* New closing date: Call for nominations for HERDSA President
* HERDSA ACT Branch Workshop for Educational Developers and Academics
* 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)?
* Higher Education Research & Development, Vol. 43 No. 1 is now available online
* Research Thinking for Responsive Teaching: Open Access Book and webinar series
* TELAS Reviewer Certification Workshops
* CRADLE Seminar Series: Measuring feedback literacy & feedback in doctoral studies
* Deakin University Postgraduate Research (DUPR) scholarships with CRADLE - applications open now!
* Course offering from the Open Access Publishing Association: Foundations of Academic Peer Reviewing
* Social Learning Spaces, Communities of Practice, and Systems convening: A Conversation with Journal Editors and Authors
* CFC Experiential Learning in the Humanities Classroom
* Call for Papers: ZFHE 20/SH-KI
* Call for Reviewers 2024 - TESOL in Context
* 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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New closing date: Call for nominations for HERDSA President
6 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 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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Higher Education Research & Development, Vol. 43 No. 1 is now available online

Higher Education Research & Development, Vol. 43 No. 1 is now available from the HERDSA website at https://herdsa.org.au/higher-education-research-development-vol-43-no-1

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

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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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TELAS Reviewer Certification Workshops
Feb 29/Mar 1 OR April 12

The Technology Enhanced Learning Accreditation Standards (TELAS) are a set of internationally benchmarked standards designed to assess the quality of online learning, particularly in relation to the tertiary sector. They provide institutions with the means to assess and evaluate the affordances of their online learning environments and thereby guide quality enhancements.

Our workshop supports your knowledge of the standards and is the first step to being an accredited TELAS reviewer. Whether you are a learning designer and/or an academic, you will find these workshops informative and interactive.

Online: Feb 29/Mar 1 (2 half days)
OnCampus at USyd: April 12 (1 full day)

For fees and registration, go to - https://www.telas.edu.au/becoming-a-reviewer/workshops/

TELAS is an ASCILITE initiative.

Further information: https://www.telas.edu.au/becoming-a-reviewer/workshops/

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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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Deakin University Postgraduate Research (DUPR) scholarships with CRADLE - applications open now!
Expressions of Interest close 5pm, 4 March 2024

This is your opportunity to undertake a PhD with the Centre for Research in Assessment and Digital Learning (CRADLE). If you’re a domestic or international student specifically interested in the areas of assessment and/or digital learning in higher education, you can apply for a scholarship to undertake your research with CRADLE.

If successful, you will be awarded on a full-time basis, based at CRADLE’s Melbourne CBD location, Deakin Downtown. To be competitive for a scholarship, you should already have an H1, first class, or 80%+ grade in your previous studies, especially in the research thesis component, or equivalent demonstrated high quality research experience.
Our team of leading higher education researchers includes Alfred Deakin Professor David Boud, Professor Phillip Dawson, Professor Margaret Bearman, Professor Rola Ajjawi, and Dr Joanna Tai.

Potential topics for consideration include:
• Effective feedback for learning – including feedback literacy
• The implications of generative Artificial Intelligence for assessment and feedback in higher education
• Academic integrity and assessment security in online assessment
• Developing evaluative judgement
• The role of the social world in feedback and assessment (e.g. culture, relationships, emotions, and power)
• Digitally mediated learning from the university to the workplace
• Diversity and inclusion in assessment and feedback design and practice

Further information: https://blogs.deakin.edu.au/cradle/research-with-us/cradle-phd-scholarsh...

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Course offering from the Open Access Publishing Association: Foundations of Academic Peer Reviewing
4 March 2024

Building on the successful FOUNDATIONS OF ACADEMIC JOURNAL EDITING course, the Open Access Publishing Association (OAPA) is offering FOUNDATIONS OF ACADEMIC PEER REVIEWING, commencing 4 March 2024.

The 2024 course prospectus can be downloaded from https://open-publishing.org/learning

Foundations courses have 40 hours volume, across three modules, of learning, set at AQF8.
Time commitment per module (one module per month)
- 8-12 hours self-paced work
- 3-hour interactive workshop designed to discuss and apply the content for self-paced learning in the learning management system.

Participants can elect to complete an assessment task during the fourth month and gain a digital badge credential (Learning Vault) and Certificate of Completion.

The Open Access Publishing Association (OAPA) was established in 2023 to challenge the current model of publishing. Founding members of OAPA established the association in defiance of a pay-to-publish and pay-to-read model in favour of open science. OAPA has designed a sustainable model of hosting open access publications by providing high quality education opportunities in the areas of editing and reviewing, as well as hosting seminars on high-interest topics, led by high-reputation academics.

For information about OAPA: About OAPA https://open-publishing.org/about-us
OAPA learning programs: https://open-publishing.org/learning

You are welcome to contact Dr Jo-Anne Kelder (secretary@oapa.com.au) with your questions.

Further information: https://open-publishing.org/learning

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Social Learning Spaces, Communities of Practice, and Systems convening: A Conversation with Journal Editors and Authors
March 12, 2024, 4:00-5:00 p.m. USA EDT: Australian Wednesday March 13 EST 6-7am

Join your colleagues and collaborators for a conversation facilitated by Milton Cox and Jacquie McDonald, the guest editors of the recent special issue of the Journal on Excellence in College Teaching on “Leading, Facilitating, and Convening Educational Social Learning Spaces–Theory and Practice.”

Participating in this virtual discussion (via Zoom) will be U.S. and international authors who contributed to the special issue.

Those who register and attend the webinar will receive a complimentary pdf copy of the special issue after the event.

Register at the link: https://miamioh.zoom.us/meeting/register/tZwsfuutrzoiGN2Ol8uEWRj3pgJxgEk...

Further information: JECT@miamioh.edu

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CFC Experiential Learning in the Humanities Classroom
250-word abstract submission March 31

Many institutions are now promoting the use of experiential learning, which “emphasizes immediate personal experience” (Kolb 139) and encourages students to put theory into practice through observation, reflection, and application. How can Humanities educators go beyond work-study programs and internships, and incorporate authentic experiential learning in their classrooms?

This collection aims to provide research-based evidence demonstrating how experiential learning can be implemented in the Humanities and related fields. The editors are currently in conversation with Routledge about potential publication.

Full chapters will be approximately 5,000 words and should be ready for review by August 15. Please email for complete details.

Further information: kelsey.blair@concordia.ca

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Call for Papers: ZFHE 20/SH-KI
26. August 2024

Dear all,

a new call for papers has been published: Call for papers for special issue 20/SH-KI "Künstliche Intelligenz in der forschungsgeleiteten Hochschullehre". Editors: Tanja Jadin, Ortrun Gröblinger, Gerhard Brandhofer & Michael Raunig

Publication date: February 2025

We ask for publication on your platform.

Thanks and best regards,
Elisabeth Stadler

Further information: https://www.zfhe.at/index.php/zfhe/announcement/view/132

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Call for Reviewers 2024 - TESOL in Context

As part of our ongoing commitment to excellence in the field of TESOL/EAL, we would like to invite dedicated practitioners/scholars to join our journal as peer reviewers.

Published biannually, TESOL in Context has established itself as an internationally refereed, open access journal that caters to a diverse readership across all levels of education systems and aims to bridge the gap between theory and practice, contributing to the development of classroom expertise through the dissemination of current research and innovative thinking.

We are seeking reviewers who:
- share our passion for TESOL/EAL and have a keen interest in helping with the advancement of our journal;
- possess professional experience in teaching, research, or both AND/OR advanced degrees such as Master's and PhD (*Research students are also invited to join the reviewer pool);
- adhere to high ethical standards, maintain confidentiality about the manuscripts they review, and are objective and fair in their assessments; and
- commit to reviewing manuscripts within the specified deadlines (*The timeframe generally is around 3 weeks upon the acceptance of the review task).

If you are interested in joining our reviewer database, please fill out the Reviewer Register Form here: https://forms.gle/GBx4fprKWfHK47aLA Feel free to share this post with your network.

TESOL in Context website: https://ojs.deakin.edu.au/index.php/tesol/about

Further information: https://ojs.deakin.edu.au/index.php/tesol/announcement/view/37

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New online first articles in Higher Education Research and Development

Exploring the career expectations of domestic and international students in an emerging country context, Deniz Dirik & İnan Eryılmaz, https://doi.org/10.1080/07294360.2024.2307937

https://twitter.com/HERDJournal
https://www.linkedin.com/company/herdjournal

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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.