Focus: This research aims to gain a deeper understanding of the impact of peer feedback processes during students’ drafting and reworking of an assignment.

Background: The study is underpinned by a feedback literacy framework where curriculum design to enhance students’ feedback literacy are systematically embedded throughout programmes(1). This framework highlights the need for an extended view of peer feedback as integral to teaching and learning processes(2).

Description: The research question raised:
1. How do peer feedback components influence students’ drafting and reworking of assignments?
2. What are students’ perceptions about the learning benefits of the different peer feedback components?

Method(s): Three cohorts of students (n=230) in a nutrition course were surveyed on the usefulness of various stages of peer feedback, which include completing individual assignment (draft and rework), providing anonymous and prompted written feedback (in triads) and reading feedback received while comparing peers work to their own.

Evidence:
Multiple feedback components worked well together to influence students’ task completion. Comparing their own draft against others was found to be useful to most students, followed by reading the feedback received. Analysis of open-ended response question and written work showed that students used this comparison approach to revise and improve their own work. These results aligned with other recent work(3-5).

Contribution:
Our study highlights the advantages for designs which leverage on all components of peer feedback to increase students’ opportunities to use feedback, including internal feedback(2), meaningfully in subsequent work(6). This highlights the need to promote multiple forms of comparison to foster a range of feedback that students can internalize for better learning outcomes(7).

Engagement: Using accounts of student experiences, we will elicit important learning features of this peer feedback process. We will share learning design considerations for teachers to create opportunities for students to generate internal feedback, even for large classes.

Mature students are increasingly forming a significant proportion of the current postgraduate education cohort; it is essential to understand their needs and the transformative aspects of their educational experiences. Most of the mature student experience literature focuses on students entering undergraduate programs; however, this research examines mature students without undergraduate degrees in postgraduate programs.

Background: As a postgraduate lecturer, I observed these students juggling senior roles, families, and studies. Their stories prompted me to investigate whether there is a transformative learning experience and determine how education providers can assist them through their journey to enhance their experience.

Description: This study builds upon Mezirow's (1978) theoretical framework of transformative learning as the benchmark when examining the student journey regarding the transformative learning experience.

Method: This qualitative study centred on the experiences of participants without undergraduate degrees who graduated from a postgraduate program. Semi-structured interviews were conducted and transcribed, and a thematic analysis was completed in NVivo. A second researcher independently coded the data to ensure validity and reliability in the analysis and findings.

Evidence: Findings indicate that participants experienced transformative learning, particularly in themes including transformation, obstacles, and the unexpected journey. This study provides insights into the need for academic support to assist future students who have not completed undergraduate studies, particularly in the early part of the program. As a result of the transformational experience, these insights can inform higher education providers of the need for support in terms of pastoral care as students seek or require information about future career direction.

Contribution: This study contributes to the knowledge of transformative theory and provides further insights into graduate students' experiences.

Engagement: Use of a reflective question to prompt discussion of the audience experience of mature students and whether they have noted any similarities related to:
- Transformation
- Academic support

Focus
Presentation of outcomes of research into neurodivergence in HDR study.

Background/context
An increasing number of university students identify as neurodivergent (eg: having autism, ADHD, dyslexia or other conditions) (Dwyer et al, 2022). Research shows that undergraduate students often find the university environment alienating, reporting poor treatment and stigma (Clouder et al, 2022), but very little is known about experiences at HDR level. Given the different structure of HDR study, specific research is needed to support this population.

Description
We surveyed HDR students and supervisors at the University of Adelaide, to better understand their experiences of HDR research and supervision.

Method
Two autistic HDR candidates contributed to survey design and data analysis. We conducted online Qualtrics surveys of HDR supervisors (n=101) and HDR students (n=140). Surveys were open to all, with participants invited to optionally nominate identification or diagnosis of neurodivergence. Data was analysed quantitatively within Qualtrics, and qualitatively via thematic coding using NVivo.

Evidence
Sixty-seven percent of student respondents identified as neurodivergent in some way. They reported stigma, isolation, lack of institutional support, and unhelpful treatment from supervisors. Adjustments designed for undergraduates were not useful. Both students and supervisors identified flexible and individualised approaches to supervision as helpful.

Contribution
Supervisors can support neurodivergent HDR candidates by building flexibility into supervision practice, in line with the concept of ‘neurodiversity’ not as illness, but as part of the natural variation of human minds (Singer 2016). This approach orients supervisors towards discussing their needs with all students regardless of diagnosis, (eg: communication styles, working and meeting spaces, sensory needs, feedback expectations) thus avoiding stigma for neurodivergent students, while benefitting all students (and potentially supervisors).

Engagement
The audience will be invited to reflect on their own needs in communication and sensory environments, and discuss how such reflections can be built into supervision practice.

Focus:
This is an analysis of student feedback from students in Accounting and Finance to investigate effective teaching practices at ECU. The outcomes identify key themes that guide lecturers in enhancing academic excellence.

Background/context:
Edith Cowan University (ECU) has a reputation for exceptional teaching quality over the last decade as evidenced by various awards (AFR BOSS 2023; QILT 2022). The teaching staff at ECU are dedicated to unparalleled quality and comprehensive student development through continuous improvement practices. The primary objective of this presentation is to highlight the key teaching practices that have contributed to this reputation.

Description:
Feedback collected through ECU's unit and teaching evaluation instrument conducted at the end of each semester was used as the basis for this study. It includes an open comment box for students to provide unprompted feedback about what their teacher did well.

Method:
We systematically collected 527 student comments across 19 accounting and finance units. Student comments were analysed using Leximancer to identify and understand the aspects of ECU staff’s teaching valued by the students, providing comprehensive insights into student feedback for continuous improvement.

Evidence:
Five of the pivotal themes students have identified as strengths of ECU’s teaching staff are student focus, teamwork, knowledge, practical applications, and clarity.

Contribution:
Our contribution lies in advancing teaching scholarship and practice through evidence-based research. By identifying key themes, we offer actionable insights for academics to enhance academic excellence, skills development, and student support, fostering comprehensive learning environments. Other Academics can use this model as a valuable blueprint for institutions aiming to elevate educational outcomes and foster a conducive learning environment.

Engagement:
Initially, we will ask a leading question to determine the audience’s perspective on the topic. Furthermore, we'll encourage them to share personal insights to enrich the presentation experience for everyone.