social learning case clinics. In the spirit of social learning spaces, this Special Issue showcases the process of the Case Clinic in social learning spaces. In Communities of Practice Within and Across Organizations: A guidebook, Wenger-Trayner et al (2023) describe a Case Clinic as: “A member brings a real-life challenge to the community and members struggle with it together. Because it is triggered by a need emerging from practice, the Case Clinic is the quintessential social learning activity” (p. 145). A journal article based on a Case Clinic, or the alternative form of the Design Clinic, will be quite different from the usual journal call involving private author submission and peer review etc. These articles will be collaboratively created by the members of the Clinic. To find out more, please use the URL supplied to read more about the invitation and the process.

Further information: https://docs.google.com/document/d/1sL0UjFw8oWuoRC-P6-zOkIObGuO6_00pOzJ4...

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CRADLE Seminar Series: Measuring feedback literacy & feedback in doctoral studies
Monday 4 March 2024 2.00pm - 3.30pm (AEDT)

We are delighted to present two short talks offering insights from the CRADLE research theme: assessing for learning with CRADLE's Professor Phillip Dawson and Professor Margaret Bearman.

Measuring feedback literacy with Professor Phillip Dawson
Feedback literacy is the capability to engage productively in feedback processes. Since the resurgence of interest in feedback literacy following Carless & Boud’s 2018 paper, there has been several attempts to measure feedback literacy. But can feedback literacy really be quantified? And what does attempting to measure it tell us about feedback literacy? In this talk I will discuss what we have learned developing the Feedback Literacy Behaviour Scale, a free instrument we are currently using in the Australian Research Council funded project Feedback literacy for effective learning at university and beyond.

Feedback practices within PhD supervision with Professor Margaret Bearman
Professional and personal crises are common among doctoral candidates and experiences with feedback may be part of the problem. Feedback is a process that enables university students to gauge their progress, direct their learning and participate in academic debate. However, there is limited understanding of how feedback strategies support doctoral candidates. In this talk, I present the findings of a qualitative framework synthesis of 86 papers. The analysis, sensitised by sociomateriality and a dialogic, sense-making view of feedback, underscores the critical role that feedback plays in doctoral supervision. I draw conceptual insights and offer practical strategies, which can benefit candidates, supervisors and institutions.

This session will be held at Deakin Downtown, Level 12, Tower 2, 727 Collins Street, Docklands and online

Further information: https://blogs.deakin.edu.au/cradle/cradle-seminar-series-is-back-for-202...

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HERD is inviting short Comment and Discussion pieces on topical HE issues

HERD is now inviting Comment/Discussion papers on current issues in Higher Education research. Typically, these articles will not be empirical studies; rather, they will provide insightful discussion of topical issues and trends in the field of Higher Education. Conceptual, theoretical and reflective papers are also invited. The article is to be concisely written in a scholarly fashion with a 2500–3000 word count including references, formatted to match APA 7th style. Manuscripts will undergo an editorial review without anonymised peer review.

Review criteria
1. The article is relevant to and will engage an international higher education audience.
2. The article demonstrates respectful critique and/or comment on previously published HERD articles or areas of topical and timely interest in higher education.
3. The article is situated in the relevant literature.
4. The article is succinct and coherent.

See an example here: https://doi.org/10.1080/07294360.2024.2307929

Further information: herd.giles@gmail.com

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Research Participation : Creating Ethical Mindedness and Ethical Imagination in Professions Education

We are looking for participants to complete HERDSA funded research to explore the ethical mindedness and ethical imagination in the context of higher education. The research outcomes would help developing constructs of ethical- mindedness and ethical imagination. We welcome the leaders/administers of higher educational institutions and academics (i.e., teaching and/or research focused) to participate in online interviews (45-60 min). E-gift card (30 AUD$) will be given to each participant as a token of appreciation for your time and input upon interview conclusion.

Further information: research.projects@aib.edu.au

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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.