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Conference 2015 - Auckland University of Technology - 25 - 27 November


To view the full programme please click here:
Full Programme

Summary Programme

Wednesday 25th November

2:00-3:00pm Afternoon tea available and Registration opens
3:00-5:00 pm Workshops and Special Interest Group
5:00-6:00 pm Poster evening with drinks and nibbles

Thursday 26th November

8:30-9:00am Registration opens
9:00-9:30 am Conference opening - Professor Pare Keiha
9:35-10:05am Host group (1)
10:05-10:20am Morning Tea
10:25-11:15am First parallel session
11:20am-12:10pm Second parallel session
12:15-1:00pm Lunch and HERDSA New Zealand AGM
1:00-1:30pm Host group (2)
1:35-2:35pm Panel Session: Accreditation of university teaching in Aotearoa/New Zealand
2:40-3:30pm Third parallel session
3:35-3:55pm Afternoon tea
4:00-4:30pm Host group (3)
4:35-5:25pm Fourth parallel session
6:30pm Conference Dinner

Friday 27th November

8:50-9:40am Fifth parallel session
9:45-10:35am Sixth parallel session
10:35-10:50am Morning tea
10:50-11:20am Host group (4)
11:25am-12:15pm Seventh parallel session
12:20-1:10pm Eighth parallel session
1:10-1:40pm Lunch
1:40-2:30pm Ninth parallel session
2:35-2:55pm Host group (5)
3:00-3:45pm Host group reports and conference close

Conference closes by 4:00pm Friday 27th November

Workshops and Special Interest Group

Flying with Icarus: Embodied reflections on tertiary education research.

Facilitator: Jane Isabel Luton

Imagine that Tertiary Education Research in New Zealand is planning to develop an interactive centre in which the stories of academic research will be shared. These stories will help researchers reflect on the ‘promises and perils’ entailed in doing research. The University will call this site The Interactive Centre for Academic Researchers’ Unseen Stories [ICARUS]. As tertiary researchers you are invited to use your imagination in this framed space to explore your own stories through a new research tool ‘embodied reflections’. Together we begin to imagine that this empty space, through the magic of drama, will become a place in which to reflect on and share your stories – you will create new artefacts and exhibits. The framing device draws on the story of ICARUS’ journey to the sun as a metaphor to ultimately ask: how can we successfully reach the sun as researchers? You are invited to bring along an artefact that relates to your research and to be willing to play in a space of reflective possibilities.

Anticipating future challenges in the secondary-tertiary transition

Special Interest Group facilitator: Angela Tsai

At present, there is a tendency for higher education institutions to take a reactionary approach in terms of identifying and addressing issues related to the secondary-tertiary transition. There is an increasing need for us to take a more proactive / future-oriented approach to achieving better transitional and educational outcomes with diminishing resources. This session aims to harness the experiences of attendees to anticipate future challenges and to brainstorm potential solutions.
(A specific example may be the NCEA’s announcement of plans move completely away from paper-based exams for appropriate subjects by 2020 - http://m.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11448225. What are the implications for tertiary institutions, and how do our assessment strategies need to evolve to accommodate these changes?)

Ten tools for developing academic literacy

Facilitator: Katy Mann, Kirsty Williamson, Laura Hopkins, Susan Geertshuis, Shireen Junpath and Sue Gough from the University of Auckland Business School Innovative Learning Team

The presenters have conducted research and established innovative practices in developing academic reading and writing that enable them to reach large numbers of students and create sustainable support systems by using electronic tools. The session will be highly interactive and begin with a consideration of the multiple means by which students’ transition into an academic environment can be eased and with sharing our practices in building academic reading and writing skills. We will then consider how electronic tools can be used to help deliver these support mechanism in a sustainable way. The workshop will cover new tools and familiar tools used in innovative ways. Below is an outline of our workshop:

click the map to enlarge

You will leave this session having shared your views and discovered tools that may help you extend your support to students with little or no additional cost and effort and we will have had some fun along the way!

Supporting best practice in curriculum development

Facilitator: Susan Geertshuis, Emma Sadera, Lyn Collie, Narissa Lewis, Tessa Owens, Anji Rae and Nabeel Albashiry from the University of Auckland Business School Innovative Learning Team

How do we develop curricula which maximise quality and rigour whilst recognising our ever-reducing resources? How do we ensure a diffusion of innovative and best practice in curriculum development? The prevailing wisdom suggests that using course development models is a means by which educators can create pedagogies that offer meaningful and, crucially, consistent opportunities for students to learn effectively. But many of the models in common currency were developed a more than a decade ago. How relevant are they to current university teaching contexts?

Having reviewed existing curriculum development models and found them partial or unhelpfully abstract, the University of Auckland Business School’s Learning and Teaching Unit have developed a simple flow chart that supports best practice in course development, taking educators from initial reflections on the topic, the students and the graduate profile, all the way through an iterative development process to the first summative evaluations and into a continuous improvement cycle. We will include perspectives of both the developers and users in a hands-on workshop exploring this process. The session will include a panel of seven staff members from the Learning and Teaching Unit who welcome your questions, suggestions and thorny curriculum problems. Below is a summary of the model:

click the map to enlarge

Thursday Panel Session

Accreditation of university teaching in Aotearoa New Zealand

Chair: Stanley Frielick (Director of Learning and Teaching, AUT);
Linda Keesing-Styles (Dean, Teaching and Learning Academic Development, UNITEC);
Nell Buissink, Piki Diamond, Jennie Swann (Centre for Learning and Teaching, AUT).

There has much been much debate in New Zealand and Australia over the past 15 years about professional standards for university teaching, whether qualifications in tertiary teaching should be mandatory, and how best to recognise and reward processes of professional learning that provide evidence of good practice and quality in teaching. The UK established the UK Professional Standards Framework (UKPSF) and Higher Education Academy (HEA) a decade ago to address these issues through an accreditation scheme. There are now ~40,000 Fellows and ~10,000 Associate Fellows of the HEA in UK universities, with some institutions having 100% of their academic staff on the accreditation framework.

In the absence of such a framework in this part of the world, some Australian universities simply joined the HEA scheme a couple of years ago. AUT, along with Massey University and UNITEC, will now be piloting a similar process with support from Ako Aotearoa.

The panel will provide an update on developments at their institutions, and invite discussion and questions on the process.





The organisers gratefully acknowledge the generous support of
Ako Aotearoa in making the conference more accessible to delegates.


  • Convenor: Dr Nellie Buissink
    Centre for Learning and Teaching, AUT
  • For all enquiries please contact Nellie, Pam and Emily at: ternz2015@gmail.com

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