HERDSA Notices 02 June 2021

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* HERDSA Webinar: Academic Integrity in Online Assessment
* HERDSA conference 2021 - Student Voice (deadline extended)
* HERDSA Webinar series 2021
* Job Opportunity: Senior Learning Facilitator, Learning & Teaching Torrens University (Melb/Syd/Adl)
* Job Opportunity: Senior Lecturer - University of Technology Sydney
* Job Opportunity - La Trobe University - Senior Indigenous Educational Development Advisor
* Call for Students as Partners Roundtable hosts 2022 and 2023
* Invitation for Research Participation - Pandemic Pedagogy: Putting the Best Practices to the Test
* Are you a full time early to mid career (<10 years' experience) academic at an Australian university?
* Invitation for Research Participation – Perceptions of New Zealand academics of interdisciplinarity (REPOST)
* 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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HERDSA Webinar: Academic Integrity in Online Assessment
10 June 2021 11:00 am AWST/ 1:00pm AEST

Join the HERDSA WA Branch to hear from Dr Melissa Merchant, Dr Shannon Johnston, and Associate Professor Michelle Picard about academic integrity in online assessment. They will provide strategies and exemplars for preparing and supporting students and staff for online assessment that remains robust.

This free event is part of the HERDSA Webinar Series. See the website to register and for upcoming webinars as well.

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

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HERDSA conference 2021 - Student Voice (deadline extended)
June 14, 2021

Students are an important part of HERDSA conferences. For HERDSA 2021 we are seeking their input through video statements to be played during the conference. Please promote this to your students and encourage them to contribute. Follow the link to find out more and forward the link to your students. If you are a student you are welcome to contribute your voice too. You can forward the text below to your students.

HERDSA 2021 conference wants to hear student’s stories, ideas and opinions about higher education and your experiences in a short video. A selection of the video statements will be played during the HERDSA 2021 conference. The best video will receive a $250 book voucher kindly donated by Thomson Reuters. Students from any country, discipline and academic level are invited to submit a video. Follow this link https://conference.herdsa.org.au/2021/program/student-voices/ to read more details about submitting your video. Deadline to submit is 14th June, 2021.

Further information: Kerry Russo (kerry.russo@jcu.edu.au)

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HERDSA Webinar series 2021
June 18th 1-2pm AEST
Topic: An editor’s guide to publishing in HERD

Higher Education Research and Development (HERD) is a highly ranked international journal that publishes scholarly articles that make a significant and original contribution to the theory, practice or research of higher education. If you have ever wondered about what processes are used to select and publish articles in HERD, or if you would like to find out how you can become a reviewer in a higher education journal, then this is the workshop for you!

Please find all information on the HERDSA website at https://www.herdsa.org.au/content/herdsa-webinar-series. This is a free webinar and details for viewing are on the website.

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

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Higher Education Research & Development, Vol. 40 No. 4 is now available online

Higher Education Research & Development, Vol. 40 No. 4 is now available from the HERDSA website at https://www.herdsa.org.au/higher-education-research-development-vol-40-no-4

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

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Job Opportunity: Senior Learning Facilitator, Learning & Teaching Torrens University (Melb/Syd/Adl)
Applications open until 9th June (can be extended)

This position provides an opportunity to develop, lead and contribute to key operational learning and teaching initiatives as part of the expansion of the Centre for Learning, Teaching and Scholarship (CLTS). The role will work collaboratively with the CLTS team and the wider academic workforce to facilitate development and delivery of academic professional development and engagement initiatives and assist with the management of monitoring and reporting processes. In particular, we will be seeking this role to lead in the development of our academic quality initiative, designing, developing and driving cross-university interventions that impact directly on the student experience.

https://www.seek.com.au/job/52385864?type=standout#searchRequestToken=7b...

Further information: smorley@torrens.edu.au https://www.seek.com.au/job/52385864?type=standout#searchRequestToken=7b...

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Job Opportunity: Senior Lecturer - University of Technology Sydney
10 June

The Institute for Interactive Media and Learning at UTS is seeking a Senior Lecturer to join their Teaching and Curriculum Team. The successful applicant will be part of the IML Teaching and Curriculum Team (TACT), providing leadership, guidance and support for academics and faculties in addressing strategic priorities for learning and teaching. You will also lead and facilitate broader professional learning activities, including projects that will significantly change our approach to learning and teaching. The role includes providing leadership in course-led professional practice curriculum and engaging collaboratively with faculties and course teams on the design and development of student learning experiences and the evaluation and improvement of learning and teaching.

Further information: https://tinyurl.com/3p666774

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Job Opportunity - La Trobe University - Senior Indigenous Educational Development Advisor
Closes 13 June 2021

Senior Indigenous Educational Development Advisor
Job No.:561264
Work type: Continuing
• Full time, Continuing
• Location Independent
• $ 95,432.00 - $ 112,697.00 per annum plus up to 17% superannuation
Only Indigenous Australians are eligible to apply as this position is exempt under the Special Measure Provision, Section 12(1) of the Equal Opportunity Act 2011 (Vic).

The position of Senior Indigenous Educational Development Advisor sits within the Education Services Division, led by the Director, Education Services and under the portfolio of the Deputy Vice-Chancellor Education. In this role, the successful candidate will be responsible for but not limited to:
• Provide specialist advice to academic staff to build their capability to deliver high-quality learning experiences to students that embed Aboriginal and Torres Strait Islander knowledges and contexts using a range of strategies and technologies.
• Design and develop high quality, innovative curriculum approaches, based on contemporary pedagogically-sound theory and current learning design practices, which embed Aboriginal and Torres Strait Islander knowledges and contexts.
• Work in close collaboration with the Office of Indigenous Strategy and Education to promote Indigenous education across School and Colleges
• Facilitate collaboration on Indigenous academic development activities across the University, including through networks, learning communities and communities of practice.
• Through networked, cross team relationships with other Indigenous educators across the university, provide specialist advice to learning and teaching staff on cultural awareness and inclusive education
• Proactively manage and maintain currency of knowledge in one or more areas of education specialisation, such as Aboriginal and Torres Strait Islander knowledges, curriculum design, assessment, technology-enhanced learning, and practically apply learning theory to academic support.
• Collaborate with colleagues as part of a cross-functional team structure to ensure effective matrix support to academic staff and other key stakeholders.

Please click on this link for a full list of Benefits http://www.latrobe.edu.au/jobs/working/benefits

Position Enquiries: Prof Lisa Cary | Email: l.cary@latrobe.edu.au

Further information: For further enquiries on how to apply for this role, please contact Recruitment Partner Justin Bolton on +61 (03) 9479 1073

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Call for Students as Partners Roundtable hosts 2022 and 2023
1 July 2021

A wonderful opportunity to lead the conversation about partnership, hosting the Roundtable is both exciting and rewarding. Whether your university is well down the pathway or just coming to engage in student-staff partnerships, hosting the Roundtable will focus efforts and enhance local practices by bringing practitioners from across Australia to your doorstep. Expressions of interest (EOIs) close 1 July 2021.

Email Kelly Matthews on k.matthews1@uq.edu.au to access the guidelines for the short EOI submission.

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Invitation for Research Participation - Pandemic Pedagogy: Putting the Best Practices to the Test

Dear Colleagues,

The global COVID-19 pandemic greatly affected most post-secondary institutions’ typical operations. Faculty, students, and staff scrambled in response to emergency conditions, many attempting to salvage or complete an academic term. While the response to the pandemic varied widely throughout the world, one consistent aspect was the large-scale transition to online teaching and learning. Prior to the pandemic, only a small (but increasing) percentage of post-secondary courses were delivered online. The shift to remote teaching and learning was one of the most significant changes that higher education has witnessed in decades. As many instructors and students have experienced the 2020-21 academic year online, it has become evident that perhaps traditional online learning practices are not as effective in this context. In order to determine how online course delivery should be modified in an emergency, we need to learn what has been successful, and what has not, for instructors during the COVID-19 pandemic. The project invites people who taught during the 2020-2021 academic year to complete an online survey that what has and hasn’t worked online during the COVID-19 pandemic.

Your participation is voluntary and completely anonymous. If you choose to participate, please expect to spend approximately 20 minutes to complete this survey.

(LINK TO SURVEY: https://bit.ly/34y6CgZ)

Thank you for considering this request. If you agree to participate, please click on the link above to be directed to the survey. If you have any questions about this study, please do not hesitate to contact us.

If you have any ethical concerns about your participation in this research, you may also contact the Director, Research Ethics, Dalhousie University at (902) 494-1462, or email: ethics@dal.ca. If you do, you may cite our research project number 2021-5441.

Please direct questions or comments to: learningonlinestudy@gmail.com.

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Are you a full time early to mid career (<10 years' experience) academic at an Australian university?

We are looking for academics to participate in interviews about their experience of being an academic in Australia as part of a research project funded by CAULLT.

Thank you to all those who have already generally participated in the project over the last several months. At this stage, we are looking for full time academic staff with 10 years or less experience, working in academic roles in schools or faculties (ie not in central learning and teaching units). We are particularly hoping to recruit men, but please do get in touch if you're an early to mid career academic, regardless of gender. Interviews will take 60 to 90 minutes.

Further information is available at http://katedavis.info/projects/academic-archetypes-understanding-the-exp... or you can email christine.yates@deakin.edu.au to book an interview.

Further information: christine.yates@deakin.edu.au

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Invitation for Research Participation – Perceptions of New Zealand academics of interdisciplinarity (REPOST)

Dear Colleagues,

The academic literature suggests that there is a growing need for inter- and transdisciplinary approaches to address complex contemporary challenges, such as climate change, poverty, equity and many more. And yet other literature suggests that Universities are not yet fully embracing such approaches.

This project invites academics in New Zealand to reflect on the exent to which there are barriers to interdisciplinarity in the academy, and to provide guidance for early career academics in embracing interdisciplinarity. Your participation is voluntary and completely anonymous for this first stage survey. If you choose to participate, please expect to spend approximately 10-20 minutes to complete this survey:

https://aut.au1.qualtrics.com/jfe/form/SV_72kGpG8u4766p5s

Thank you for considering this request. If you agree to participate in this first stage, you can click on the above link to be directed to the survey and receive more information. If you are eligible to be included in the second phase of the study, you will be advised at the end of the survey.

This research is part of a Masters degree in Educational Leadership. If you have any questions about this study, please do not hesitate to contact the student, Associate Professor Andy Connor (andrew.connor@aut.ac.nz) or the primary supervisor, Professor Jane Gilbert (jane.gilbert@aut.ac.nz).

This research was approved by the AUT Ethics Committee on 14th April 2021 and assigned reference 21/75.

I would appreciate this invitation being shared widely through the NZ academic community.

Many thanks,
Andy

Further information: https://aut.au1.qualtrics.com/jfe/form/SV_72kGpG8u4766p5s

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New online first articles in Higher Education Research and Development

To teach or not to teach? Junior academics and the teaching-research relationship, Javier Cenamor, https://doi.org/10.1080/07294360.2021.1933395

Creation and validation of the Questionnaire on Attitudes towards Disability in Higher Education (QAD-HE) in Latin America, Virginia Fuentes, Javier Pérez-Padilla, Yolanda de la Fuente & María Aranda, https://doi.org/10.1080/07294360.2021.1927997

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