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Professor Romy Lawson - Convenor
Romy Lawson is the Deputy-Vice-Chancellor (Education) at Murdoch University having previously held the positions of Director of Learning, Teaching & Curriculum at the University of Wollongong and Associate Dean (Teaching & Learning) at James Cook University. She has been actively involved in teaching and learning development in higher education for over 20 years in both the UK and Australia. She led the National OLT Strategic Priority Project: Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning (assuringlearning.com), and has been a team member in other ALTC funded projects including: Embedding Professionally Relevant Learning in Business Education; and Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. In 2013 she was awarded a National OLT Teaching Fellowship for work on Curriculum Design for Assuring Learning.
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Dr Simon Bedford
Simon Bedfordâs passion for curriculum transformation comes from his life-long belief in supporting students to create their own roadmap through programmes of study which, too often contain knowledge that is large and nebulous but, has to be learned in order for students to be successful in their chosen discipline area. Simon engaged in collaborative curriculum design and development practice during his time at The University of Bath (UK) as a Director of Teaching where he encouraged the adoption of a holistic programme approach to student learning with constructive alignment at its foundation. Here he was able to lead a curriculum embedded approach to work integrated learning (WIL) and personal and professional development that students require to become the professionals of the future. This is also where his interest in assessment and feedback quality assurance was sown during his work on the new framework for assessment policy. This work has continued at the University of Wollongong (AUS) where he has led on key teaching and assessment policy review, its successful deployment into teaching practice, and evidencing that impact on the student learning experience (learning analytics). He has helped to drive several national projects including Institutional External Referencing of Assessment Standards (ERoS), OLT Inter-institutional collaboration through delivering formative assessment in large STEM classes, and OLT Assessing Assessments against threshold learning outcomes.
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Kenton Bell
Kenton Bell recently graduated the University of North Carolina Asheville (UNCA) in the United States with degrees in sociology and anthropology. While at UNCA he interned at Helpmate, a domestic violence shelter, and Pisgah Legal Services, a free legal aid agency. Kenton is currently a postgraduate student at the University of Wollongong in the Department of Humanities and Social Inquiry, conducting research on White Ribbon - Australia's campaign to prevent men's violence against women. Kentonâs professional objectives are teaching and researching sociology specialising in Men and Masculinities; Teaching and Learning; Death and Dying; and Law and Society while researching solutions-oriented approaches to preventing violence. Additionally, he is the editor of the Open Education Sociology Dictionary.
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Dr Kathryn Harden-Thew
Kathryn Harden-Thew, previously a teacher in Primary school education and then TAFE, is now a Lecturer with the Teaching Development Team at the University of Wollongong (UOW). Since moving from the School of Education, Kathryn has led the development of online modules for the Continuing Professional Development (Learning & Teaching) course [CPD(L&T)] for all teaching staff at UOW. This suite of self-paced modules enable engaged learning for staff in a range of areas related to learning and teaching in higher education. Now as co-ordinator of UOWâs Introduction to Teaching Program, Kathryn is designing an online learning and teaching program in support of casual teachers across the universityâs main and regional campuses that addresses the needs of casual teaching staff. Kathrynâs research interests include exploring the role and activity of casual teaching staff, student transitions and barriers to educational success for those engaged in HE.
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A/Professor Marcus O'Donnell
Marcus OâDonnell is Associate Professor and Director, Digital Learning at Deakin University. He worked as a journalist and editor before joining becoming a journalism Academic at the University of Wollongong (UOW) where he was instrumental in developing one of the first convergent, multimedia journalism programs. He was awarded an ALTC National Citation for this work together with his colleague Professor Stephen Tanner with whom he led an OLT project on Journalism Curriculum and Graduate Qualities. He was part of the team which developed and led the Curriculum Transformation Project at UOW and he has a particular research interest in the intersection of mindfulness, resilience and digital technologies.
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Dr Ruth Walker
Ruth Walker (PhD) is a Senior Lecturer in Learning, Teaching and Curriculum at the University of Wollongong. She is the Chair of the Academic Integrity Steering Group at UOW, Chair of the Asia Pacific Forum on Educational Integrity (APFEI), and Project Leader of an OLT project Academic Integrity in Action: discipline-specific approaches to preventing academic misconduct.
- 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 6 February 2017
- Notification of Acceptance for All Other Submission Types 3 April 2017
- Early Bird Registration Closes 28 April 2017
- Pre-Conference Workshops 27 June 2017
- HERDSA 2017 Conference 28 â 30 June 2023