HERDSA Notices 08 September 2021

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* HERDSA Webinar: Switching on the Creativity gene
* Seeking details of NCSEHE impact
* Virtual international conference - ISSOTL 2021 in Perth WA
* Expressions of interest for Board of Ako Aotearoa
* Call for papers in special issue: Innovation in Higher Education Assessment: Effects of the COVID-19 Pandemic
* 15th biennial conference of the Association for Academic Language & Learning (AALL)
* Request for help on a current research project
* Invitation to participate in research study on “Experiences of female academics during the pandemic”.
* Pre-recorded HERDSA conference presentations
* Analytic review of changing centres for teaching and learning
* Employability and Career Development: A White Paper for Australian and Chinese Employability Professionals
* New online first articles in Higher Education Research and Development

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HERDSA Webinar: Switching on the Creativity gene
Thursday 9th September 2021 12.00-1.00pm AEST

Want to harness your students’ creativity through online assessment? HERDSA state Branch chairs and friends invite you to join Presenters Natalie Colson, Mary-Ann Shuker and Louise Maddock as they share their sustained success in engaging students in co-creation in a large first year genetics course assessment. Thursday September 9, 12.00-1.00pm AEST. Please register at: https://www.herdsa.org.au/herdsa-webinar-series

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


Seeking details of NCSEHE impact
10th September

The National Centre for Student Equity in Higher Education is seeking your input into capturing the ‘hidden impacts’ of the Centre’s research, policy and practice work.

We are asking colleagues across the sector to complete a short google form (Link: https://forms.gle/9zj4hgVzHBWLtJBV8) that requests details of any impacts on the broad fields of equity policy, equity practice as well as teaching and learning within your institution.

We are particularly interested to hear about impacts that are difficult to measure or even anecdotal in nature (for example, perhaps a shift in language / understandings /behaviours that broadly relate to the equity work of the Centre). Perhaps the Centre has funded some research that has had impact (no matter how small) within your organisation.

Please note, summary dot points are fine as we need this information by 10th September (COB) for compilation – thank you so much in advance.

Further information: https://forms.gle/9zj4hgVzHBWLtJBV8


Virtual international conference - ISSOTL 2021 in Perth WA
Early bird rego 15 Sept; conference October 26-29

The International Society for the Scholarship of Teaching and Learning (ISSOTL) has chosen UWA as their co-hosts for the 2021 conference. Due to ongoing COVID19 travel restrictions, this year’s conference will be virtual with presentations live streamed from three different time zones across the globe.

The conference opening event will be a panel featuring senior executives from all five WA universities, discussing ways in which they managed to keep teaching, learning and SOTL sustainable and viable, particularly through the events of 2020. Day two will feature a keynote address from UWA academic Professor Anas Ghadouani, and Western Sydney University Professor Susan Page will provide the conference closing address.

We invite our colleagues to participate in this global higher education event.

Further information: issotl.com


Expressions of interest for Board of Ako Aotearoa
Applications due 30 September

Expressions of interest (EOI) are invited for upcoming positions on the Board of Ako Aotearoa, New Zealand’s National Centre for Tertiary Teaching Excellence. Ako Aotearoa was established in 2007 to enhance teaching and learning practices across the New Zealand tertiary education sector. Ako Aotearoa is hosted by Massey University. See www.ako.ac.nz and this video https://www.youtube.com/watch?v=BP3tgX04MNY for more information.
The next five years will be exciting and challenging for Ako Aotearoa as it contributes to major sector reforms and strategic priorities for quality teaching and ākonga/learner success under the Tertiary Education Strategy.
EOIs must be received by close of business Thursday 30 September 2021.
Please provide a cover letter outlining relative background and experience, a short curriculum vitae and the names and contact details of two appropriate referees who may be contacted with your agreement.

Further information: For enquiries on the EOI process and the Board’s work contact: J.Kerr@massey.ac.nz.


Call for papers in special issue: Innovation in Higher Education Assessment: Effects of the COVID-19 Pandemic
1 November 2021

The Journal of University Teaching and Learning Practice invites proposals for a Special Issue on “Innovation in Higher Education Assessment: Effects of the COVID-19 Pandemic”. The aim of this special issue is to expand the current scholarly literature on remote teaching arrangements brought about by COVID-19 in 2020 to explore the long term impact of the pandemic on the future of assessment in higher education. In this context, relevant topics may encompass academic development, employability, technology enhanced learning, academic integrity, and student support. The special issue editors especially welcome proposals that include global and interdisciplinary perspectives. For more information or to submit an abstract, please contact the lead editor Dr Andrew Kelly (andrew.kelly@ecu.edu.au).

Further information: https://ro.uow.edu.au/jutlp/latestnews.html


15th biennial conference of the Association for Academic Language & Learning (AALL)
17-19 November

The Association for Academic Language and Learning’s 15th Biennial Conference, hosted by Charles Darwin University, will be held online from November 17th to 19th 2021. The conference theme is Diversity, Distance, Digitalisation: Inclusive and supportive practices in Academic Language and Learning and presentations will engage with best practice and initiatives in supporting geographically, linguistically and culturally diverse students. The Association is also offering conference attendance scholarships to support conference attendance. For more information and to register for the conference, visit http://aallconference2021.cdu.edu.au

Further information: http://aallconference2021.cdu.edu.au


Request for help on a current research project

Dear Colleague

I am part of a multidisciplinary team of researchers based in Japan, Denmark, Spain and France who are working on a research project aimed at understand academic teaching staffs’ views on the (1) critical thinking skills/competencies they regard to be important to develop in their undergraduate and graduate students, (2) strategies and approaches academic teaching staff employ to promote the development of these critical thinking skills/competencies in the units/subjects they teach.

I am seeking your assistance in helping recruit participants  for this study. I would greatly appreciate it if you could complete a short online questionnaire which will take approximately 20 minutes to complete.

The online survey can be found here: https://acu.qualtrics.com/jfe/form/SV_agDAiO7TXmZ6qmG

Completion of the questionnaire is anonymous and confidential.

If you have any questions, please do not hesitate to email me at rachel.dryer@acu.edu.au

We are hoping to document the views and experiences of a wide range of academic teaching staff from various disciplines, so please can you disseminate this invitation to participate to the relevant people in your institution or colleagues in other institutions.

Research Team:

Professor Emmanuel Manalo (Kyoto University, Japan)
Professor Takashi Kusumi (Kyoto University, Japan)
Dr Yuri Uesaka (Tokyo University, Japan)
Dr Maribel Blasco (Copenhagen Business School, Denmark)
Dr Tamim Elbasha (Audencia Business School, Nantes, France)
Dr Natalia Suarez Fernandez (University of Oviedo, Spain)
Associate Professor Rachel Dryer (Australian Catholic University, Australia)


Invitation to participate in research study on “Experiences of female academics during the pandemic”.

You are invited to participate in a project about female academics during the pandemic. You are asked to take part in this project if you are a female academic to capture your views and experiences of the benefits/ opportunities/ impact/challenges you have faced that may have impacted your work in any way. The study also aims to capture your views on academic leadership and support.

Aim of the Study
The research will examine the experiences of academic women in higher education during the COVID-19 pandemic with a focus on teaching, learning and leadership

What does participation involve?
Completing an online survey (estimated at 10 minutes)
Start survey (please click link): https://forms.office.com/Pages/ResponsePage.aspx?id=8EqJBSjL2EaHFnTNtG4i...

We would be grateful if you would consider sharing this within your own academic networks, however you are not obliged to do so.

Kind regards
Dr Rashmi Watson (Chief Investigator)
Contact email: rashmi.watson@uwa.edu.au

Further information: https://forms.office.com/Pages/ResponsePage.aspx?id=8EqJBSjL2EaHFnTNtG4i...


Pre-recorded HERDSA conference presentations

This week’s HERDSA Pre-recorded conference presentations focus on technology and learning and teaching. Please view our New Zealand colleague’s presentations and I encourage you to actively engage with them regarding their work via email or zoom.

A new canvas for teaching and learning with H5P (V29)
Dr Rachelle Singleton, University of Auckland, New Zealand

Creating spaces: using digital interactive case studies for experiential learning in online classrooms (V28)
Dr Jennifer Scott & Carey Ong, Massey University, New Zealand

Easing transition into blended learning in Sub-Saharan Africa: Using learning technologies indigenous to the community
Ms Roxanne Hawi, Massey University, New Zealand


Analytic review of changing centres for teaching and learning

This analytical review reflects on the ways that centres for teaching and learning in universities are formulated and how they might change to best respond to and address the changing needs of students, academics and institutions in a post pandemic era. Drawing on discussions with experts, personal experience and grey literature, the key considerations to be addressed are articulated, in order to spell out the options for CTLs in a variety of contexts. Available at https://open.uct.ac.za/handle/11427/33848


Employability and Career Development: A White Paper for Australian and Chinese Employability Professionals

A recent white paper suggests, among other findings, that Australian students gained more skills in networking compared to Chinese students who increased their skills in communication and teamwork, during work-integrated learning programs. The report was co-authored by Associate Professor Rachael Hains-Wesson (FHERDSA) and Dr. Kaiying Ji from the University of Sydney Business School and Associate Professor Bing Wu Berberich, B’n’R Global, former Associate Dean of Learning and Teaching, International Business School Suzhou of Xi’an Jiaotong Liverpool University, China. The team surveyed over 300 students about their experience of work-integrated learning. The white paper is freely available in English and Mandarin, highlighting the preliminary findings of a much larger and longitudinal study (which has been supported by the University of Sydney Business School and the China Studies Centre). The white paper is most relevant to those who are new to work-integrated learning for an international context. Please contact DDr Rachael Hains-Wesson: rachael.hains-wesson@sydney.edu.au if you would like further details and/or if you're interested in being involved.

Further information: https://www.sydney.edu.au/business/our-research/research-areas/employability-and-work-integrated-learning-research.html


New online first articles in Higher Education Research and Development

A rapid gender impact assessment of Australian university responses to COVID-19, Georgina Sutherland, Martha Vazquez Corona, Meghan Bohren, Tania King, Lila Moosad, Humaira Maheen, Anna Scovelle & Cathy Vaughan, https://doi.org/10.1080/07294360.2021.1971163

Transformational leadership and the psychological empowerment of female leaders in Saudi higher education: an empirical study, Maha Bin Bakr & Asma Alfayez, https://doi.org/10.1080/07294360.2021.1969538

On the front foot: Indigenous leadership in Aotearoa/New Zealand higher education, Rhonda Povey, Michelle Trudgett, Susan Page & Stacey Kim Coates, https://doi.org/10.1080/07294360.2021.1969542

Capturing the process of academic commitment: a taxonomy and test of post-secondary student academic commitment trajectories, Yannick Griep, https://doi.org/10.1080/07294360.2021.1967886