27th February 2018
Our featured fellow for March / April is 2015 OLT National teaching Fellow Professor Jessica Vanderlelie.
Supporting student transition to the world of work has been a passion of Professor Jessica Vanderlelie for more than a decade. In her role at the Griffith University School of Medical Science, Jessica began developing an alumni network that now has more than 1700 members. This network has been instrumental in supporting the School to deliver embedded employability experiences, and shaping Jessica’s firmly held belief that alumni engagement must be earnt and always be of benefit to the alumnus. Since 2015, Jessica has been leading a national fellowship titled ‘Engaging Alumni for Gradate Success’ and exploring academic staff, student and alumni professional’s perceptions of the value of alumni and the key challenges for maintaining authentic alumni communities.
4th October 2017
Our featured fellow for October / November is 2015 OLT National teaching Fellow Sarah O’Shea.
Based on her desire to influence educational equity across HE institutions and the sector more broadly, over the last two decades A/Professor O’Shea has worked as both a researcher and practitioner in the field of university access and participation. Sarah’s skills at steering educational equity initiatives between various universities was recognised in 2012 when awarded an Australian Award for University Teaching Citation for ‘sustained commitment to student transition to university and educational equity in order to facilitate a culture of engagement’. This award acknowledged a decade of leadership in devising and implementing programs/resources to support students from diverse backgrounds (e.g. first in family, low socioeconomic (SES) backgrounds, Indigenous students, ‘second-chance’ learners and students who parent).
2nd June 2017
Are we there yet: Making curriculum visible to students
Are we doing enough to increase visibility of graduate capabilities, program learning outcomes and curriculum intent to students? Why students are not provided the whole of curriculum details at the point of enrolment? Current students are able to access course information online, but the information frequently lacks relevant detail and is presented such that there is minimal student perception of relevance. Students rarely see a course-wide view of their studies, and yet their courses are developed with just such a holistic view. And yet, clearly defined course learning outcomes and graduate attributes are essential for producing graduates with the skills necessary to be proficient employees and contributors to society.
29th March 2017
Starting a new conversation- towards a national framework for student partnership in university decision making – Professor Sally Varnham, National Senior Teaching Fellow
Sally’s Fellowship is entitled Creating a National Framework for Student Partnership in University Decision-making and Governance. During 2017 the Fellowship is undertaking a sector-wide collaboration to develop an agreed set of principles, a framework for student engagement and ultimately toolkits to assist universities in the implementation of these principles. Sally will be coming soon to ‘a place near you’ so please take note of the workshop details listed below.
3rd February 2017
Why is it so difficult to establish and sustain Communities of Practice (CoPs) in Higher Education? Several reasons, CoPs may be better suited to industry, academics are time jealous, and traditional facilitation (leadership) skills are challenged. Jacquie McDonald’s 2010-2012 Fellowship “CDP: community, domain, practice: facilitator catch cry for revitalising learning and teaching through communities of practice,” addressed these issues. It aimed to implement Communities of Practice (CoPs) to support learning and teaching in Higher Education using a robust and practical organising structure, and also researching and capacity-building the CoP facilitator’s role. The Fellowship report provides an outline of activities, research findings and resources.