Virtual 2.3
Tracks
Track 3
| Tuesday, July 9, 2024 |
| 2:00 PM - 3:25 PM |
| Virtual platform |
Speaker
Dr Hannah Richardson
Lecturer
Monash University
Making us visible: Fostering a sense of workplace belonging and development of casualised staff professional identity in an Australian university.
2:00 PM - 2:25 PMFinal abstract
Focus. A provision of a practical application related to research
• Background/context. The trend over the past twenty years of employing casual teaching staff in universities across the world and in Australia has been well documented (Eg. Leatherwood & Read, 2022). In some cases, employing ‘expert’ casual staff is a means to integrate current industry practice into university tutorials. However, most casual teaching staff face many disadvantages such as lack of voice in the academic space (Brown et al 2010) and limited opportunity for pedagogical contribution (Mason et al., 2021) exposing their vulnerability and institutional class divide.
• Description. In an initiative to critique student responses with the aim to refine teaching and assessment practice, the Chief Examiner of a core Digital Technology unit teaching Pre-service teachers (PSTs) at an Australian university instigated a Design-based Research project (Easterday et al., 2016). All teaching staff (both academic and casual) were invited to participate in the weekly review process.
• Method. Data was collected from six teaching staff using a collaborative, interpretive autoethnographic approach (Denzin, 2014). Qualitative data was analysed using Davey’s (2013) professional identity framework to capture the breadth and multiplicity of identity building.
• Evidence. The study found the process of engaging in the initiative, unintentionally, constructed a community of practice (Lave & Wenger, 1991) and the nurturing of professional identity for all staff. Other longer-term benefits were the consistency of teaching staff in the unit over several years and the formal implementation of faculty resources designed to inform and promote casualised staff inclusion in the faculty.
• Contribution. The significant benefit to traditionally unseen casualised teaching staff was twofold: building their professional identity and developing a sense of belonging in the faculty.
• Engagement. How are casualised staff utilised in your faculty/workspace, and what professional development training is provided?
• Background/context. The trend over the past twenty years of employing casual teaching staff in universities across the world and in Australia has been well documented (Eg. Leatherwood & Read, 2022). In some cases, employing ‘expert’ casual staff is a means to integrate current industry practice into university tutorials. However, most casual teaching staff face many disadvantages such as lack of voice in the academic space (Brown et al 2010) and limited opportunity for pedagogical contribution (Mason et al., 2021) exposing their vulnerability and institutional class divide.
• Description. In an initiative to critique student responses with the aim to refine teaching and assessment practice, the Chief Examiner of a core Digital Technology unit teaching Pre-service teachers (PSTs) at an Australian university instigated a Design-based Research project (Easterday et al., 2016). All teaching staff (both academic and casual) were invited to participate in the weekly review process.
• Method. Data was collected from six teaching staff using a collaborative, interpretive autoethnographic approach (Denzin, 2014). Qualitative data was analysed using Davey’s (2013) professional identity framework to capture the breadth and multiplicity of identity building.
• Evidence. The study found the process of engaging in the initiative, unintentionally, constructed a community of practice (Lave & Wenger, 1991) and the nurturing of professional identity for all staff. Other longer-term benefits were the consistency of teaching staff in the unit over several years and the formal implementation of faculty resources designed to inform and promote casualised staff inclusion in the faculty.
• Contribution. The significant benefit to traditionally unseen casualised teaching staff was twofold: building their professional identity and developing a sense of belonging in the faculty.
• Engagement. How are casualised staff utilised in your faculty/workspace, and what professional development training is provided?
Biography
Hannah Richardson is an educator in the Faculty of Education, Monash University. With 30 years of teaching experience in mainstream and alternative learning environments they bring a rich pragmatic focus to teach in both postgraduate and undergraduate pathways, inclusive education, and digital technologies units. Completing their doctoral thesis on examining the impact of an applied learning qualification on future pathways fostered a research interest in investigating how students learn and how we can challenge traditional barriers. Current research projects include investigating how new technologies can impact PSTs teaching skills and confidence, and using new technologies to reduce anxiety and develop skills in preparation for the LANTITE.
Dr Kit Mun Lee
Lecturer
CELC, National University of Singapore
Peer review of writing - "a waste of time"?
2:30 PM - 2:55 PMFinal abstract
Focus
Practical application of research on peer review of writing
Background/context
While peer review of writing is known to benefit both students and instructors, it has not always been well received by students (Keating, 2019). Nonetheless, peer review remains a mainstay in writing courses. The challenge is to make it beneficial and effective.
Research reveals that students showed more improvement when they received feedback from more than one peer (Cho & MacArthur, 2010) and that face-to-face dialogue improves understanding of written peer feedback (Schillings et al., 2021). Also, teacher feedback is often valued more than peer feedback (Mulder et al., 2014).
I implemented a feedback process aligned to the research, then elicited students’ attitudes towards the process and examined the impact on learning.
Description
The study was done on a group of Y1/2 PhD students who had to write an abstract for an interdisciplinary conference. The peer review was incorporated into an extended feedback process involving oral and written feedback from two peers and the tutor. Students were required to write a response to tutor feedback.
Method(s)
A survey was distributed at the end of the process. I compared drafts with submissions to track how the feedback comments by peers and tutor affected students’ writing.
Evidence
Survey showed that the students were mostly positive about the different stages of the process, and there was evidence of specific improvement in the writing due to feedback.
Contribution
Study shows that peer review for graduate student writing can be effective if integrated into a hybrid feedback process combining different modes and agents.
Engagement
I might start by eliciting participants’ views via an online poll on their experience and views on peer review to draw audience’s attention to a shared problem and potential solutions. I will address some of their responses in my presentation.
Practical application of research on peer review of writing
Background/context
While peer review of writing is known to benefit both students and instructors, it has not always been well received by students (Keating, 2019). Nonetheless, peer review remains a mainstay in writing courses. The challenge is to make it beneficial and effective.
Research reveals that students showed more improvement when they received feedback from more than one peer (Cho & MacArthur, 2010) and that face-to-face dialogue improves understanding of written peer feedback (Schillings et al., 2021). Also, teacher feedback is often valued more than peer feedback (Mulder et al., 2014).
I implemented a feedback process aligned to the research, then elicited students’ attitudes towards the process and examined the impact on learning.
Description
The study was done on a group of Y1/2 PhD students who had to write an abstract for an interdisciplinary conference. The peer review was incorporated into an extended feedback process involving oral and written feedback from two peers and the tutor. Students were required to write a response to tutor feedback.
Method(s)
A survey was distributed at the end of the process. I compared drafts with submissions to track how the feedback comments by peers and tutor affected students’ writing.
Evidence
Survey showed that the students were mostly positive about the different stages of the process, and there was evidence of specific improvement in the writing due to feedback.
Contribution
Study shows that peer review for graduate student writing can be effective if integrated into a hybrid feedback process combining different modes and agents.
Engagement
I might start by eliciting participants’ views via an online poll on their experience and views on peer review to draw audience’s attention to a shared problem and potential solutions. I will address some of their responses in my presentation.
Biography
Kit Mun LEE is a lecturer at the Centre for English Language Communication. She has taught and coordinated various writing and communication modules, and currently teaches academic communication to graduate researchers. Her research interests include corpus linguistics, assessment and strategies for enhancing student engagement and learning.
Dr Carolyn Wolsey
University of Tasmania
Developing professional teaching practices and understanding of educational pedagogy in academia
3:00 PM - 3:25 PMFinal abstract
Focus: This presentation focuses on the research outcomes of a qualitative case study with novice academic nurse educators. Findings may be applied across disciplines in higher education.
Background/context: Undergraduate nursing education requires skilled and knowledgeable educators who promote student learning. Many academic nurse educators begin teaching without formal education or a deep understanding of effective teaching practices (Crider, 2022). Gaps in teaching practices can negatively impact student learning. To improve nursing education, we must understand how novice academic nurse educators meet their learning needs and navigate challenges in new teaching positions.
Description: This case study explored how novice academic nurse educators develop professional education practices and understand effective teaching pedagogy.
Methods: Seven participants volunteered for this study. Data collection methods included guided reflective questions, teaching artifacts, and one-to-one interviews. Data analysis used cycle coding to generate themes (Miles et al., 2020).
Evidence: The data analysis identified themes related to professional development, including initial and ongoing preparation, professional learning and support needed during transition, and barriers to professional learning. Findings indicate that gaps in professional knowledge of educational theory and teaching practices influence novice academic nurse educators in their new roles, which can impact their development in new teaching roles.
Contribution: To support professional learning for novice academic nurse educators’ stakeholders may consider developing formal and informal mentorship frameworks (Busby et al., 2022). Considerations for workload adjustments early in academic careers will provide protected time to focus on professional learning for teaching (Brown & Sorrell, 2017). Frequent and varied professional developmental opportunities ease transitions for new faculty while promoting strong learning cultures (Brown & Sorrell, 2017).
Engagement: What supports are provided to novice faculty during onboarding and for professional development?
Background/context: Undergraduate nursing education requires skilled and knowledgeable educators who promote student learning. Many academic nurse educators begin teaching without formal education or a deep understanding of effective teaching practices (Crider, 2022). Gaps in teaching practices can negatively impact student learning. To improve nursing education, we must understand how novice academic nurse educators meet their learning needs and navigate challenges in new teaching positions.
Description: This case study explored how novice academic nurse educators develop professional education practices and understand effective teaching pedagogy.
Methods: Seven participants volunteered for this study. Data collection methods included guided reflective questions, teaching artifacts, and one-to-one interviews. Data analysis used cycle coding to generate themes (Miles et al., 2020).
Evidence: The data analysis identified themes related to professional development, including initial and ongoing preparation, professional learning and support needed during transition, and barriers to professional learning. Findings indicate that gaps in professional knowledge of educational theory and teaching practices influence novice academic nurse educators in their new roles, which can impact their development in new teaching roles.
Contribution: To support professional learning for novice academic nurse educators’ stakeholders may consider developing formal and informal mentorship frameworks (Busby et al., 2022). Considerations for workload adjustments early in academic careers will provide protected time to focus on professional learning for teaching (Brown & Sorrell, 2017). Frequent and varied professional developmental opportunities ease transitions for new faculty while promoting strong learning cultures (Brown & Sorrell, 2017).
Engagement: What supports are provided to novice faculty during onboarding and for professional development?
Biography
Dr Carolyn Wolsey works in the School of Nursing, University of Tasmania. She has years of educational leadership and teaching experience in undergraduate nursing education and has previously worked in a transnational context. Her research interests include teaching and learning, professional development, and health literacy.
Chair
Katie Burke
Senior Lecturer
University Of Southern Queensland
