Higher Education Research and Development Society of Australasia
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* HERDSA Connect: Assessment integrity is a design problem before it is a technology problem
* HERDSA SoTL SIG -- This Friday! -- Working with Students as Partners in SoTL: How to Start, Navigate, and Grow a Project
* Please join us for this upcoming event - Moving through the 5C's for developing and refining SoTL research projects
* Call for nominations: 2026 HERDSA TERNZ Research Medal
* Australasian Symposium on Assessment Literacies in the Age of Gen AI: Navigating a Wicked Problem
* From Teaching Story to Scholarly Impact: Unlocking Module 6 of the HERDSA SoTL Modules
* Findings from a University-wide Pilot of Competency Grading
* CRADLE Seminar Series: ‘Assessment Design Toolkit – Embedding inclusion and security’
* CSHE guide on improving exams
* Join the JANZSSA Editorial Team: EOIs Now Open
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
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HERDSA Connect: Assessment integrity is a design problem before it is a technology problem
Janelle Wheat, 14 October 2026
Credible assessment in the age of AI has been termed a wicked problem, but Janelle proposes a simple formula to think about how we can tackle it...
Read more: https://herdsa.org.au/herdsa-connect/assessment-integrity-design-problem...
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HERDSA SoTL SIG -- This Friday! -- Working with Students as Partners in SoTL: How to Start, Navigate, and Grow a Project
Friday 16 October 2026 - 12–1pm AEDT (NSW) | 11am–12pm AEST (QLD)
Join us for our October SIG to learn more about starting your SoTL with Student as Partnership Projects
How can working with students as partners become a starting point for the Scholarship of Teaching and Learning (SoTL)? This interactive session will explore practical experiences of developing student partnerships and the opportunities they create for inquiry, reflection and learning.
Drawing on examples from their work, Dr Gee Chong Ling and Natalie Howell will share how their projects began, how students became involved, how partnership dynamics were navigated, and what outcomes and learning emerged from collaboration between academics, students and third-space academics. The conversation will also explore how these experiences can inform a SoTL project, including when the work is still developing.
With opportunities to ask questions and reflect on their own contexts, participants will consider possible starting points for engaging students as partners (a structured 5 steps model will be shared to help with this). The session welcomes academics and third-space colleagues, particularly those new to SoTL or interested in beginning similar work.
Presenter: Dr Gee Chong Ling (UNSW) and Natalie Howell (UNSW, student partner)
Facilitator: Jennifer Sun (University of Sydney)
Register here: https://unisq.zoom.us/meeting/register/LCd16NSwTD2N9ecfXKWzOg
Register for one or all of our SIG sessions this year!
Further information: To stay connected, join our LinkedIn group: https://www.linkedin.com/groups/14343410/
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Please join us for this upcoming event - Moving through the 5C's for developing and refining SoTL research projects
Thursday October 29th - 11:30-12:30pm AEST (Queensland time)
Recognition of the value of the scholarship of teaching and learning (SoTL) has grown significantly over the past decade. Yet many tertiary educators are yet to engage with SoTL. This is concerning given that SoTL can contribute directly to improved teaching quality, student success, and career progression. This presentation introduces a SoTL facilitation and planning tool – the 5C's framework, which
helps in demystifying and serving as a catalyst for enabling the SoTL process and reduce some SoTL participation barriers.
Join Associate Professor Alice Brown (UniSQ, HERDSA Executive and SoTL Portfolio Lead) and Dr. Olga Kozar (Macquarie University) for this engaging and refreshed workshop exploring the 5C Formula for identifying and developing strong SoTL projects:
Concern
Common Ground (Context)
Crack in Knowledge (Complication)
Your Contribution
Course of Action
This practical framework will help you conceptualise and refine SoTL ideas with clarity and purpose. Whether you’re exploring innovative teaching practices, tackling persistent challenges, or engaging with student feedback, this session will empower you to select and design a high-impact SoTL project.
Bring your ideas and join the conversation!
This workshop is scheduled for Thursday October 29th - 11:30-12:30pm AEST (Queensland time)
Further information: Register here - https://bit.ly/3SwaQ51
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Call for nominations: 2026 HERDSA TERNZ Research Medal
01 November
The HERDSA TERNZ Research Medal recognises a team or individual who has contributed outstandingly to tertiary education research in New Zealand. This includes tertiary education research itself and/or service to tertiary education research.
Nominations have to be made by HERDSA members; however, eligible nominees are HERDSA members, academic developers, and/or active researchers in the field of tertiary education research. It is possible to self-nominate.
The awards panel seek the following information:
1/ Up to 300 words explaining the significance of the individual’s or team’s contribution(s) to tertiary education research in New Zealand
2/ Supporting evidence (e.g., links to relevant publications, testament, accolades and so forth).
See link below for nomination form.
Further information: https://herdsa.org.nz/awards/herdsa-ternz-research-medal
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Australasian Symposium on Assessment Literacies in the Age of Gen AI: Navigating a Wicked Problem
Wednesday, 11th November, 12.30 pm to 4.00pm (Australian Easter Daylightsaving Time)
This half-day online event, jointly hosted by the HERDSA Assessment Quality SIG and the ASCILITE Transforming Assessment SIG, explores assessment literacies in response to the wicked challenge of assessment in the age of Generative AI (GenAI).Keynote by A/Prof. Thomas Corbin (Deakin University) and plenary by Prof. Simon Sneddon (University of Northampton) along other speakers on the topic.
For full program details, local time zone conversion and free registration go to http://taw.fi/ASAL2026. Please register if you intend to attend the Symposium.
Feel free to email us, if you have any questions.
A/Prof Priya Khanna (UNSW University), priya.khanna@sydney.edu.au
Dr Thomas Wanner (Adelaide University), thomas.wanner@adelaide.edu.au
Further information: thomas.wanner@adelaide.edu.au
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From Teaching Story to Scholarly Impact: Unlocking Module 6 of the HERDSA SoTL Modules
Discover how theory can strengthen your Scholarship of Teaching and Learning practice in Module 6 of the HERDSA SoTL Modules. Designed for educators at any stage of their SoTL journey, this module makes theoretical frameworks approachable, practical, and relevant. It shows how theory can clarify your assumptions, sharpen your research questions, guide study design and analysis, and help you communicate why your findings matter. You will explore conceptual, theoretical, and analytical frameworks, see how they function in real SoTL projects, and consider which lenses best align with your own teaching and research interests. The module also addresses common concerns: Do I really need a framework? What if I am not a theorist? Is describing what happened enough? Through clear explanations, reflective activities, and optional resources, you can build confidence without getting lost in dense academic language. Whether you are developing a new inquiry, refining an existing project, or looking to increase the rigour and impact of your work, Module 6 offers practical guidance for making your thinking visible and coherent. Review Module 6 today to discover how the right framework can turn an interesting teaching story into a credible scholarly contribution and help you plan your next SoTL steps with greater purpose and confidence.
Looking forward to you joining us to dive in and explore SoTL together!
• The updated HERDSA SoTL Modules are free and a significant benefit for HERDSA financial members.
• For current HERDSA members - please access the redeveloped HERDSA SoTL Modules by logging into the MY DASHBOARD link on the HERDSA website.
Further information: Non HERDSA members please enquire at https://forms.office.com/r/qtb6nfxqAd
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Findings from a University-wide Pilot of Competency Grading
Friday 16 October 2026, 11.30 am NSW timezone
You are invited to a UOW Educational Excellence seminar that will feature Professor Elizabeth Angstmann from UNSW, presenting findings from a university-wide pilot of competency-based assessment involving 25 courses, 13 schools and more than 5,000 student enrolments. Elizabeth will cover the impact of competency-based grading on student learning, motivation, peer relationships and classroom culture across diverse disciplines and teaching contexts.
Further information: https://lt.uow.edu.au/hub/events/event-competency-grading-pilot
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CRADLE Seminar Series: ‘Assessment Design Toolkit – Embedding inclusion and security’
Wednesday 11 November – 2.00 pm to 3.30 pm (AEDT)
In an age of artificial intelligence, how might educators design assessments that balance inclusion and assurance of learning? Register now for CRADLE's seminar on Wednesday 11 November to learn about the Assessment Design Toolkit and discover how educators can take practical steps towards more inclusive and secure assessment.
Assessment can compound existing barriers for students from equity and historically under-represented backgrounds but, in recent years, diversified assessment formats and delivery modes have enhanced inclusivity and broadened opportunities for diverse cohorts to demonstrate their learning. However, the rapid emergence of artificial intelligence has intensified concerns about assessment security and assurance of learning. Such concerns have prompted renewed interest in traditional assessment approaches like in-person exams, potentially curtailing progress towards more inclusive assessment practices. This tension raises an important question: how can educators design assessment that considers both inclusion and assessment security?
To support educators in navigating this challenge, a small team from Deakin University (Dr Nicole Crawford, Sue Sharpe, A/Prof. Joanna Tai, Dr Paige Mahoney & Alcy Meehan) have developed an Assessment Design Toolkit. It’s designed to help educators balance inclusion and security when designing or redesigning secure assessments.
To learn more about the Toolkit, and how educators might design assessment for both inclusion and security, join us at 2.00 pm (AEDT) in person at Deakin Downtown or online.
Further information: https://cradle-seminar-assessment-design-toolkit.eventbrite.com.au/?aff=...
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CSHE guide on improving exams
When replacing examinations is not possible or feasible, substantial improvements can be made to examinations through thoughtful redesign. This recently published guide suggests practical, evidence-based strategies that can help educators avoid one or more common deficiencies in exam design and implementation.
The guide is organised around four main themes: 1) ensuring validity and reliability; 2) enhancing authenticity and real-world relevance; 3) promoting fairness and equity; and 4) reducing unnecessary stress and anxiety. Read the guide.
Further information: https://melbourne-cshe.unimelb.edu.au/resources/topics/assessment-and-fe...
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Join the JANZSSA Editorial Team: EOIs Now Open
The Journal of the Australian and New Zealand Student Services Association (JANZSSA) is currently seeking Expressions of Interest for Editorial Board members, reviewers, and a Voices From the Field editorial team member.
JANZSSA welcomes EOIs from practitioners and academics for all roles, and no specialist editorial experience or knowledge is required.
Applications close Friday 6 November 2026.
Further information: https://janzssa.scholasticahq.com/post/4210-join-the-janzssa-editorial-t...
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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.
