The following workshops are being held on Monday afternoon as part of the STARS program. Attendance is included in your registration.
Embedding evaluation into higher education programs
Charles Sturt University
With a seemingly diminishing pool of funds, STARS practitioners are acutely aware of the need to have and demonstrate impact to maximise the likelihood of ongoing funding streams. While research can provide support to assertions of impact, evaluation provides a more holistic framework through which the complexities of program activities, outputs and outcomes can be accurately reported and acted upon. This workshop will outline applied learnings from the successful implementation of an embedded evaluation model into an effective outreach program. It will provide STARS practitioners with knowledge around differences between evaluation and research, program theory and logic, and how evaluation can be embedded within programs and institutions. Participants will exit the workshop with the necessary knowledge and skills to develop their own program logics and solid evaluation frameworks in their own contexts.
Supercharging Employability: How to harness the power of your graduates
Innovative Research Universities
Are you struggling to get your students to buy-in to your employability curriculum? Your greatest asset has potentially already left the institution. This collaborative workshop will explore approaches for the establishment of strong alumni communities that draw upon the strength of the student experience and relationship to the discipline. Strategies for the establishment of online networks and the use of social media will also be discussed, with simple tools for getting started. This session will provide you with easy to use techniques to build your network and a framework for the integration of graduate perspectives into the curriculum to supercharge your student’s employability and support graduate transitions.
The invisible cohort? Investigating strategies for remote students’ success
National Centre for Student Equity in Higher Education
2017 Equity Fellow Louise Pollard is investigating how universities and the Australian Government Department of Education and Training can more effectively support remote students to thrive and succeed at university. In this interactive workshop, Louise will share never before extracted data to formulate a comprehensive summary of remote students engaged in university. The data summary shared will challenge our assumptions about remote students and will lead to a robust discussion about the cohort and the common challenges faced by students. Louise will share lessons learnt from a recent study tour to visit Canadian universities, and highlight Canadian good practice examples in the support of remote students’ university success.
In the workshop participants will discuss broad principles of good practice in support of remote student success; and will consider how new and existing strategies and programs can be refined to enhance outcomes for remote students.
Institutional and Pedagogical Approaches towards supporting student resilience
Michelle Picard, Jaime Hunt
The University of Newcastle
This workshop explores lecturers’ perspectives on the experiences that contribute to the educational resilience of students in enabling programs and their subsequent studies while working towards approaches for pedagogy and institutional structures to enhance student persistence, retention, and success. Work on developing educational resilience often places the onus on the individual student and their development or lack of personal qualities. However, research suggests that the bond/support that university teachers provide their students is vital to student success and the development of academic resilience; and that the effectiveness of these two elements is largely context dependent. Equally, wider institutional factors (e.g. policy and resourcing) affect the students’ lived experience and ability to employ their innate resilience in the higher educational context. Through an exploration of narratives of academic resilience, participants will draw together those pedagogical and institutional factors that potentially influenced their own and their students’ success.
Perspectives on good practice: Publishing in academic journals
Queensland University of Technology
Publishing is an integral part of scholarly research and a strong publication record underpins a successful research career. For people and institutions alike, publications form the most important measure of research output and they are a critical means of achieving impact from the research. The aim of this workshop is to provide an informal session to hear from those involved in publishing practices who can assist in clarifying the publishing process and provide various perspectives on scholarly publishing, including insights into editorial decision- making and the peer-review process. The session is aimed primarily at early- career academics and those practitioners taking steps to disseminate their research and practice in a public sphere
Thinking reading and writing: the role of critical thinking in developing student literacy
Sandra Egege, Karen Orr Vered
Research indicates that we have not been very effective in teaching critical thinking, even when we explicitly set out to do so (Willingham, 2007). While most academics would agree that critical thinking is an essential component of university education, they are less clear about how it is incorporated in their own teaching practice. Rather than something that should be explained and purposefully taught, critical thinking is often implied and left for students to intuit. Identifying the concept by including the term ‘critical thinking’ in a course guide or assignment sheet does not guarantee that students will have the skills or be able to apply them (Abrami et al, 2015).