HERDSA Notices 4 November 2020

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* HERDSA webinar series - Blended Writing - Helen Sword
* HERDSA CONNECT available - download free
* Advancing Academic Development Webinar
* Factors impacting English Teacher Professional Development & Student English Learning in Vietnamese Higher Education
* Have you registered yet? CAULLT webinar and virtual conferences next week
* The wicked problems of teaching and learning: An international study
* PhD call for participants
* Invitation to participate in a research project
* New online first articles in Higher Education Research and Development

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HERDSA webinar series - Blended Writing - Helen Sword
Thursday 12th Nov (3pm NZST, 1pm AEST)

HERDSA state Branch chairs have launched a webinar series guided by the theme 'Supporting and Sustaining a Community of Online Practice in Higher Education'.

For November, the HERDSA NZ branch is hosting a webinar by Professor Helen Sword titled 'Blended Writing'
Thursday, November 12th, 1 pm AEST.

Helen is a poet, scholar, and international expert on academic writing. Please check out the HERDSA website for webinar registration details and presenter biographies https://www.herdsa.org.au/

Further information: Barbara Kensington-Miller b.kensington-miller@auckland.ac.nz


HERDSA CONNECT available - download free

HERDSA CONNECT 42/3 2021 now available online. Re-imagining higher education with Professor Jane Gilbert; Student-teacher relationships; Interpreting success; reviews and more at: www.herdsa.org.au/publications/

Further information: mbell@uow.edu.au


Advancing Academic Development Webinar
Wednesday 11th November 2020 12.00- 1.00pm (AEDT)

In 2020 the work of Academic Development is more important than ever. New and exciting practices have emerged and we look forward to celebrating them in our next Advancing Academic Development (AAD) Event.

We warmly invite you to an Advancing Academic Development Webinar
• Transforming Good Practice: Short keynote presentations by Adrian Stagg (USQ) and Kathryn Sutherland (Victoria University of Wellington) on how they have adapted their 2019 Australasian Academic Development Good Practice Award winning practices this year.
• Emerging Principles of Good Practice In Academic Development: Short presentation by the AAD project team
• Sharing learning on Academic Development – Community Activity
• Q and A

Register for this event. 

Further information: https://www.caullt.edu.au/announcements/aad-webinar-registration/


Factors impacting English Teacher Professional Development & Student English Learning in Vietnamese Higher Education
11 November, 4-5pm (CST- Adelaide time)

English teacher professional development and consequent learning of English by Vietnamese students are major concerns of both Vietnamese policymakers and language teachers. These concerns were exacerbated by the implementation from 2008 of the Language Project which aims to help students use a foreign language independently after graduation.

This webinar presents the results from two qualitative case studies which investigated the factors impacting English teachers’ learning and students’ autonomous English learning in the Vietnamese higher education (HE) context. The first case study used multiple data sources from a Vietnamese university to investigate the factors impacting English teachers’ engagement in professional development. The second study investigated factors contributing to students’ autonomous English learning in the Vietnamese HE context.

The findings from the first study reveal that the primary factors enabling PD include financial support, mandated PD, and appreciation from colleagues and students. Prominent inhibitors are inadequate financial support, work overload and time constraints. The second study found that primary contributing factors to students’ autonomous English learning included current assessment system and assessment practices in the class, and teachers’ and students’ understanding of autonomous learning and their perspectives on assessment and the relationship between assessment and autonomous learning.

Further information: register at https://facultyofartsuniversityofadelaide.cmail20.com/t/t-l-xirjkhd-sdlv...


Have you registered yet? CAULLT webinar and virtual conferences next week
12 November

CAULLT has three exciting events coming up next week. Have you registered? The Advancing Academic Development webinar takes place on Wednesday 11 November, 12-1pm AEDT. Registration is at: https://www.caullt.edu.au/announcements/aad-webinar-registration/

The first day of the CAULLT Virtual Conference on 12 November, 11am-2pm, is open to all. Details and registration is here:https://www.caullt.edu.au/events/caullt-virtual-conference/.
The second day of the conference is only open to CAULLT nominees. The program and registration is here: https://www.caullt.edu.au/events/caullt-virtual-conference-2/

Further information: secretariat@caullt.edu.au


The wicked problems of teaching and learning: An international study

Greetings! Please share your inputs! We invite and welcome a large, diverse group of respondents as we hope to bring global perspectives to this effort.

The Advocacy Committee for the International Society for the Scholarship of Teaching and Learning (ISSoTL) is continuing their efforts to create a list of the Grand Challenges to SoTL. These teaching and learning challenges represent the wicked problems of teaching and learning that exist across institutions and disciplines and at all levels of education. Solving these challenges should provide benefits to learners around the world.

Identification of Grand Challenges can promote greater concentration of research efforts and far-reaching collaborations, as well as increasing the likelihood of impact on policies and creation of new funding opportunities.

This survey will ask you for your ideas of what should be identified as a grand challenge for teaching and learning. You will also be asked a two demographic questions (e.g. your general geographic location, and your role related to education). This survey is entirely voluntary and there is no penalty for not completing all or any specific questions. The entire survey will take approximately 5 minutes.

The survey is available in three languages.
English -- https://buffalostate.co1.qualtrics.com/jfe/form/SV_0GPzBrnuJfzXbp3

Spanish -- https://buffalostate.co1.qualtrics.com/jfe/form/SV_7Pt2lFYMXHNvVU9

Chinese -- https://buffalostate.co1.qualtrics.com/jfe/form/SV_dnTf5ISCw3VdLCZ

Further information: https://issotl18.w.uib.no/poster-session/grand-challenges-for-the-schola...


PhD call for participants

Dear HERDSA colleague

We are seeking participants for my PhD titled ‘Reflections on health disciplines teaching of professional communication skills in response to COVID-19’ and would appreciate you forwarding this to all teaching staff please. The project has been approved by Flinders University’s Human Research Ethics Committee (project number 1868).

This study aims to identify which strategies have been used in the teaching of health care related professional communication skills during this pandemic.

Understanding how to optimise effective teaching and learning of professional communication skills in health-related areas, which occurred due to changes made during COVID-19 may enhance the way these skills are taught in the future. Ultimately improving patient outcomes, increasing safety and decreasing missed communication events. Additionally, addressing pitfalls in professional communication skills contributes to better teamwork higher team esteem and builds improved professional identity.

The link below also leads to an electronic participation information sheet link survey link - https://qualtrics.flinders.edu.au/jfe/form/SV_6rPFKWS7h8x8fd3

Please feel free to contact me if you have any questions

Further information: liz.mcneill@flinders.edu.au


Invitation to participate in a research project

You are invited to participate in a National Centre for Student Equity in Higher Education (NCSEHE)-funded research study, titled COVID-19 Online Learning Landscapes and CALDMR students: Opportunities and Challenges.
We are conducting a project to examine the effects of remote learning environments induced by the Covid-19 pandemic and its impact on the capacity of universities to offer equitable teaching and learning services to Culturally and Linguistically Diverse Refugee and/or Migrant (CALDMR) populations. This study intends to address the challenges and opportunities of (enforced) remote learning for CALDMR students and their teachers and other university support staff through a qualitative, mixed-methods study underpinned by the strengths-based approach of Appreciative Inquiry.
The research study is looking recruit people who meet the following criteria:
Are currently employed as an academic teaching staff member (levels A-E; tutors (fixed/casual/contract), subject convenors, course advisors, directors of academic programs) or are senior university personnel with responsibility for teaching and learning; and
Have at least 12 months’ experience working for a university in a teaching-facing role.
Participants will be asked to complete the following research activities if they agree to participate:
One electronic survey that will take approximately 30 minutes to complete: https://curtin.au1.qualtrics.com/jfe/preview/SV_bJf4pTIQuKdupZH?Q_CHL=pr...
You may also be interested in participating in a follow-up interview that will take approximately 45 minutes to complete
All data collected will be anonymised so neither you nor your institution will be identifiable.
A full description of all research activities, including any risks, harms or discomforts that you may experience while participating in this research is included in this Participant Information Statement and Consent Form.
If you have questions about the research and would like to receive further information or express interest in participating, please contact Dr Sally Baker, sally.baker@unsw.edu.au


New online first articles in Higher Education Research and Development

[Editorial] Precarity, fear and hope: reflecting and imagining in higher education during a global pandemic, Wendy Green, Vivienne Anderson, Kathleen Tait & Ly Thi Tran, https://doi.org/10.1080/07294360.2020.1826029

Teaching collaborative dexterity in higher education: threshold concepts for educators, Nicholas Rowe, Rose Martin, Ralph Buck & Alfdaniels Mabingo, https://doi.org/10.1080/07294360.2020.1833843

Students’ views about the purpose of higher education: a comparative analysis of six European countries, Rachel Brooks, Achala Gupta, Sazana Jayadeva & Jessie Abrahams, https://doi.org/10.1080/07294360.2020.1830039

Theoretical foundations of phenomenography: a critical review, Anas Hajar, https://doi.org/10.1080/07294360.2020.1833844