The webinar will share some of my more affective experiences of human connection through on campus, on country and online cultural mentoring to support Indigenous Australian cultural competence. I will speak from my reflections on the curious ways of working when on one shoreline I feel deeply drawn towards Indigenous pedagogies and research methods, and in my own doctoral research, whilst on the other I experience intellectual shame risking cultural protocols and insensitivity.

There have always been discipline based academics whose passion has been education rather than research.  The contribution and commitment of these faculty, while often valued within their own department, has largely gone unrecognised at an institutional level in absence of clear guidelines and a national policy.  However, this is slowly changing.  More and more institutions now have teaching/education focused academics  engaging in scholarship, accessing professional development opportunities and with career progression akin to those with traditional teaching and research work portfolios.

Quality Indicators for Learning and Teaching (QILT) includes four national surveys across the higher education student life cycle.  The Student Outcomes Survey (SES) which looks at the experience of current commencing and completing, undergraduate and postgraduate coursework students, the Graduate Outcomes Survey (GOS) which looks at graduate outcomes 4-6 months after course completion, the GOS-Longitudinal (GOS-L) which follows up GOS respondents about three years later and the Employer Satisfaction Survey (ESS) which looks at data from the supervisors of GOS respondents.  For this webinar

This will be an interactive, free-form activity that includes facilitation of skills in yarning, and some background about the practice of yarning. During the session you will engage in yarning, and reflect on this as a way of learning about self and others, in research and teaching. The outcome will be an understanding of a different way of knowing, and a new way of sharing practice.

Presenters Dr Denise Wood (facilitator) and Mr Lloyd Dolan (key presenter)

In this webinar, the Research Team of HERDSA Hong Kong Branch will share their recent works on promoting student-staff partnership and developing student agency in Hong Kong. Research findings from over 230 students in seven universities will be shared to stimulate discussion on factors to develop student agency in higher education.

It is widely known that the activation of student learning and engagement has a positive correlation to student success, motivation, persistence, and course completion.  Yet, there is still limited guidance for academic staff seeking knowledge related to learning and teaching, pedagogical design and strategies to afford types of engagement, all of which are critical to improving students’ learning experiences and outcomes.

Student preparation for in-class practical experiences enables students to confidently and competently apply theory to practical activities. Despite developing quality preparatory resources, most students were choosing not to engage. Associate Professor Jennifer Wilson therefore repackaged the resources into a series of gamified, online, adaptive, laboratory preparatory modules (GOAL-PMs) to successfully increase student engagement, satisfaction and learning in her Biochemistry course laboratory sessions as measured by system metrics, student survey and focus groups.

Science is well known as a creative endeavour, with the generation of new ideas requiring inspiration and imaginative engagement. Activities that encourage divergent/imaginative thinking such as the creation of aesthetic/transformative materials can not only help students develop their own creativity, but also help them learn the content. Despite the well-known benefits of fostering creativity, students in the sciences rarely get the opportunity to develop or demonstrate this in assessment.

Join HERDSA Victoria Branch for an interactive session where we will be modelling synchronous dual delivery with both on-campus and remote participants. We’ll be sharing lived experiences of teaching in this format, exploring how it is evolving and discussing what works and what doesn’t.

This hands-on session will be facilitated on-campus by Darci Taylor (Deakin University - Geelong Waterfront Campus) and remotely by Puspha Sinnayah (Victoria University).

Advancing Scholarship and Research in Higher Education (ASRHE) is a new journal in the HERDSA stable. The purpose of the journal is to progress learning and teaching in higher education by advancing scholarship and research. As such, it invites both complete research and research in progress articles on higher education.  

 In the first half of this webinar, we will talk about three of the journal’s characteristics:   

- Research in progress article category; 
- Creative modes of dissemination of research; 
- Group-based peer review process;