The pre-conference workshops will be held on Monday 8 July at Flinders University, Festival Plaza (Adelaide CBD).
If you are also attending the conference you can book your registration for the pre-conference workshops during the conference registration process. The fee for each on-site pre-conference workshop, including the full day TATAL workshop partly subsidised by HERDSA as a benefit to members, is $80.
If you are also attending the conference, you can book your registration for the pre-conference workshops during the conference registration process. The fee for each onsite pre-conference workshop is $80. Workshop 7 – Guiding emerging researchers towards publishing in higher education journals is free and fully subsidised by HERDSA as a benefit for members.
If you are not attending the conference and ONLY wish to attend a pre-conference workshop, you can register via the workshop only registration button below. The costs are $100 for each onsite pre-conference workshop. If you would like to attend Workshop 07 – Guiding emerging researchers towards publishing in higher education journals and are a HERDSA member, this will incur a small cost of $20 as a benefit to members.
Delegates registering for the TATAL full day workshop will receive morning tea, lunch, and afternoon tea.
Delegates registering for a half-day workshop will receive either morning tea or afternoon tea. Those who register for two half-day workshops, will receive both morning tea and afternoon tea, however lunch will be at their own arrangement.
Facilitators
Mr Robert Kennelly, University of Canberra
Dr Edward Palmer, University of Adelaide
Ms Manisha Thakkar, Torrens University
Prof Dieter Schönwetter, University of Manitoba
Dr Stuart Schonell, Advocacy Western Australia
Dr Nicole Reinke, University of the Sunshine Coast
Dr Ann Parkinson, University of the Sunshine Coast
Dr Abigail Lewis, Edith Cowan University
Ms Mona Umapathy, University of South Australia
Dr Pearl Panickar, South Australian Institute of Business & Technology
This workshop has a maximum capacity of 30 people.
The fee for this workshop is partially subsidised by HERDSA as a benefit to members.
Aim
‘Talking about Teaching and Learning’ (TATAL) workshops seek to create a safe, trusting, respectful space where cohorts of reflective practitioners meet regularly to enhance their teaching and the learning of their students, and to develop a teaching philosophy and an ongoing sense of enquiry.
Focus
TATAL workshop activities address the conference theme, Professional Learning for Academic Practice. It provides a forum to discuss the sub-themes: ‘designing professional learning to support change’ and ‘influences, pressures and the nature of academic work and academic identities’
Overview
The TATAL experience begins online and continues after the conference workshops (FtoF) through synchronous online or face-to-face collaborative sessions, with a view to improving practice.
Intended audience
Academics with over two years of teaching experience who seek time and the support of others to develop an understanding and awareness of their teaching philosophy. Deans of Education, Academic Developers and champions who seek to foster a serious approach to challenges, changes and opportunities in teaching and learning in their institution.
Context
This 13th TATAL workshop supports HERDSA’s aim to ‘facilitate and promote the enhancement of teaching and learning on an ongoing basis’.
Learning outcomes
On completion of the workshop participants will have:
Workshop plan
Activities commence in a flipped class format from Monday 24th June with presentations, discussions and free writing. At the Pre-conference workshop (9.30am – 3.30pm with a working lunch on Monday 8th July 2024) TATALers begin constructing their teaching philosophy by free writing responses to stimulating questions. As it takes time to develop a safe environment in which to reflect and to write freely, this workshop requires more than a half day to achieve its objectives.
On Wednesday 10th July, TATALers engage in a synchronous Zoom session with experienced TATALers and arrange meetings to continue collaborative reflection on their teaching philosophy and begin to prepare teaching portfolios.
Facilitators
Ms Marie (Bernie) Fisher, University of New England
Dr Naomi Dale, University of Canberra
Dr Debbie Lackerstein, University of NSW
Aim
In this workshop we will be exploring resilience and wellbeing in the course of your university work. The application of strategies for maintaining and increasing your resilience can make a substantial difference to your ability to achieve results in challenging circumstances such as an unexpected pandemic, increased work responsibilities or the introduction of new technologies. The intended audience is university staff which includes professional staff and third space e.g., librarians, academic advisors. Provision and sharing of the practical application of educative aspects of resilience will be adopted to improve development of scholarship.
Background/context: Rapid change in universities in Australia and globally is impacting staff resilience when people feel overloaded and unable to engage in scholarship.
Overview
Surprisingly, there is a dearth of literature on higher education staff wellbeing. Studies on university teacher burnout focus on issues such as pressure to publish research in quality journals, increased teaching loads (de los Reyes, Blannin, Cohrssen & Mahat, 2022). These articles have been emerging since the Covid 19 pandemic (Price, 2022). While the exploration of resilience and wellbeing in relation to improving one’s scholarship is being discussed in the sector, it is not necessarily focusing on how resilience and wellbeing can be improved during the educative process.
Workshop plan
Brainstorm session – story writing and telling to reflect on scenarios.
Select an issue to work on in your groups
What is the issue, In what ways does it affect resilience (completion of work, illness, physical, emotional challenges, progressing career).
Workshop 7 – Guiding emerging researchers towards publishing in higher education journals is free and fully subsidised by HERDSA as a benefit for members.
Facilitators
Assoc Prof Eva Heinrich, Massey University
Dr Cally Guerin, Australian National University
Aim
The workshop aims at equipping emerging scholars with the knowledge required to select the most appropriate journal for their research and shape their submission for a successful review outcome.
Focus
The focus of the workshop is on informing about journal specifications and review processes in higher education, looking at the details available to researchers from the ‘outside’ and providing editor perspectives from the ‘inside’.
Overview
Journal publishing sits at the heart of research dissemination in higher education. In this workshop we take participants through the many considerations and steps required for publication in a higher education journal:
One of the big challenges for emerging researchers is that they are restricted to the publicly available journal information. We address this by providing an insider view on editorial and publishing processes with a particular focus on reviewing. While addressing higher education journals in general, we foreground the two HERDSA journals HERD (https://www.tandfonline.com/journals/cher20) and ASRHE (https://asrhe.org).
Workshop plan
1. The steps from selection to submission
2. The insider’s view on journal reviewing
3. The steps from response to publication
4. Application of workshop learnings
5. Reflections and conclusion
Facilitators
Assoc Prof Karin Watson, UNSW Sydney
Mr Collins Fleischner, UNSW Sydney
Dr Nicole Saintilan, UNSW Sydney
Aim
In Australia’s tertiary education sector, higher participation rates, the increasing diversity of the student population and declining government funding are key challenges in supporting students’ sense of belonging. Since the COVID-19 pandemic, the normalisation of new flexible modes of study (i.e., hyflex, hybrid, blended, online, muti-modal, face-to-face) has created a more fragmented student cohort, making it difficult to create a connected learning community. The goal of this research study was to explore the variety of techniques that educators use to foster a sense of belonging and community in their various classrooms.
Focus
This workshop is for academic staff and those who support teaching.
It aims to incite discussion regarding the nature of belonging and the roles that teachers and students have in fostering belonging in the post-COVID classroom. It will also provide participants with principles and strategies that they can incorporate into their own practice and environments to improve students’ sense of belonging.
Overview
The workshop will present the research outcomes of a recent study at UNSW, which used the ‘learning community’ question in the university’s internal student evaluations of learning and teaching data to identify areas of good practice. These research outcomes have been gamified, giving workshop participants a fun way to engage with different teaching practices and ideas.
Workshop plan
The workshop will first outline the research project and its findings. Workshop participants will then be invited to form small groups to play a bespoke card game. The game, based on verbatim from the research study, will engage participants with key principles that underpin a greater sense of student belonging in courses and classrooms, as well as the breadth of teaching strategies academics can use to foster belonging. The game is also designed to show the limitations of and challenges to fostering belonging, in that not every technique will foster belonging in the same way, even if they share that common thread of teacher care. In turn, the game is designed to also elicit ideas from participants about other principles and techniques they think educators can incorporate in their practice, in order to foster a greater sense of belonging for their students.
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