HERDSA Notices 18 May 2022

You are here

* HERDSA Webinar - Looking under the QILT: using QILT data in higher education research
* Challenges and opportunities for maintaining inclusive assessments in the post-pandemic world
* TATAL Workshop @ HERDSA 2022
* Call fro research participants: The role, work and professional identity of learning designers in our region
* Recent AARE Blog posts discussing findings reported in HERD
* 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

===========================================================================

HERDSA Webinar - Looking under the QILT: using QILT data in higher education research
Thursday 2nd June, 2022 1-2pm AEST

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 Lisa Bolton, Director of QILT Research and Strategy, will explain the QILT surveys and how institutions can access the QILT survey data for higher education research. Professor Denise Jackson (Edith Cowan University) will then present a case study of her research which used QILT data to evaluate progress in developing employability and to determine influences on graduate employment.

Presenters: Lisa Bolton and Professor Denise Jackson

Lisa Bolton is the Director: QILT Research and Strategy and has been working in the QILT program at the Social Research Centre since 2015. Prior to this she spent 29 years in the VET and University sector where she has extensive experience in a range of roles from teaching, curriculum review, academic management, quality management, strategic planning, organisational research and surveys and evaluation. Lisa has a strong interest in institutional research as well as strategic planning, quality and evaluation in higher education.

Professor Denise Jackson is the Director of Work-Integrated Learning in the School of Business and Law at Edith Cowan University. Denise is focused on preparing students for future work and careers through embedding meaningful industry engagement into the curriculum. Denise’s work has been recognised by several research and learning and teaching awards, most recently an AAUT Award for Teaching Excellence and the James W Wilson Award for Outstanding Contributions to Research in Cooperative Education. Denise is a Principal Fellow of the Higher Education Academy and a National Director for the Australian Collaborative Education Network.

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

---------------------------------------------------------------------------

Challenges and opportunities for maintaining inclusive assessments in the post-pandemic world
27th May, 3pm to 4pm AEST

Assessment does not only drive students’ learning but shapes their identities. Assessment is often designed for “the normal student”, causing barriers for the learning and inclusion for a number of equity groups. For example, inaccessible assessment design has led into systemic use of assessment adjustments (e.g. extra time in tests) in higher education systems around the world. While assessment is notoriously tricky to reform, the pandemic has opened a reflexive space for rethinking how and why we assess students. In the post-pandemic world, who is “the normal student” anymore? In this presentation, I explore how assessment could address the diversity of students more inclusively: not only by supporting learning, but by enabling students diverse ways of growing as future professionals

Further information: https://www.eventbrite.com.au/e/challenges-opportunities-for-inclusive-a...

---------------------------------------------------------------------------

TATAL Workshop @ HERDSA 2022
27th June 2022

I don't want to rattle, or prattle, or tittle-tattle, but I do want to remind you of TATAL! What's that you say? That'll be TATAL - Talking About Teaching and Learning, a reflective investigation into teaching and learning workshop at HERDSA 2022. TATAL is in its 10th year at HERDSA conferences. If you have not yet had the fortuitous experience of a TATAL preconference workshop then it is almost too late – the workshop is nearly full! Sign up quickly or you will miss out!
2022 TATAL programme (Maximum 30 participants):
● Monday, 13th June Workshop Registration closes
● Wednesday, 15th June TATAL Online - introductions and a couple of asynchronous activities
● Monday, 27th June TATAL Workshop: 9.30am to 3.00pm with a working lunch (provided)
● Wednesday, 29th June Optional TATAL Breakfast (BYO): 7.30am to 8.45am
Contact Mei or Nirma for further information or click on this link: https://drive.google.com/file/d/1oFuKoO5-lUJxHL2yJLXvBTfG9LiUimzt/view?u...

Further information: Mei Li (mei.li@unimelb.edu.au) / Nirma Samarawickrema (nirma.samarawickrema@monash.edu)

---------------------------------------------------------------------------

Call fro research participants: The role, work and professional identity of learning designers in our region

Do you identify as a learning designer at an Australian, New Zealand, Pacific Islands or South-East Asian university?

Would you like to share your experiences as a learning designer?

If yes, then we would love to invite you to complete a short 15 - 20 minute survey (https://bit.ly/3yzAdqb) about the role, work and professional identity of university learning designers in the post-pandemic era.

This research is being conducted by Sharon Altena, Queensland University of Technology, Rebecca Ng, University of Wollongong and Meredith Hinze, The University of Melbourne and has QUT ethics approval number 2021000051.

For more details about this research see our Participant Information Sheet (https://bit.ly/3FLnORD).\

Thank you for considering this request.

Sharon Altena, QUT
Rebecca Ng, UoW
Meredith Hinze, UM

Further information: https://bit.ly/3yzAdqb or email: sharon.altena@qut.edu.au, nrebecca@uow.edu.au or m.hinze@unimelb.edu.au

---------------------------------------------------------------------------

Recent AARE Blog posts discussing findings reported in HERD

Ditch the widgets. Start investing in their amazing futures, Daniel Edwards, https://www.aare.edu.au/blog/?p=12865

Are teacher educators really doing a bad job? Mark Selkrig, Kim Keamy, Sharon McDonough, Amanda Belton and Robyn Brandenburg, https://www.aare.edu.au/blog/?p=9569

Teaching-focused academics: five ways to beat the struggle for identity, Joy Whitton, Graham Parr and Julia Choate, https://www.aare.edu.au/blog/?p=10736

For more information on the AARE Blog and sharing your work there visit https://www.aare.edu.au/blog/?page_id=116

---------------------------------------------------------------------------

New online first articles in Higher Education Research and Development

Transforming educators’ practice: how university educators learned to teach online from home during the Covid-19 pandemic, Allison Littlejohn, https://doi.org/10.1080/07294360.2022.2073982

Bringing light to a hidden genre: the peer review report, Shannon Mason & Sin Wang Chong, https://doi.org/10.1080/07294360.2022.2073976

https://twitter.com/HERDJournal
https://www.facebook.com/HERDJournal
https://www.linkedin.com/company/herdjournal

---------------------------------------------------------------------------

In the spirit of reconciliation HERDSA acknowledges the Traditional Custodians of country throughout Australasia and their connections to land, sea and community. We pay our respect to their Elders past, present and emerging.