Focus
We will present the outcomes of research that sought to understand opportunities for intentional practice in the development of intellectual virtues among higher education students. The aim was to reveal enablers and constraints that might underpin future pedagogical approaches.
Background/context
Professional knowledge and understanding are constantly evolving (Bowman et al., 2022), and higher education institutions must offer an educational experience that teaches students to think well (Schwartz, 2022). The development of intellectual virtues (Baehr, 2013, 2021), such as curiosity, intellectual tenacity, and open-mindedness, is critical to the future-focused learning needs of higher education students (Smith 2023); and yet, intellectual virtue pedagogy remains a challenge.
Description
Nine teacher educators in an Australian regional university worked to develop their understandings of intellectual virtues, and the teaching thereof, through trial implementation in their courses. They sought to understand how the teaching of intellectual virtues might manifest within their practice, and the enablers and constraints impacting this process.
Method(s)
Data drawn from pre- and post-online surveys and reflective professional conversations were analysed using descriptive statistical and thematic analysis to elucidate the varied approaches taken by participants to integrate intellectual virtues into their teaching and their respective experiences.

Evidence
Findings highlighted the complexity of intellectual virtues pedagogy and revealed enablers and constraints to its implementation within the higher education learning ecosystem, including students, higher educators, course and program design, and university structures.

Contribution
The study contributes an innovative ‘framework for intellectual virtue pedagogy’ for higher education that may support higher educators to address intellectual virtues effectively and intentionally as an integral part of their practice.

Engagement
Provocations and polls will be used throughout the presentation, inviting participants to consider their understanding of the intellectual virtues, reflect on their pedagogical practice, and provide feedback on the framework presented.

Focus. Heterarchical design studio pedagogy.

Background/context. Design studio Pedagogy’s ‘Problem-based Learning’ nurtures cognitive agility essential for an ever-changing economy and is widely embraced in fields like creative writing and business. The conventional one-on-one master-apprentice pedagogical model is a notable stressor that limits students’ potential for academic success. The hierarchical master-apprentice approach dispenses subject mastery and is regurgitated by students in adherence, further negating the process of explorative knowledge production.

Description. The experimental Cross-pollinative Team Learning (CTL) pedagogy rebalances power dynamics by orchestrating design review discussions where peers are actively invited to participate with tutors as neutral facilitators. Unlike the individualised learning environment in master-apprentice studios, first-year design students were induced into a heterarchical culture that fostered social support.

Method. A randomised controlled trial explored the relationships between stress, measured using the validated Perceived Stress Scale (PSS), and academic performance over two semesters. Descriptive statistics revealed that CTL students were consistently less stressed than their one-on-one peers. The independent t-test revealed that CTL students experienced significantly less stress than their one-on-one peers during semester one (p=0.021), but the difference was reduced (p=0.290) in semester two. However, CTL students consistently outperformed their one-on-one peers for both semesters (p=0.003 and p=0.005).

Evidence. CTL has demonstrated promising effects in moderating student stress, evidenced by their academic outperformance. The modest improvement in one-on-one students’ stress levels suggests that the ‘casual’ social support (camaraderie) may have moderated stress but not academic achievement. In contrast, CTL’s ‘academic’ social support appears to have fostered a culture of cross-pollination, continually improving students’ designs.

Contribution. This study contributes to a growing body of empirical research that explores the effects of heterarchical pedagogies on design students’ mental well-being.

Engagement. Opening question to the participants, ‘What stress factors may arise for students in the ambiguous problem-based learning?’. Distractors will reveal different awareness.

Focus: Application of co-design approach and Q-Sort method to develop cross-disciplinary iSoLT project

Background/context: Scholarship of Teaching and Learning (SoTL) is an evolving field with diffreent meanings. Fundamentally, it is research informed, evidence-based, critical yet collegial reflection on teaching and learning practice. Partnerships and collaborations among academics including with students are key to good SoTL practice. However, most L&T innovations remain discipline specific. Co-design approaches can facilitate authentic partnerships and collaboration among academics across faculties. Evidence of such partnerships are limited in high education research.

Description and methods: The study aimed to develop cross-disciplinary iSoLT project at Curtin University using co-design approaches and Q-Sort methodology. Using self-reflection tool, we explored experienced academics’ views on teaching practices and L&T innovations, perceptions of effectiveness of teaching practices when adopting innovations, and underpinning pedagogy. Reflective narratives from participating academics were thematically analysed using NVivo. Q-Sort method was used to quantitatively sort shared viewpoints and reveal areas of consensus and disagreements among academics from disciplines represented.

Evidence: From reflective narratives, academics view student-engagement in learning as vital to produce industry-ready graduates. To engage students, particpating academics employ different teaching practices such as problem-based learning using real world case-studies, industry placements, engaging industry stakeholders in teaching and using technology like simulations. However, practice of adopting L&T innovations is mostly ad-hoc due to challenges experienced by academics. For example, limited time due to workload pressure and highly competitive innovative-teaching research grants. Lastly, we found limited cross-disciplinary evidence about which innovations effectively engage students. Therefore, we developed cross-disciplinary iSoLT project to explore L&T innovations for enhancing cross-disciplinary graduate attributes at Curtin.

Contribution: Practical approach for developing cross-disciplinary iSoLT project, it can be extended to higher education sector-wide.

Engagement: Participants will experience Q-Sort in realtime on "L&T innovations used to engage students across universities represented in the audience."