Announcing our new DeakinHE Fellows

Announcing our new DeakinHE Fellows

24

NOVEMBER, 2020

Teaching & Learning
HEA Fellowships
DeakinHe Fellows

We’re excited to announce the first round of fellows conferred by the DeakinHE Fellowship program. This first round of four senior fellows and one fellow is only the beginning, with 130 staff seeking fellowships in 2020.

DeakinHE Fellowship is an HEA accredited program that provides learning and teaching professionals the opportunity for formal recognition of practice, impact and leadership.

We spoke to two of the new Deakin HEA Senior Fellows about why they applied and what they got from the experience.

Headshot of Chrstine Contessotto

Dr Christine Contessotto, SFHEA

Associate Dean, Teaching and Learning
Faculty of Business and Law

I value teaching and try to create a safe, authentic and innovative learning space for students. I felt a successful application would provide an opportunity to gain recognition for my teaching and learning leadership and practices both within Deakin and externally. Deakin’s provision of ongoing mentoring, workshops and support throughout the process also encouraged me to apply.

I found the reflection of my practice across the Professional Standards Framework to be extremely valuable. Often, I am so busy ‘doing’ that I don’t stop to reflect. The application forced me to identify the important triggers which have led to my current teaching philosophy and practices, and to provide evidence of my achievements.

I found the reflection of my teaching career to be affirming. As part of the experience I benefitted from engagement with the recent education literature and from taking the time to consider further enhancements to my teaching. In addition, I met other academics in Deakin with a strong interest in teaching and learning and gained insights from our interactions. The experience has enhanced my skills as a professional educator.

Headshot of Meghan Kelly

Associate Professor Meghan Kelly, SFHEA

Associate Dean, Teaching and Learning
Faculty of Arts and Education

I applied for the fellowship because I was appointed to the role of Associate Dean, Teaching and Learning and it seemed insane and somewhat contradictory that I was asking others to consider applying for their Fellowship when I had not applied myself. I decided to prioritize the application, which I was convinced would be a long and daunting process. Instead I found it offered me an opportunity to be reflective, to learn to narrate my contribution to teaching practices and to connect with others to have discussions about what they were doing in their teaching.

The experience has given me a better understanding of how to define my role in teaching and provided me with an opportunity to reflect on why I focused on teaching and learning in my academic career.

The feedback from the program mentor was excellent and helped me to prepare an application that was thorough, and the comments from the referees were humbling and helped me appreciate the work I do and the impact it has on others. Writing this submission was rewarding and I now have documented evidence I can use for promotions and applications for other roles.

Learn more about DeakinHE Fellowships

Expressions of interest for the next round of DeakinHE Fellowships will open in February 2021. To learn more about the Fellowship program, categories and timeline, visit the DeakinHE Fellowship webpage and register to receive an invitation to the information sessions for 2021.

Want new articles before they get published? Subscribe to our DTeach Newsletter.

Congratulations Dr Madeleine Schultz, winner of the RACI Chemistry Educator of the Year Award

Congratulations Dr Madeleine Schultz, winner of the RACI Chemistry Educator of the Year Award

Congratulations Dr Madeleine Schultz, winner of the RACI Chemistry Educator of the Year Award
21
OCTOBER, 2020
Good Practice
Awards and Recognition
Dr Madeleine Schultz, Senior Lecturer in Chemistry in Deakin’s School of Life and Environmental Science (LES) has recently been awarded the Chemistry Educator of the Year award by the Royal Australian Chemical Institute (RACI). The RACI has acted as the key body advocating the interests and activities of the chemical sciences since 1917 and the Chemistry Educator of the Year award is designed to encourage developing teachers in undergraduate or postgraduate University courses.

‘I am absolutely delighted to receive this highly competitive award,’ said Dr Madeleine Schultz. ‘My twin passions are improving student learning through the use of evidence-based teaching practices, and incorporating sustainability into chemistry education.’

Madeleine’s educational research explores improved approaches to support students of all ages to learn chemistry via better understanding of student backgrounds, development of scaffolded online modules and explicit use of multiple representations. Together with LES colleagues, she has investigated the complex array of factors impacting success in large first year units SLE133 and SLE155, and how engagement was impacted by the move online in 2020. In parallel with this, she has a strong background in supporting the professional development of chemistry teachers to use best practice for holistic understanding. Since commencing at Deakin in 2018, she has initiated professional development workshops for LES sessional staff, focussing on the specific challenges of teaching chemistry and other sciences.

Following an undergraduate science/law degree at ANU with first class honours in chemistry (1995), Madeleine moved to the University of California (Berkeley) for her PhD (2000). She completed her world tour with a post-doctoral fellowship at the University of Heidelberg before returning to Australia. She has since worked at three Australian institutions as her research focus moved gradually from doing chemistry to improving the teaching of chemistry.

Madeleine founded and directs the Chemistry Discipline Network, a community of practice for tertiary chemistry educators. In 2019 she co-developed (with Dr Seamus Delaney, from the School of Education) the UNESCO-funded Periodic Table of Sustainable Elements outreach activities and was part of a Deakin team that brought this event to seven disadvantaged schools in rural and remote Victoria.

Madeleine recently spoke with us about her continuing commitment to the betterment of teaching practices. ‘I would love to chat with anyone interested in chemistry or science education, schools outreach, pedagogical content knowledge for chemistry, misconceptions, or student efficacy.’

Congratulations Madeleine!

Want new articles before they get published? Subscribe to our DTeach Newsletter.

What is happening in Work Integrated Learning at Deakin in 2020?

What is happening in Work Integrated Learning at Deakin in 2020?

What is happening in Work Integrated Learning at Deakin in 2020? 
4
AUGUST, 2020
Digital Learning Teaching & Learning Learning Innovations Team Collaboration
This year has disrupted much of what we do in teaching and learning, in particular Work Integrated Learning.  Support for this challenge is available on the WIL at Deakin blogNew resources include a comprehensive Deakin specific guide to offering placements and major projects onlinedeveloped by a research team from Deakin, RMIT and University of Tasmania. A step-by-step resource for scaffolding WIL to develop the Deakin GLOs with examples of authentic work-related assessments, aligned with the discipline, graduate capabilities and suggested supports for students has also be added. Contact details for faculty Academic WIL directors who support WIL activity are also there if you would like some targeted supportThe blog space will be refreshed over 2020, so bookmark it to check later. 

Watch out to for a DLF project that will gather case studiesprinciples and practical pointers for use of the Deakin portfolio tool to support WIL outcomesWhich tool Deakin will adopt is yet to be announced. Generally, portfolios support students to reflect on progress over time (skills development, knowledges, career planning) and transitioning seamlessly into professional CPD practicesAt course level, they enable mapping of where and how ULOs, CLOs, GLOS are developed over a course, as well as Assurance of Learningachievement of competencies and of professional standards. Read about a course level system for portfolio use, including to support WIL, developed by Ron Knevel at La Trobe (See More than an eportfolio: Horizontal and vertical implementation of PebblePad in the curriculum ) 

Within and beyond our owcommunity, the Australian Collaborative Education Network (ACEN) National WIL Strategy has been a focal point for WIL in Australia. ACEN hosted a recent national forum in which many universities indicated their preferences for a refresh of the strategy in 2020. Sector-wide priorities for WIL remain consistent or indeed amplified by COVID-19, such as: organisational leadership and management structures which support WIL; institutional coherence on quality WIL practicemanaging risksharing of quality practice, building a ‘culture of WIL’ and a ‘WIL Learning Community’enhancing and expanding industry engagement and partnerships; and employability and graduate outcomes in our ever-changing world 

Deakin’s participation in the forum involved reflecting on our own institutional priorities. The DVCE, Professor Liz Johnson, has flagged developing career awareness for graduates who will experience multiple careers, may not work in their target profession as graduates and a need for further research to provide insight into building resilience. Other foci are sustainability and inclusivityemployability, including what online placements, projects, or other models’ employers can offer and extending partnerships to support WIL. The work of Friederika Kaidor and Harsh Suri, noted above, has help to progress our priority of supporting and developing online and virtual WIL. 

ACEN is facilitating Global Conversations about questions resulting from COVID-19. A joint statement of principles for the higher education sector response to COVID-19 has been released. ACEN’s Critical Conversations are facilitating online conversations for disciplines about current issues for WIL practitioners, sharing of strategic responses and access to support. The next event in this series looks at Project-Based WIL: Platforms, Practices and Pedagogy’ at which discipline groups will discuss innovative models of project-based WIL being planned for the second half of 2020 and beyond. 

Deakin RMIT and ACEN are planning WIL virtual summit, to be held over the 27– 28th October, 2020. A focus on creating the future with WILin a full program of  roundtables showcases and papers, is complemented by opportunities for virtual networking.  

We hope to see you there! 

Want new articles before they get published? Subscribe to our DTeach Newsletter.