HERDSA Notices 24 March 2021

You are here

* Seeking research participants: Exploring academic staff feedback literacy in the shift to technology-enhanced feedback
* Registration open and accepting proposals for the 2021 International Perspectives on University Teaching and Learning Symposium
* Transforming Assessment webinar
* NCSEHE webinar — “Ghost student” failure among equity cohorts: Towards understanding non-participating enrolments
* Open Call- Two issues in Leadership (K-12 & Post-secondary Contexts/Other Dynamic Workplaces)
* New research: Educators’ cultural experiences enhance Indigenous student engagement
* New research: Redefining ‘one-size-fits-all’ university support for humanitarian migrants
* 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

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

Seeking research participants: Exploring academic staff feedback literacy in the shift to technology-enhanced feedback
One 45-minute interview to take place between March-April

Our phenomenological research project seeks to understand and explore the feedback literacy of higher education teaching staff and how the use of technology is being deployed productively to enhance relational aspects of feedback practices. If your work involves feedback and assessment in higher education and the use of audio/visual feedback technology, I would like to interview you about your experiences. Please visit AmeenaPayne.com/Research for more information (Plain Language Statement and Consent Form) and email paynea@deakin.edu.au if interested in participating! Thank you for your time!

Further information: AmeenaPayne.com/Research

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

Registration open and accepting proposals for the 2021 International Perspectives on University Teaching and Learning Symposium
Proposal deadline and early-bird registration is April 1, 2021. General registration closes May 14. The event is June 2-4, 2021.

The International Perspectives on University Teaching and Learning Symposium is June 2-4, 2021 at Disney's Grand Floridian Resort and Spa in Orlando, Florida, USA, with an online presenter and attendee option as well. Proposals for conversation starter essays, pre-conference workshops and concurrent sessions should be submitted to the symposium website by April 1. Also, there is a call for proposals for a special edition of Wiley Publishing’s journal “New Directions for Teaching and Learning” that can be submitted to the website until April 1 as well. Early-bird registration is $650 until April 1, after which it increases to $700. General registration closes on May 14. To submit a proposal and register for the symposium, please visit www.auburn.edu/international/iputl. For questions or to be added to the e-newsletter contact list, email iputl@auburn.edu.

Further information: http://www.auburn.edu/academic/international/iputl/2021/index.php

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

Transforming Assessment webinar
7 April 2021

Transforming Assessment webinar 7 April 2021: "Lessons Learned from Systemically Implementing Competency Based Assessment"
Presenters: Sean Maw and Shaobo Huang (University of Saskatchewan, Canada)

The College of Engineering at the University of Saskatchewan, in Saskatoon, Canada, is currently redesigning its First Year (FY) program. One key element of that redesign is the adoption of competency-based assessment (CBA). It will be implemented across all courses. In the Fall of 2020, in the midst of the COVID crisis, CBA was fully implemented in one of the core FY courses as a pilot. This presentation will discuss key learnings from that pilot exercise. The devil is in the details with CBA, so a detailed description of how CBA was implemented will be described including the benefits and costs that were incurred. We will be able to relate some of the impressions that students had, as well as some performance metrics from the trial. We will also describe how that pilot experience is influencing our system-wide roll-out of the system this coming Fall. CBA has several attractive benefits but also some significant costs. Its implementation in engineering education is relatively uncommon, and the presentation will make clear why that is the case.

The session will be recorded.
Further info, time zone converter link and register: http://taw.fi/7apr2021

Further information: http://taw.fi/7apr2021

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

NCSEHE webinar — “Ghost student” failure among equity cohorts: Towards understanding non-participating enrolments
Thursday 15 April

The National Centre for Student Equity in Higher Education (NCSEHE) will host a webinar on Thursday 15 April, presenting NCSEHE-funded research led by Dr Bret Stephenson from La Trobe University on “ghost student” failure in higher education.

The research informed important recommendations for university policy and practice, particularly focusing on students from recognised equity groups, including low socioeconomic status, regional and remote, and non-English speaking backgrounds, as well as Indigenous students.

In this free webinar, Bret Stephenson, Beni Cakitaki and Michael Luckman from the Centre for Higher Education Equity and Diversity Research (CHEEDR) will present key findings and recommendations from the research. This will be followed by a live Q and A session.

Further information: https://www.ncsehe.edu.au/event/ncsehe-webinar-ghost-student-failure/

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

Open Call- Two issues in Leadership (K-12 & Post-secondary Contexts/Other Dynamic Workplaces)
April 15, 2021

Dear HERDSA members

I hope this email finds you and your loved ones well and thriving despite our COVID troubles.

Professors Shirley Steinberg and Shelleyann Scott are inviting submissions for two special issues to be published in the Journal of Educational Thought (JET – Werklund School of Education, University of Calgary) in early 2022. These special issues are in A) Leadership in K-12 Contexts and B) Leadership in Post-secondary and/or other Dynamic Workplaces. Please refer to below for more detail. We are encouraging graduate student, as well as established scholar submissions.

Please feel free to circulate this to colleagues nationally and internationally.

Warmest regards

Shelley & Shirley

Submissions for the sections below are welcome:
Research-based journal article: 5,000–8,000 words (excluding references).
We accept extended versions of papers previously presented but not published.
Editorial/commentary article (1-2 authors): 1,500–2000 words
Reviews (books, innovative programs), and/or ongoing research (1-2 authors): 2,000–2,500 words
Note: Authorship drawn from a student’s research must reflect the student’s name as first in authorship
with faculty member(s)/supervisor second.

Deadline:
The deadline for a 300-word abstract with references is April 15, 2021 11:59 PM, authors will be
contacted by May 1, 2021 by Editors of Special Issue A or B. At that point, selected submissions will be
invited to submit their completed article by November 1, 2021.

Abstract guidelines:
Authors should only submit abstracts that have been carefully proofread. You must indicate your
preference for Issue A (K-12 contexts) or Issue B (PS or other contexts). Before submission ensure that
your abstract follows APA 7 protocol, is done in Times New Romans 12 font size and double spaced
(single space and 10 font size for quotations and notes). Figures, tables, and photos must be inserted into
the manuscript. Avoid using screenshots for figures and tables. Include a 150-word short biography for
each author. Include five keywords that describe the main idea discussed. Please write the keywords below
the abstract. Do not include footnotes and endnotes unless as necessary brief explanatory notes. At the
beginning of the manuscript include the title, followed by author(s) names and affiliation, an abstract,
keywords, the text, reference list, and e-mail address for correspondence. For further information:
https://werklund.ucalgary.ca/journal-educational-thought.

Submit Abstracts to:
(A) Leadership in K-12 Contexts: Shirley Steinberg, steinbes@ucalgary.ca
(B) Leadership in Post-secondary/Dynamic Workplaces: Shelleyann Scott, sscott@ucalgary.ca

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

New research: Educators’ cultural experiences enhance Indigenous student engagement

Non-Indigenous educators should actively engage with the Indigenous community in order to build cultural competencies and confidence in teaching Indigenous students, a new Curtin University report has found.

The research, led by Dr Jonathan Bullen and funded by the National Centre for Student Equity in Higher Education (NCSEHE), explored non-Indigenous (Wadjella) educators’ practical engagement with Indigenous students, including the ‘discomfort’ often experienced when teaching or developing curriculum in this space.

Dr Bullen said there had been a national push for the development and integration of Indigenous knowledge and perspectives into tertiary curriculum, but there remained limited training and staff development around ways of engaging with Indigenous Australians.

Further information: https://www.ncsehe.edu.au/educators-cultural-experiences-enhance-indigen...

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

New research: Redefining ‘one-size-fits-all’ university support for humanitarian migrants

A new report recommends Australian higher education policy and practice recognise refugees and people seeking asylum as a distinct equity group, to address unique areas of disadvantage and disproportionately poor academic outcomes.

The research, led by Associate Professor Francisco Perales from The University of Queensland and funded by the National Centre for Student Equity in Higher Education (NCSEHE), found targeted support would particularly benefit humanitarian migrants with limited English-language skills and educational experiences.

Further information: https://www.ncsehe.edu.au/university-support-humanitarian-migrants/

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

New online first articles in Higher Education Research and Development

Lemons in the university: asymmetric information, academic shopping and subject selection, Murray Scott & David A. Savage, https://doi.org/10.1080/07294360.2021.1887094

Exploring the role of conflict in co-creation of curriculum through engaging students as partners in the classroom, Nattalia Godbold, Tsai-Yu (Amy) Hung & Kelly E. Matthews, https://doi.org/10.1080/07294360.2021.1887095

Glitches and hitches: sessional academic staff viewpoints on academic integrity and academic misconduct, Jo-Anne Luck, Ritesh Chugh, Darren Turnbull & Edward Rytas Pember, https://doi.org/10.1080/07294360.2021.1890697

Employability as sustainable balance of stakeholder expectations – towards a model for the health professions, Martin Cake, Melinda Bell, Liz Mossop & Caroline F. Mansfield, https://doi.org/10.1080/07294360.2021.1891025

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