Tuesday, 7th July Higher Education Research and Development Society of Australasia 2015

• Opening by the Conference Chair Professor Beverley Oliver, Deputy Vice-Chancellor (Education), Deakin University, Victoria, National Teaching Fellow (Assuring Graduate Capabilities)
• Welcome to country
• Welcome by the President of HERDSA Dr. Allan Goody, Higher Education Consultant

• Professor Sally Kift (Panel Moderator), Deputy Vice-Chancellor (Academic), James Cook University
• Professor Philippa Levy, Pro Vice-Chancellor (Student Learning), The University of Adelaide
• Dr Helen Chen (Keynote speaker), Stanford University
• Bennett Merriman, Director, Business Operations, Event Workforce
• Zyl Hovenga-Wauchope, ACU

 Please click here to view the panel members bios and photos

• Master Class: Effective supervision of Honours and coursework dissertation students - Lynne D. Roberts

• Barriers and bridges to student uptake and engagement in accessing English language support - Jenni Bedford
• What works best: Strengthening the evidence base for English language practices in higher education - Sophie Arkoudis and Anne Harris
• Integrating English language proficiency: Moving towards a whole of course approach - Anne Harris
• “Let’s talk”: Effective English language learning for interacting successfully in study, life and work - Jennifer M Jones

• Assuring graduate capabilities in a disaggregated and distributed learning environment - Christine Ewan
• Navigating murky curriculum waters - Using simple technologies and sector-relevant competencies to map a shared direction for the Bachelor of Health Sciences curriculum - Lynne Petersen
• Five Years On: What has changed in assurance of learning? - Romy Lawson and Retha Scheepers
• Student leadership in curriculum development and reform project - Elizabeth Deane

• Providing authentic research experiences: A comparison of two undergraduate biomedical research subjects - Julia Choate
• An evaluation of the postgraduate research experience in the School of Nursing and Midwifery, Trinity College Dublin - Sylvia Huntley-Moore
• Employability learning: Collaboratively embedding employability and research skills in a Master’s degree - Lynette Torres, Steven Yates and Judi Green

• Quality teaching in science at New Zealand universities: Views of ‘excellent’ teachers - J. Zoe Jordens
• Scholarship of teaching and learning and post-graduate legal education practice in an (un)certain world - Kristoffer Greaves
• Resources, activities and processes supporting the development of national tertiary learning and teaching grant applications - Gavin Sanderson and Barbara Kensington-Miller
• Fostering communities of practice through international collaborative writing groups - Kelly E Matthews

• Preparing students for health and social care practice through inter-professional learning - Merrill Turpin
• The paradox of creative uncertainty in learning and teaching - Robyn L Philip
• Findings from a pilot of a Creativity Skills mini-MOOC  - Kym Fraser
• Student engagement for employability: A belonging project case study - Bronwyn Clarke and Rachel Wilson

• Higher education service learning with Australia’s first peoples - Anne Power
• Developing internationalised curriculum for a ‘supercomplex’ world: An analysis of narratives written by academics in business, education and health - Wendy Green and Craig Whitsed
• Higher education and diverse communities A research-based perspective - Sonal Singh
• ‘I have no teaching education or experience’: Preparing sessional teachers for diversified classrooms - Bonnie Dean

• ALURE – using an enquiry driven undergraduate research experience to introduce students to systems biology - Ulrike Kappler
• STARS and STRIPES: Flying the flag at Deakin in developing and implementing authentic large scale research experiences (ALURES) in undergraduate units - Jan West
• ALURE: Undergraduate research into novel high-volume data sets within the human microbiome - Jack TH Wang
• ALURE from the implementer perspective: Academics and support staff navigate uncertainty and complexity as they design and implement authentic large-scale undergraduate research experiences - Susan L Rowland

• Personalising teaching excellence: Constructing a 360º feedback survey - Susan Bolt
• Enhancing student learning utilising web-based technology, peer review feedback and reflective practices: A learning community approach to assessment - Sue M Taylor
• Medical students’ perceptions of receiving feedback from their peers in formative long cases - Annette Burgess
• Learners as experts and students as staff: What can we learn from a student peer-writing space? - Briony Supple

• Package it and they will come—Preparing for a complex global workplace! - Anna Lichtenberg

- DOWNLOAD THE FLYER - 

Want to join others with similar research interests?

This workshop will include the following:

• An opportunity to meet other researchers and discuss topics of shared interest
• An explanation of SIGs and how they will work
• A description of how to set up a SIG and the relevant Terms of Reference
• SIG leader and member responsibilities
• The chance to start a SIG with advice from HERDSA facilitators

Room 101= New South Wales

Room 102= Australian Capital Territory 

Room 103= Victoria

Room 104= West Australia

Room 107= Queensland

Room 108= South Australia

Room 111= Tasmania

Room 112= New Zealand

• New tools to support the development of responsive, adaptable work ready graduates - Kate Perkins

• Enhancing graduate employability by building student leadership capability - Jane Skalicky

Facilitator: Grace Lynch

• The Global Canopy: Linking international inbound students with domestic outbound students for improved learning and global connections - Patricia Mclaughlin
• Classroom of Many Cultures: Co-creating support curriculum with international community partners - Kate Lloyd and Rebecca Bilous
• Enhancing programs to integrate tertiary outbound mobility experiences (EPITOME) - Tim Hall
• Educating diverse learners: Curriculum and pedagogical frameworks that bring global perspectives from the periphery to the core - Peta Salter

• Positive staff development interventions to enhance academic life and work in our complex world - Jennie Billot

• Integrating employability skills in the business curriculum - Valeria S Cotronei-Baird
• A gap analysis between academics’ intentions for, and students’ experiences of, graduate learning outcomes - Kelly E Matthews
• Systematic curriculum renewal to develop graduate capabilities: Successes and lessons learned from a distributed approach - Jo McKenzie
• Course handover assistance tool: Supporting transition for course coordinators - David Birbeck
• The Curriculum Design Workbench – showcasing a whole of degree design tool - Romy Lawson

• Multimedia marking rubrics and feedback for clinical skills assessment - Kate M Edwards
• The edge: Exploring the potential of micro-credentials in environmental science - Kelly Miller
• Making the most of MOOCs: Re-engineering a course for future roboticists - Elizabeth Greener and Robyn Philip
• A new tool for providing interactive and collaborative histopathology training to prepare medical students for the workforce - Stephanie Dowdell

• Navigating the uncertain and complex mix of learning, life and work - Eryn Thomas
• Experiences convening 'Unravelling Complexity' – an interdisciplinary capstone course - Chris Browne
• Seeing things differently: First, second and third year experiences of persistence within a transformative learning environment - Jenny J. Coburn
• Navigating the implementation of quality teaching standards and criteria in Australian universities - Rick Cummings, Beatrice Tucker and Gavin Sanderson
• Creating an iterative, patchwork consensus for teaching and learning complexity - Liam Phelan

• Navigating uncertainty and complexity: Higher education and the dilemma of employability - Sarah Richardson
• A framework for graduate employability adapted for discipline differences - Margaret Jollands
• Designing work integrated learning curricula to optimise integrative learning and student employability outcomes - Sonia J Ferns and Leoni Russell
• Employability and equity: A comparative international analysis - Andrew Harvey and Kimberley Reyes
• What students and graduates need to know about graduate employability: Lessons from National OLT research - Shelley Kinash and Linda Crane

• Closing the gap through Bridges to Higher Education - Sonal Singh and Alan Beckley
• Engaging with diverse communities: Analysis of a complex interaction  - Dan Chamberlain
• Avoiding “Front Street Pedagogy” in higher education  - Chelda Smith
• “One ambition I’ve always had is for when I have a family not to have to be ‘stretched’ like my mum was” Being First in Family: Motivations and Metaphors - Ben McCann, Ann Luzeckyj and Sharron King

• A pathway towards a holistic skills framework in biomedical sciences - Lynne V. Mayne
• Building the graduate capabilities of students in the Master of Professional Accounting through a skills development approach to assessment - Josephine Hook and Leanne McCann
• Engaging a discipline in re-thinking assessment of competence. An example from nutrition and dietetics - Claire Palermo
• Learner Centred Professional Competency Assessment - Cedomir Gladovic
• Fit for practice: The tale of two professions - Sue McAllister

• ePortfolios across a course: Do students see value and links to employability? - Abigail Lewis
• Kerplunk! How to not lose your marbles: Evidence, employability and ePortfolios - Sophie McKenzie
• Realising the potential:  ePortfolios in Australian business education - Leanne Ngo and Jade McKay
• Walk in my shoes - promoting student ePortfolio usage through teacher ownership  - John L Kertesz
• Developing career aspirations of Information Technology students at Deakin University - Sophie McKenzie

• Developing breadth through a renewed curriculum - Natalie Brown and Rachael Phegan
• Supporting academic change to pedagogically focused blended learning - Katherine Legge
• Preparing engineering graduates for the knowledge economy through blended delivery of mathematics - Iwona Czaplinski
• Ensuring equity and quality when our learners demand flexibility and choice - Janine Tarr
• Developing professional identities in the first year: A creative discipline approach - Bronwyn Clarke

• From outcomes to evidence: Using ePortfolios to connect the dots - Helen Chen

• Designing learning experiences for pre-service health courses to develop interprofessional practice skills: Evaluation of a pilot curriculum implementation - Christine Armatas
• On becoming a professional: The role of Emotional Work-readiness - Sue Bandaranaike
• Assessing graduate capability development through university STEM community engagement programs - Maria Barrett
• Making science graduate capabilities visible improves the student perception of skill acquisition - Fiona L. Bird
• Time, place and space – student group collaboration using Google Drive - Frances Breen
• Engaging with everyday challenges: Supporting university students to be productive, responsive adults - Abi Brooker
• Supporting the development of communication skills in capstone units - Julia Choate
• Educating and evaluating the capacity of undergraduate students working within external regulation of their profession: Scientists need to interact with more than just scientists - Jo-Anne Chuck
• Preliminary early childhood teachers’ perceptions of educational community in Korea - Kai Chung
• Teaching and learning on the edge of academe - Andrea Dodo-Balu
• The flipped campus - Designing a student centred learning experience in an uncertain future - Kenn D. Fisher
• Introducing a new version of synchronous communication software for teaching and learning: a Digital Learning team facilitates change through professional development - Gail Fluker
• Testing the myths about graduate outcomes of the Bachelor of Arts: Confirmed, plausible or busted? - Deanne Gannaway
• Enhancing employability: Formalising professional development programs for casual tutors - Lesley E Halliday
• Expanding possibilities in blended learning: Scaffolding traditional professional leadership development using a MOOC - Lesley Halliday
• MOOC experiences from a staff perspective - Maggie K Hartnett
• An investigation into the readiness of learning analytics - Eva Heinrich
• Effective teaching development for sessional staff and early-career academics: A four-stage observational learning model - Graham Hendry
• Filling the learning analytics gap for high-stakes exams - Mathew Hillier
• Sydney University students helping other students navigate the uncertainties and complexities of campus life: A success story - Rebecca Johinke
• The Science Threshold Learning Outcomes: Design resource or quality assurance mechanism? - Elizabeth D Johnson
• Interprofessional learning strategic development of undergraduate programs in medicin and health - Margareta Bachrach-Lindström and Karin Kjellgren
• Picturing graduate capabilities – using visual methodology to trace changes in the use of images of students used in higher education marketing materials - Elizabeth Knight
• Preparing globally ready student-teachers: Lesson learned from a cross cultural international practicum model - Tammy Kwan
• Translating science of learning into effective designs for learning: A case study on the use of visual aids in teaching practice - Jason Lodge
• What’s the use of academic writing? - Ursula McGowan
• Conceptualising English language teaching in a discipline-specific context - Mimi N A Mohamed
• A university’s competitive edge: Developing graduate capabilities using 360QP quality enhancement - Rose Nash
• Pedagogy for the 21st century and beyond: Infusing high-impact practices into the undergraduate curriculum - Tara A Newman
• From CRAAP to correct: Judging accuracy and reliability of information - Christine Oughtred
• The skills  deficits of new graduates in the workplace: In their own words - Tina Overton
• A new model for evaluating work-based learning in the curriculum - Tina Overton
• One size does not fit all: Tailoring educational programs for professional development in biomedical PhD research cohorts - Caroline M Owen
• Applying threshold concepts to unlock the ‘hidden’ core of a multifaceted health sciences curriculum - Lynne Petersen
• Keeping up with the Joneses? Acknowledgement, adoption & adaptation of technology by academics - Diane M Phillips
• Encouraging and recognising learning for life not just career - Christopher R Picone
• Navigating complexity with emerging academic leaders - Kylie Readman
• Digitally literate graduates = success in life and work - Sabina Robertson
• The complexity of designing for student diversity - Linda M Rowan
• Design and assessment of teaching in an outcome-based service learning course practice - Liu Ruo-Lan
• Supporting curriculum development across a university: Central strategies for decentralised professional learning - Julia Savage
•  Integrative pedagogy to support tertiary students’ development of learning for life capabilities: A pilot study - Jane Taylor
• Self-reflective strategies for acquiring metacognition to survive and flourish in a complex future - Inge I M Venter

The Pecha Kucha offers the opportunity to poster authors to highlight their study by giving a short presentation.

Presentations in this session:

The Science Threshold Learning Outcomes: Design resource or quality assurance mechanism? - Elizabeth Johnson - abs# 321
Interprofessional learning strategic development of undergraduate programs in medicin and health - Karin Kjellgren - abs# 322
A university’s competitive edge: Developing graduate capabilities using 360QP quality enhancement - Rose Nash - abs# 328
Encouraging and recognising learning for life not just career - Christopher Picone - abs# 336
The complexity of designing for student diversity - Linda Rowan - abs# 339
Filling the learning analytics gap for high-stakes exams - Mathew Hillier - abs# 319
Introducing a new version of synchronous communication software for teaching and learning: a Digital Learning team facilitates change through professional development - Gail Fluker - abs# 312
Keeping up with the Joneses? Acknowledgement, adoption & adaptation of technology by academics - Diane Phillips - abs# 335
An investigation into the readiness of learning analytics - Eva Heinrich - abs# 317
Digitally literate graduates = success in life and work - Sabina Robertson - abs# 338
One size does not fit all: Tailoring educational programs for professional development in biomedical PhD research cohorts - Caroline Owen - abs# 333
Teaching and learning on the edge of academe - Andrea Dodo-Balu - abs# 310
From CRAAP to correct: Judging accuracy and reliability of information - Christine Oughtred - abs# 330
Engaging with everyday challenges: Supporting university students to be productive, responsive adults - Abi Brooker - abs# 306
On becoming a professional: The role of Emotional Work-readiness - Sue Bandaranaike - abs# 302
Self-reflective strategies for acquiring metacognition to survive and flourish in a complex future - Inge Venter - abs# 343