This year the HERDSA Conference will see the introduction of three ongoing streams throughout the conference program. Emeritus Chris Rust will set the scene for the conference by posing challenges that we face in curriculum transformation in his keynote address, these challenges will include:
- Whole of institutional transformation;
- Embedding employability into curriculum transformation to create career ready graduates;
- Harnessing the student voice by fostering students as change agents.
To respond to these challenges you are invited to apply to join one of the streams that will meet for a 90 minute session each day for the three days of the conference, to discuss both the challenges and solutions for the future. These streams will be facilitated by key scholars including Australian Learning & Teaching Fellows and international leaders in the areas. The work from these streams will be presented back to the main conference in the final plenary session with Professor Rust acting as the discussant.
The three themes are:
Whole of Institution Curriculum Transformation– Making the Change for All
This stream will address the challenges of implementing curriculum transformation across whole institutions:
- Developing a curriculum transformation framework that works for all;
- Meeting internal and external requirements;
- Inclusive, consultative processes for curriculum transformation – empowerment rather than buy-in;
- Implementing curriculum transformation – managing cultural and organisational change;
- Professional development for curriculum transformation.
This session will be facilitated by Dr Geoff Scott, Prof Sandra Graham and Prof Romy Lawson.
Dr Geoff Scott is Emeritus Professor of Higher Education and Sustainability at Western Sydney University, Australia. From 2004-12 he was Pro Vice-Chancellor (Quality) and Executive Director of Sustainability at UWS. During this time he led a range of successful external quality audits and established RCE-GWS. He is a widely published author on change leadership, professional capability, assuring achievement standards and quality assurance in higher education. His book Turnaround Leadership for Higher Education with Canada’s Michael Fullan (2009) was nominated for the 2010 US Colleges Bellwether Award. View more.
He is a former director of the Australian Council for Educational Research, a Fellow of the Australian College of Education, a member of TEQSA’s Panel of Experts and a higher education auditor and consultant in many countries. From 2014-16 he was a National Senior Teaching Fellow with Australia’s Office for Learning and Teaching. In 2007, he was the Recipient of the Australian Higher Education Quality Award.
Sandra Graham is dean of the School of Arts and Sciences, director of the Master of Science in Community Psychology program, and a professor of psychology at Alverno College. Dr. Graham has extensive experience in facilitating adult learning in undergraduate, graduate, and community settings. She has worked with Alverno’s ability-based curriculum at both the classroom and administrative levels, and she has taught courses in developmental psychology, clinical psychology, and the psychology of women. A mark of Dr. Graham’s practice—whether in educational program planning and assessment, clinical work with individuals, or leadership of religious groups—is her commitment to learning, her ability to listen deeply to the needs of individuals and organizations, and her respect for the diverse array of people and programs with which she is involved.
Romy Lawson is the Deputy-Vice-Chancellor (Education) at Murdoch University. She has been actively involved in teaching and learning development in higher education for over 20 years in both the UK and Australia. In 2013 she was awarded a National OLT Teaching Fellowship for work on Curriculum Design for Assuring Learning. Romy’s research has focused on constructive alignment in curriculum design; the effect of different assessment on student learning; leadership strategies for curriculum renewal; embedding professional learning in the curriculum; and the impact of professional development on teaching.
Embedding Employability into the Curriculum Transformation
This stream will address critical opportunities in employability development:
- Resourcing and supporting academic staff
- Understanding student development and graduate careers
- Forming partnerships with careers service professionals
- Rewriting the metrics for graduate success
- Operationalising institution-wide employability strategies
- Incorporating employability development success into academic career advancement
This session will be facilitated by Prof Dawn Bennet and Lorna Froud.
Dawn Bennett is John Curtin Distinguished Professor of Higher Education and Director of the Creative Workforce Initiative with Curtin University in Australia. Her research focus is enacting and enabling employability within higher education learning and teaching. This incorporates research on employability, identity development, graduate transition and graduate work, retaining a special interest on careers in the creative industries. A violist and a Principal Fellow of the Higher Education Academy, Dawn is also a National Senior Teaching Fellow and convener of the Australian Learning and Teaching Fellows’ network.
Lorna Froud is the Director of Careers and Employability University of Reading UK. Lorna has spent 10 years building up and enlarging a careers service at Oxford Brookes University, and is now Director of Careers and Employability at the University of Reading. Her areas of expertise include career development, job-search process, educational guidance, psychometric test administration and interpretation, mentoring, liaison with employers and management of staff, budgets, developing University policies in the area of Careers Education Information and Guidance and achievement of national quality standards. Her role at the University of Reading is to implement a new employability strategy to engage more students with the employability agenda, ensure Reading students are equipped for life beyond university and increase the number of students taking up internships and work placements. For three years she was a Director of the Association of Graduate Careers Advisory Services (AGCAS). Her role on the Board had responsibility for developing and producing the wide range of careers resources available to all UK universities published by Graduate Prospects. She has represented AGCAS at many government consultations, for example in developing the national careers service. She has worked closely with members of the Association of Graduate Recruiters, including delivering master classes to members on how to work more effectively with university careers services.
Students Leading Curriculum Transformation
This stream will challenge the conventional roles of students as passive educational consumers to:
- Explore the current role of students in curriculum reform activities, opportunities of students as partners, and aspirational ‘what could be’ models for curriculum reform
- Identify existing curriculum reform practices that reposition students as collaborative partners in reform efforts, and imagine possibilities for students and staff co-creating curriculum together
- Articulate real risks, challenges and opportunities of students as partners in curriculum transformation rhetoric and propose ways of migrating such risks to foster genuine student-staff learning relationships
This session will be facilitated by Dr Karin Crawford and Wendy Green.
Karin Crawford is the inaugural Head of the Higher Education Research Institute at the University of Lincoln in the UK. Karin has extensive experience, as a teacher, researcher and manager, in developing and implementing approaches that support meaningful student engagement and partnership working both within and beyond the curriculum. Karin’s work includes implementation of the University’s ‘Student as Producer’ initiative, which establishes student-staff partnerships in development and delivery of research-engaged curricula. Karin has collaborated with students on many research projects exploring aspects of student-staff partnership working, including a recent project funded by the Higher Education Academy, to explore pedagogical practices that enhance student-staff partnerships and foster effective student engagement. Karin has a number of publications on this topic and is currently co-authoring a book for Sage publications, due for publication in 2017, titled ‘Developing student engagement in higher education’.
Wendy Green, PhD is a senior lecturer in teaching and learning (higher education) in the Tasmanian Institute of Learning and teaching (TILT) at the University of Tasmania (UTAS). She is Co-Executive Editor of Higher Education Research & Development, and the National Convenor of the Special Interest Group for Internationalising the Curriculum. Her research explores the impact and implications of increasing globalisation for students and staff in higher education. Wendy is currently undertaking a National Learning and Teaching Fellowship focussing on ‘engaging students as partners in global learning’.
If you would like to be a member of one of these exciting working groups throughout the conference then please indicate, when registering, which stream you would like to attend (places are limited to 25 per stream) along with a short expression of interest stating your interest and experience in the area (max 300 words).
These streams are sponsored by
- Key Dates
- Call for Proposals Open 12 September 2016
- Registration Opens 19 September 2016
- Call for Refereed Paper Abstracts Closes 23 October 2016
- Notification of Acceptance for Refereed Paper Abstracts 15 November 2016
- Full Paper from Accepted Abstracts Due 6 February 2017
- All Other Submission Types Due 20 February 2017
- Notification of Acceptance for All Other Submission Types 10 April 2017
- Early Bird Registration Extended till 12 May 2017
- Pre-Conference Workshops 27 June 2017
- HERDSA 2017 Conference 28 – 30 June 2017