HERDSA Notices 13 February 2019

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* Call for Reviewers: HERDSA Conference 2019
* Reminder - EOI Editor Research & Development in HE
* USQ Salon - Embedding Aboriginal and Torres Strait Islander History, Perspectives and Ways of Knowing in Curriculum & Assessment
* Job opportunities at Murdoch University: Deans, Academic Operations and Deans, Learning and Teaching
* Director - Integrated Marine Observing System
* Pedagogy for Higher Education Large Classes: Symposium co located with the Higher Education Advances Conference June 2019
* International Students as Partners Institute comes to Australia
* New online first articles in Higher Education Research and Development

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Call for Reviewers: HERDSA Conference 2019
Conference July 2-5 2019

The 2019 HERDSA Conference is rapidly approaching and we look forward to seeing you in Auckland from 2-5 July 2019. See: https://www.herdsa2019.auckland.ac.nz/ 
The submission of abstracts is underway and we want to ensure that the programme will be of high quality and relevant for delegates. So we invite the HERDSA community to share your expertise within the submission reviewing process. If you are willing to act as a reviewer of abstracts please contact Jennie Billot at jbillot@aut.ac.nz who will send you the link to register as a reviewer.

Further information: https://www.herdsa2019.auckland.ac.nz/


Reminder - EOI Editor Research & Development in HE
Monday 22nd February 2019

The HERDSA Executive has decided to discontinue the full-paper option for the annual HERDSA Conference. Previously, the accepted full-papers have been published as Research and Development in Higher Education (RDHE). The Executive has decided to change RDHE by making a call for full papers developed from accepted and presented abstracts from the Annual HERDSA conference and related to the Conference theme. The papers will go through a similar peer-review process as used by RDHE editors in the past. An example can be viewed at http://conference.herdsa.org.au/2016/refereed.html. Previous volumes of RDHE can be viewed at http://www.herdsa.org.au/publications/conference_proceedings. 

The HERDSA Executive is now seeking Expressions of Interest (EOI) from a current member/s to take on the role of Editor for Research and Development in Higher Education, Next generation Higher Education: Challenges, Changes and Opportunities, Vol 42. (2019 Conference).

The editor will establish a voluntary editorial team which will be responsible for managing the call for submissions, developing and managing the review process, and finalising the formatting of the papers in consultation with the Publications portfolio of the HERDSA Executive. The Editor will become an Officer of HERDSA for the duration of the editorial process.

Expressions of Interest (two-page maximum) should include: name and contact details, brief CV, previous/current editorial experience, and, if it is a team application, how the members will work together to meet the timelines. This EOI is intended to apply to Vol 42 only, although subsequent application may be made for Vol 43 (2020 conference).

Please send your EOI to office@herdsa.org.au by Monday 22nd February 2019.

Further information: agoody56@gmail.com


USQ Salon - Embedding Aboriginal and Torres Strait Islander History, Perspectives and Ways of Knowing in Curriculum & Assessment
26 February 2019 - Free & online

When we share Indigenous knowledges in a space of respect, we bring life to Aboriginal and Torres Strait Islander community narratives and portray so well the customs, beliefs histories and values of our old people. Within these spaces of sharing in the classroom we enable a fostering of cross cultural respect and spaces promoting Cultural Safety. Cultural Safety and safe spaces within the classroom environment are essential to creating genuine sharing and understanding for both students and staff. These are prevailing tenets in successfully negotiating methods of course design and teaching that can position Indigenous voices and knowledges in relatable and relevant contexts within the broader curriculum.

Environments of Cultural Safety demonstrate how an awareness of one’s own personal power within all interactions can create a safer space for people who may feel more vulnerable. Re-imagining curriculum in higher education that privileges the Australian Indigenous voice and Aboriginal and Torres Strait Islander perspectives thus provides an Indigenous standpoint and world-view. Through Aboriginal and Torres Strait Islander ways of being and ways of knowing grounded in the ethical behaviours of respect, responsibility and reciprocity, we create a classroom that has a true sense of sharing enabling our students to empower their voices from their own cultural and social perspective.

Dr Sadie Heckenberg
Coordinator Indigenous Higher Education Pathways Program, 
College for Indigenous Studies, Education and Research

Dr. Sadie Heckenberg is the Coordinator of the Indigenous Higher Education Pathways Program and a Lecturer in the College for Indigenous Studies, Education and Research at the University of Southern Queensland. A Wiradjuri woman, Sadie holds ministerial appointment on the Higher Education Standards Panel, was the 2016-2018 the President of the National Aboriginal and Torres Strait Islander Postgraduate Association and a founding member of the TEQSA Student Expert Panel (2018). A 2014 Fulbright Scholar, Sadie has been a Columbia University Oral History Institute Summer Fellow (2017), a NLA Norman McCann Summer Scholar (2017) and held a Confucius China Studies Program Young Leaders Fellowship (2016). In 2018 Sadie completed a PhD in Indigenous Oral History at Swinburne University of Technology focusing on Indigenous methodologies, Cultural Safety and protecting Indigenous spoken knowledge. Sadie is part of a successful cross-institutional team awarded a 2019 ARC Discovery Tracking Three Significant Songlines of Country.

Further information: https://www.usq.edu.au/library/usq-libraries/events/2019/02/usqsalon-hec...


Job opportunities at Murdoch University: Deans, Academic Operations and Deans, Learning and Teaching
6 March 2019

Deans, Academic Operations and Deans, Learning and Teaching
To support Murdoch’s new academic structure, the university is seeking applications from experienced leaders in higher education. The positions will provide strategic leadership within the University and support the College PVC in the development and implementation of the College Plan.

Dean Academic Operations (two positions)
For a preliminary discussion about these positions, contact Professor Romy Lawson, Provost, +61 8 9360 7614, R.Lawson@murdoch.edu.au

Dean Learning and Teaching (two positions)
For a preliminary discussion about these positions, contact Professor Kylie Readman, Pro Vice Chancellor – Education, +61 8 9360 7332, Kylie.Readman@murdoch.edu.au


Director - Integrated Marine Observing System
Closing date 11 March 2019

The Integrated Marine Observing System (IMOS) is a national collaborative research infrastructure, supported by the Australian Government to undertake systematic observing of Australia’s marine environment. These observations produce data streams that are accessible via the Australian Ocean Data Network (AODN) by researchers, governments and industry in Australia and internationally.

The Director IMOS leads the development of long-term strategy in consultation with the IMOS Board and the marine and climate science community. In addition, the Director manages and negotiates high-level strategic relationships with universities, research institutes, governments, marine industries and independent collaborators, actively promotes the use of IMOS data streams and sits on national and international committees. The Director enhances organisational strength and financial viability and drives a positive, inclusive and high-performing team culture.

This position is ideally suited to a highly strategic, creative and visionary leader with demonstrated success in leading large-scale collaborative programs in marine science and/or major scientific infrastructure facilities. Sophisticated interpersonal skills, high energy and passion for excellence, as well as superior negotiation skills and the capacity to manage change, drive new relationships and influence policy are essential for success.

The position is based at the Institute of Marine and Antarctic Studies, part of the University of Tasmania, on the Hobart Waterfront. The initial contract term is five years.

Further information: please contact Jandy Godfrey on +61 (0)408 039 833 or email Jandy.Godfrey@utas.edu.au.


Pedagogy for Higher Education Large Classes: Symposium co located with the Higher Education Advances Conference June 2019
Papers should be submitted on this Google Form by 18th March 2019 @ 17:00 GMT

The trend towards massification in higher education has resulted inter alia in the proliferation of large classes. The purpose of this workshop is to move the emphasis away from the contested term ‘large’ class and move instead to focusing on the nature of teaching, learning and assessment in this context regardless of what is perceived as ‘large’ in order to identify pedagogical and assessment possibilities which are appropriate for large classes and which maximise student learning, engagement and participation in that context. The Pedagogy for Higher Education Large Classes (PHELC)website provides all information relating to the content and structure of the workshop.

Further information: https://sites.google.com/dcu.ie/phelc


International Students as Partners Institute comes to Australia

The fourth ‘International Students as Partners Institute (ISaPI)* in Learning and Teaching in Higher Education’ will be hosted by the University of Adelaide, Australia in association with McMaster University, Canada from 10-12 July 2019. The Transforming Futures: International Perspectives on Research Based Education Conference* will also be held at the University from 14-16 July. There is a discount if you participate in both events. Please pass this message on to any colleagues you think may be interested.

The overall aim of ISaPI is to build the capacity and understanding of faculty, staff, and students to develop, design, implement, and disseminate initiatives that promote the practice of students as partners in learning and teaching in higher education.

The first three ISaPIs were held at McMaster University, where it will return in 2020. Around 250 staff/faculty and students participated in roughly equal numbers. Here are some comments:
“Thanks for this most challenging and rewarding experience, a very inspiring three days! We very much appreciated both the balance between systematic impetus, drawing on the community present and focusing on our own issues.” 

“By far the most beneficial and enjoyable aspects … were the networking opportunities which led to collaboration and collective knowledge building. The international nature of these discussions really helped me to reconsider my assumptions about partnership.”

In 2019, staff and faculty are encouraged, where possible, to bring a student with them, or students to bring a member of staff/faculty with them to participate in a three-day interactive Students as Partners (SaP) workshop. Participants will be able to focus on aspects of SaP of most interest to them. The workshop will be run by a new team, so previous participants are encouraged to join us again.

Alternatively, teams of 4-6 faculty/staff and students (at least two of each) from an institution can apply to join a three-day Change Institute (similar to the Transforming Practice Program in Australia) at which they’ll develop a ‘students as partners’ initiative they plan to implement in the coming year. Details of projects undertaken in 2018 are available on the McMaster website.

The activities will be facilitated by a highly experienced international team of staff/faculty and students from Australia, Canada, and UK. 

One of the outcomes of the first ISaPI was the establishment of the International Journal for Students as Partners, which publishes research articles, case studies, reflective essays and opinion pieces. It is run, like ISaPI, by an international team of faculty/staff and students. Some of the editors will be at ISaPI19.

For further details and booking please go to: https://cvent.me/nG97q 

Key Dates & Deadlines
• 19 December 2018: Registration for Institute workshop opens on a first come, first served basis.
• 31 March 2019: Change Institute applications due (Apply Here!)
• End of April 2019: Change Institute teams notified of acceptance
• 23 June 2019: Registration closes
• 10-12 July 2019: Institute held in Adelaide

*Please note if viewing the ISaPI or Transforming Futures Conference websites on a smart phone the drop-down menu is available if you hit the button (three horizontal lines) in the top left-hand corner of the screen!


New online first articles in Higher Education Research and Development

Teaching and learning cultures in higher education: a mismatch in conceptions, Ornit Sagy, Yotam Hod & Yael Kali, https://doi.org/10.1080/07294360.2019.1576594

How universities can enhance student mental wellbeing: the student perspective, Chi Baik, Wendy Larcombe & Abi Brooker, https://doi.org/10.1080/07294360.2019.1576596

Facilitating graduate student and faculty member writing groups: experiences from a university in Japan, Todd James Allen, https://doi.org/10.1080/07294360.2019.1574721

A general framework for cultivating innovations in higher education curriculum, Christopher Bajada, Peter Kandlbinder & Rowan Trayler, https://doi.org/10.1080/07294360.2019.1572715

All this and more on the Higher Education Research and Development twitter feed at https://twitter.com/HERDJournal