* HERDSA 2021 Conference - Early bird registration
* HERDSA Heroes in Higher Education Awards
* HERDSA CONNECT available - download free
* Higher Education Research & Development, Vol. 40 No. 2 is now available online
* Exemplars of projects sought for the 2021 Horizon Report
* Position Advertised: Senior Educational Designer, ANU
* Learning Designer Position at USC
* Talking about Teaching and Learning
* New research — “Ghost student” failure among equity cohorts: Towards understanding non-participating enrolments
* 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 2021 Conference - Early bird registration
Early bird registration closes: 16 April 2021

A reminder to register by 16 April 2021 to access the discounted early bird registration fee.

In the current environment, HERDSA recognises the difficulties facing many in the higher education sector. In order to support the professional development and network links of our members and colleagues, HERDSA is therefore subsidising the registration fee for casual and sessional staff and those who are unemployed for members and non-members.

Please visit the website for rates and further details: https://conference.herdsa.org.au/2021/registration/.

Further information: https://conference.herdsa.org.au/2021/registration/

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HERDSA Heroes in Higher Education Awards
Closing date 5pm AEST on 14th May 2021

HERDSA is pleased to announce they will be giving 5 new awards this year called HERDSA Heroes in Higher Education. There are five awards of $500 each.

These awards recognise academic generosity in challenging times, with an opportunity to show gratitude by recognising the generosity of a colleague or team of colleagues, who have supported you or others in an unexpected/exceptional way during the COVID-19 pandemic.

This academic generosity may be in the areas of research, teaching, service, or academic development. The generosity received may be something “tangible” (e.g., outstanding support with shifting to online teaching and learning), or more “intangible” (e.g., helping you to feel a sense of belonging and connectedness in a time of isolation). Close of submission by
5pm on 14th May 2021

For full details on how to apply please visit https://www.herdsa.org.au/herdsa-heroes-higher-education-award

Further information: https://www.herdsa.org.au/herdsa-heroes-higher-education-award

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HERDSA CONNECT available - download free

Download the latest HERDSA CONNECT magazine as pdf from: www.herdsa.org.au/publications
Articles by Kerri-Lee Krause on curriculum, Chris Tisdell on fellowship, marcia Devlin on policy and many more.

HERDSA members receive hard copy of HERDSA CONNECT magazine. If you have not received your copy please email mbell@uow.edu.au

Further information: mbell@uow.edu.au

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Higher Education Research & Development, Vol. 40 No. 2 is now available online

Higher Education Research & Development, Vol. 40 No. 2 is now available from the HERDSA website at https://www.herdsa.org.au/higher-education-research-development-vol-40-no-2

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

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Latest issue of HERD

The latest issue of Higher Education Research and Development, v.40 no.2, has been published. 15 articles from around the world, see https://www.tandfonline.com/toc/cher20/40/2?nav=tocList

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Exemplars of projects sought for the 2021 Horizon Report
15 March 2021

EDUCAUSE has been working closely with the expert panel to prepare the 2021 Horizon Report. We have recently concluded the voting for the six most important technologies and practices for teaching and learning in higher ed.

For 2021, we are continuing the long-standing tradition of reaching out to the community for projects that illustrate these technologies and practices in action. If your institution is working with any of the six (listed below), we encourage you to submit information about your projects and initiatives via the below-linked form. You are welcome to submit more than one project.

This work can be in almost any form: production or pilot programs, research projects, faculty undertakings, emerging technology trials, or evaluation/assessment projects. The intent is to give readers a more concrete sense of how these technologies and practices are playing out in higher education. We include three such exemplary projects for each of the six technologies and practices highlighted in the EDUCAUSE Horizon Report. We will also be inviting a subset of the authors of the submissions to write up their work in the post for the EDUCAUSE Review Teaching and Learning channel, or present this work in other venues including conferences or webinars.

The six emerging technologies and practices selected by the expert panel for 2020 are:
• Artificial intelligence (AI)
• Growth of micro-credentialing for educators and students
• Learning analytics
• Open educational resources (OER)
• Proliferation of blended/hybrid modes/teaching models
• Shift from remote teaching to quality online learning

The URL for the submission form is: https://forms.gle/XQYYRtMyenSTGSXB7

The deadline for submission is March 15, 2021. These exemplar projects are the heart of the Horizon Report. Many thanks in advance for contributing to the 2021 edition!

Please feel free to circulate this announcement to any colleagues who might be doing work in these areas. For “example exemplars,” you can view the 2020 Horizon Report here: https://library.educause.edu/resources/2020/3/2020-educause-horizon-repo...

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Position Advertised: Senior Educational Designer, ANU
26 March

The ANU Centre for Learning and Teaching (CLT) provides expert advice and support in delivering innovative learning and teaching services through collaborative partnerships across the University. The Centre is a service division and has a strong orientation to stakeholder collaboration and provision of high-quality services to the ANU education community. The Senior Educational Designer is part of the Educational Design team within the Centre: the ED team provide three core academic services of 1) individual and small-group support, 2) educational design projects and 3) bespoke workshops for local areas. While this role sits centrally, the position will also work locally with college leaders, course conveners and educational support staff within the colleges to assist with the development of programs and courses in a number of modalities – including online, blended and face to face, and also informally with a network of similar professionals across the University.

Further information: https://jobs.anu.edu.au/cw/en/job/539628/senior-educational-designer

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Learning Designer Position at USC
Full-time contract for 2 years. Applications close end of March 2021.

USC is looking for an exceptional Learning Designer to assist with the uplift of courses for online learning and with a change in Learning Management system. The position is a full-time contract for 2 years. Applications close end of March.

Further information: https://uscjobs.usc.edu.au/psc/cg/EMPLOYEE/USC_CG/c/HRS_HRAM_FL.HRS_CG_S...

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Talking about Teaching and Learning
7 July 2021

Join colleagues in a collaborative reflective investigation into your teaching and your students’ learning as we Talk About Teaching And Learning (TATAL). The ongoing TATAL experience helps busy academics make the time once a month to reflect on, and share, underlying values and beliefs, to improve their practice and develop their teaching portfolio. It is especially helpful to any academic or academic developer that may benefit from reflective practice, building an ongoing community of external academics and academic developers or help to develop their Fellowship applications (HERDSA, CMALT or HEA). Participants can continue the TATAL experience each month as they develop a teaching portfolio and or wrestle/reflect on the puzzles of their teaching and their students’ learning.
21st June Workshop Registration closes
23rd June TATAL Online commences
7th July TATAL Workshop: 9.30am to 3.30pm
9th July TATAL Breakfast (BYO): 7.30am to 8.45am

TATAL Introduction: https://youtu.be/-chNtaUqZ2s
Full details: TATAL Flyer

Further information: m.shuker@griffith.edu.au

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New research — “Ghost student” failure among equity cohorts: Towards understanding non-participating enrolments

New research published by the National Centre for Student Equity in Higher Education (NCSEHE) has shown a quarter of university fail grades represent ‘ghost students’, who remain enrolled in undergraduate units but show no evidence of participation.

The study, led by Dr Bret Stephenson from CHEEDR at La Trobe University and funded by the NCSEHE, found improved identification and support is required for ‘ghost students’, particularly Indigenous students who are at a high risk of ghosting behaviours.

The full report is now available on the NCSEHE website.

Further information: https://www.ncsehe.edu.au/seeing-ghosts-a-closer-look-at-non-participati...

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New online first articles in Higher Education Research and Development

Enrollment motivation and student engagement behaviors: disparity among freshmen of an education department from three universities with different academic levels, Tzu-Ling Hsieh, https://doi.org/10.1080/07294360.2021.1877624

A principle-based approach to the design of a graduate resilience curriculum framework, Gisela van Kessel, Margo Brewer, Murray Lane, Berni Cooper & Fiona Naumann, https://doi.org/10.1080/07294360.2021.1882400

Partnering with doctoral students in research supervision: opportunities and challenges, Amrita Kaur, Vijay Kumar & Mohammad Noman, https://doi.org/10.1080/07294360.2020.1871326

Going ‘grade-free’? – Teachers’ and students’ perceived value and grading preferences for holistic competency assessment, Cecilia K. Y. Chan & Lillian Y. Y. Luk, https://doi.org/10.1080/07294360.2021.1877628

Conceptualising and educating for global citizenship: the experiences of academics in an Australian university, Tracy Fortune, Toula Nicolacopoulos & Dell Horey, https://doi.org/10.1080/07294360.2021.1882960

Students’ perceptions of student voice in assessment within the context of Iran: the dynamics of culture, power relations, and student knowledge, Reza Ahmadi, https://doi.org/10.1080/07294360.2021.1882401

Enhancing student resilience by targeting staff resilience, attitudes and practices, Margo Brewer, Gisela van Kessel, Brooke Sanderson & Alice Carter, https://doi.org/10.1080/07294360.2021.1877622

The impact of perceived psychosocial environment and academic emotions on higher education students’ intentions to drop out, Stine Ekornes, https://doi.org/10.1080/07294360.2021.1882404

Using learner-centred feedback design to promote students’ engagement with feedback, Jessica To, https://doi.org/10.1080/07294360.2021.1882403

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