Contents lntell ~ctual lmelosion IntellectualImplosion l Peter Karmel From the President 2 also a major question, but not an From the Editor 3 ,overwhelming one. --- - Recent trends in public policy have StrategicPlanning for HERDSA__ 6 placed emphasis on market solutions and on the minimisation of government Using the Curriculum to Improve expenditure. These have affected higher Participationof Indigenous education policy. I want to discuss this Studentsin LegalEducation - 7 policy in the light of the two thoughts EIDOS Idea Dossier No . 8 14 that have been revolving in my mind. Since 1988 the number of formally National Surveyon the Work recognised universitie s in Australia has Roles of Academicsin Australian doubled - there are now 39 (37 public Universities 16 and 2 private). Tot al student numbers rose to 672,000 by 1998 - an increase of Findingthe Gems Amongst 60 per cent in a decade. In relation to our the Pebbles 16 population this is a large number, and we figure in the top echelons of OECD IntroducingMandatory Professional disciplines. Moreo:ver, this should countries for participation in higher Development for AcademicStaff: apply to all pFofessions that have education. In fact, about 45 per cent of A Case Stud~ 17 an intellectual base and a potential all young people will enrol in a higher The Case for Generic SkillsTuition 21 for development through education course at some time of their scholarsliip and research. lives - of course, they will not all Spacefor Learning 23 My second thought was stimulated graduate, but about 70 per cent of them t>y!'tearing radio snippets and reading will. The expansion in enrolments has Report from a Postgraduate news items. It seemed to me that the itself increased access and disadvantaged Award Holder at the dogma of economic rationalism, the idea groups have generally benefited; in 1998 HERDSA Conference --- 26 that the pursuit of private interests in a addition, the multiplication of university Using the World Wide Web market environment is the best way of campuses has widened geographical in the Classroom 27 serving the public good, is slowly being access. But university access has not only widened; it has deepened. Post moderated . The notion that public good Many Routes One Destination : graduate course work and research and private interest need to be balanced Profiles of Successful Academic training have expanded proportionately and that policies should be judged . on Women 29 their expected consequences rather than more than undergraduate work, on any ideological principles is slowly enrolments doubling over 1988-98 as HERDSA Life Members 30 regaining ground. against a 50 per cent increase for -- - undergraduates. HERDSA Special Interest Groups Ironically, when I studied economics (SIGS) 30 in the 1940s, the traditional neo-classical Note that if enrolments in award courses (of at least a year's length) in view that private interests were the best News from Branches 32 way of serving the public good was vocational educatio11 and training regarded as old hat and a discredited institutions are added to higher education Conference Report 33 doctrine. It is almost 50 years since I enrolments, probably about 70 per cent became Professor of Economics at the of a cohort enrol in formal post­ Innovations in Psvcholoev Teaching --- 34 University of Adelaide and during the secondary education . In the longer run I 1950s, 1960s and most of the 1970s would want to aim at a figure approach Teaching & Learning Forum 34 Australian economists were deeply 90 per cent, split about equally between HERDSA Annual International concerned with the practicalities of higher education and vocational Conference 35 public good issues, including economic education and training. growth, full employment and the The last decade has also witnessed f_~_rthcoming ~onfe_r_ences 36 distribution of income. Concern with an astonishing incre ase in course ·-· inefficiencies in the private sector was completions, increasing by about 80 per

continued page 3

HERDSA Web Site http://sunsite.anu.edu.au/education/herdsa

- - , From the .d Prest ent

Remarkable as it seems to me, by portfolio created for this purpose. The July I will have held office for 'New Researcher's Prize' is just one of a a two year term. As indicated number of initiatives being instituted. earlier I will not be standing for a The Executive has developed a draft further term. The job has been strategic plan for the Society. This is a challenging, rewarding and time m ajor revision of the previous plan, consuming. The opportunity to developed in 1995 . It will be subject to lead this Australasian society scrutiny by the membership before it is 1 concerned with the furthering of adopted. higher education has been an A great deal of work has gone in to honour. My commitment was for m aintaining HERDSA's publications two years. It is now time for me to profile. HERD, the Green and Gold give more attention to local Guides, the NEWS and Conference priorities. Proceedings continue to be valued What has been achieved? internationally as well as within the We have moved forward with the region. Bulk sales of various series have accreditation/recognition issue, with proved popular. HERDSA having established that it will While I have not mentioned pursue the idea of offering 'Certificates HERDSA conferences above, they of Recognition' for programmes or continue to be a vital part of the Society's courses in higher education teaching and activity . Recognition needs to be given to learning. This possibility was recently the enormous amount of work required to canvassed with Vice-Chancellors of all mount a conference and special thanks universities in the Australasian region. are due for the work done by the people While many were tentative, most responded favourably. The Executive in Auckland and work being done by commissioned Jackie Lublin to develop a those in Victoria. With no offers for the project bri e f for the initiative and is 2000 conference the need to think currently considering this document. creatively about this event becomes most On the international front HERDSA pressing. has played a more significant role in the The achievements listed above are International Consortium for Educational certainly not mine and the list is not Development. have acted as exhaustive . Having generally resisted Australasian delegate to the ICED naming names, I would like to finish Council, most recently attending the with a collective thank you to my council meeting in Maastricht. Patricia colleagues on the Executive and the Weeks is one of the editors of the ICED Canberra Office staff . A lot of what I journal , Th e International Journal for hav e been involved in with them has Academic Development. I was invited to been hard work. But mercifully some of bid to host the biennial ICED Conference it has also been great fun! I wish the new in Perth in 2002. Having this conference in Perth is now a strong possibility. Executive every success. Putting the 'R' hack into HERDSA Owen Hicks has progressed significantly , under the President

"To talk in public, to think in solitude, to read and to hear, to inquire, and to answer inquiries, is the business of a scholar." Samual Johnson HERDSA NEWS ~~ March 1999 ~ From the Editor Welcome to another academic year HERDSA could play a greater role in Progress. Unfortunately space proved which by now is well under way. offering comment on current issues in tight so the reports have been placed on Life certainly does not get any higher education and also provide support the HERDSA Website. They will appear easier for academics and instit­ and resources for teaching at a time when in the July issue. teaching has never before had such a high utions. The uncertainty about the We also have included some news profile in Australia at least. Please give future of research funding, the and contributions from HERDSA Life serious thought to t)1e nomination of a controversy about student union Members. I have had a great response new President to lead the Society at this contributions and the possible from some members and they have time of opportunity. impact on funding and services and provided considerable information about There is quite a variety of articles in the continued stressful working their distinguished careers, which this issue and I continue to be encouraged conditions provide a difficult regretfully I will have to edit otherwise by the response (I hope the honeymoon as working environment in which it is we would need a special issue devoted to Editor continues!). Please let me know if them. In particular Peter Karmel writes increasingly difficult to be a high there are areas of tertiary education that some thoughts on the current situation in quality teacher. However as the are being neg! ected and al so try to higher education which were reported in articles in this issue show there are encourage colleagues working in that area the National Press and which should give those who continue to work at good to write articles for the News. rise to some interesting debate. teaching and have encouraging I have tried to include more news and Finally we welcome Liz Wilson to results to show for their efforts. articles from our colleagues in New HERDSA News as our new desk top Please read the report on the Zealand in this issue and am grateful for designer. Liz works as a graphic designer important Strategic Planning meeting the response and hope we can build on for the Queensland Performing Arts held last November to re-think directions that in future issues. Trust. for the Society. Members comments are I had hoped to publish in this issue important to guide the Executive in two reports of research that was Roger Landbeck finalising the strategic plan. At this time previously included under Research in Editor

Intellectual in spite of the enlarged system. Within difficulty of the course, the standard of the total, Commonwealth operating the examining. What conclusions can Implosion grants, net of HECS, appear to have you draw from a high completion rate in peaked in 1996 and by 200 I wi II be a particular institution? Other indicators continued from page 1 some $500 million lower. bear a clearer relationship to quality; for The Commonwealth's emphasis on example, students' assessments of good cent to 155,000 annually. Given that expansion has been accompanied by teaching, of their overall satisfaction and staff has increased by only one fifth over concerns about quality . But the concept of their acquisition of generic skills, but that period, the rise in productivity of of university quality is an elusive one. still need to be treated with caution, as university staff, as measured in the usual The Government has largely relied on students' judgments must be tempered way, has been very positive. the publication of large numbers of with their teachers' greater under­ Over the past decade the performance indicators. Many of these standing of what they should learn and Commonwealth Government's policy on are no more than indicators of diversity; experience at university. higher education has been, broadly of course, institutions differ in the In all the material on quality there is speaking, to expand the system and to backgrounds of their students, the little reference to academic staff. Yet reduce the total costs to the Government. students' academic standards, staff distinguished academic staff stand out: In these objectives it has been qualifications , subject mix, mix of they are admired by their peers, they successful. The system has greatly teaching mode and so on. Such produce path-breaking scholarship and expanded and costs have fallen . Public indicators do little more than research, they write widely-read books expenditure on higher education as a acknowledge that any group of people and research papers, they inspire percentage of gross domestic product will have differing heights and weights. advanced students, they are elected to the peaked twenty years ago at 1.5 per cent Some indicators are quite unclear in their learned academies and societies, they of GDP; it is now approaching 1.0 per interpretation; for example, the win prizes. Moreover, they tend to be cent. In absolute terms Commonwealth proportion of students completing a concentrated in certain universities or expenditure, relieved by the Higher course or a unit is confounded by its parts thereof. Why have these Education Contribution Scheme, is set to dependence on the quality of the aggregations of scholars and researchers decline in 1998-99 for the first time ever, students, the quality of the teaching, the been so ignored?

3 HERDSA NEWS March 1999

The answer lies in one word cuts and salary increases. Since 1996 some institutions that fit lhis model, for 'elitism'. Opposition lo elitism in our stall numbers have been falling, and example, the Waite Agricultural higher education system from cumulatively arc likely to decline by Research Institute al the University or government. the public and the about I O per cent. Recruitment or young Adelaide. institutions themselves is so strong llrnl academics is thus becoming rarer. Bright My second suggestion relates to the all universities have lo be treated in young graduates are being turned away. basic humanities, social sciences and exactly similar fashion. There must he As a result the ac,1dcmic workforce is natural sciences. Al many or our no tall poppies; none must stand out ageing - unless reversed, its quality will universities these arc no longer seriously from the crowd. inevitably decay. taught (largely because or lack or Academic distinction is only Whal lo do'J First. the issue of demand), and I have 110quarrel with that. one important dimension or a research . I am not proposing major Al others their staffing is under threat. university's activities. Universities serve changes lo the present system or Disciplines like philosophy, classics, local communities, they offer many competitive research grants or or support modern languages, linguistics, physics, services, they seek to support for special research centres, key centres and mathematics arc the very disadvantaged students, they enter into or cooperative research centres. But I foundations 011which important applied partnerships with local industry. They believe that Australia needs a number or research is based. If we lose strength in may well achieve excellence and these, much or what all the high reputation along any of these universities stand for will crumble. dimensions. But the advanced -' If the current populist, I suggest that a total or some 20 intellectual base that needs to be lo 25 National Faculties of Arts and provided by appropriate institutions egalitarian approach to higher National Faculties or Science be should be given high priority. education continues, the established. Again, they should be in The antagonism to providing universities with patent strengths in special support lo a limited number intellectual base of the physical and human infrastructure. of institutions on the grounds or its Australian universities Their main tasks would be to being elitist is really quite maintain a critical mass of high level extraordinary, given the obvious will be eroded ... " scholars in the basic arts and ways in which top scholars and sciences, to offer superior honours researchers stand out above the rest. courses al third and rourth year It is also extraordinary in its contrast to major research aggregations with levels, to offer post-graduate course the Commonwealth's policy on sport. guaranteed long term runding to support work and research training. They should Commonwealth (and indeed State) intellectual inquiry at the highest level - be funded by supplementary funding on Governments support popular so that long-term curiosity motivated a per student basis in relation to the involvement in sport, both professional scholarship and research can be number or undergraduates attracted by and recreational, on a wide scale . undertaken. The Australian National the National Facullies who rank in the However, very large sums arc directed to University has ten such research schools. top 20 to 25 per cent at tertiary entrance the support of There have been rumours that the examinations or the equivalent. There elite institutions, like the Australian Commonwealth may change the present may he some 40,000 such students. I Institute of Sport and the various State arrangements and severely cut the block estimate a total cost, also or about $ I 50 institutes, for the development of the funding. These Research School shave million a year. over a long period involved a huge elite sportspcople. The word My third suggestion relates to the investment in physical infrastructure - elite' is commonly used in large number or professional schools that buildings, equipment, libr.irics and Commonwealth and State publications, have developed. The Commonwealth information technology - but, above all, in favourable terms, without the slightest has, quite rightly, kept a firm grip on the in human capital . Large numbers or embarrassment. Of course, success i r number of Medical Schools, but Schools distinguished scholars and scientists readily measured - medals, victories and of Law, Nursing, Engineering, Business have been gathered together and nurtured so on. But success in the intellectual clc have proliferated. This has to be - they rorm a most significant world is also measured by similar accepted. However, there ought to be intellectual base. No doubt, the Research distinctions. Education policy should he some discrimination in the offering or Schools may need lo reinvent themselves based on widespread participation for all advanced specialisations and higher and to change directions and emphases. and special facilities for lop graduates degrees, based mainly on staff strengths. But to weaken them significantly would ·and academics, just as sports policy is Some form or accreditation should be be an act or pure intellectual vandalism. directed to widespread popular introduced. The costs involved should be involvement and the training and support I propose that the Commonwealth minimal - indeed, there may be savings. of elite athletes. fund not only the ANU Research Finally, there seems to me to be no Schools, hut another ten or so. They If the current populist, egalitarian case for interfering with the large should all be known as National approach to higher education continues, number of general arts and sciences Research Schools. They should be the intellectual base or the Australian courses, many with an applied or semi­ located al universities that have universities will be eroded, Australian vocational bias. These arc widely offered appropriate inrrastructurc in terms of life will be the poorer and Australia will and the institutions are best left to make library and i11ror111ationtechnology and, lose what has been its proud place in the decisions about them. My three above all, a sufficient aggregation or world of scholarship and research. suggestions are aimed solely at senior recognised academic staff. The Moreover, these tendencies arc being achieving the highest level or intellectual cost would be about $150 million a year. reinforced by reductions in academic understanding and professional practice Already there arc major activities in staff numbers brought about by funding through appropriate scholarship and

4 HERDSA NEWS ~~ March 1999 ~ research. Incidentally, I would see the and of the efficiencies to be gained National Union of Students is mainly enrolment of PhD students limited to the through the operation of a freer market concerned with keeping fees as low as National Research Schools, the National for educational services. My proposals, possible . Both unions are likely to however, accept that a free market does Faculties and the recognised advanced oppose any differentiation among the centres in the professional schools . not always produce results that are universities on the basis of abstract Research training needs to be undertaken socially optimal. The degree of egalitarian principles, rather than in an appropriate atmosphere peopled by regulation that I am advocating thus a sufficient number of recognised balances the pursuit of the public good concern themselves with what is good scholars . (emphasis on building up concentrations for individual students and the country . of high level academics engaged in Arrangements of the kind proposed The Minister, and indeed politicians advanced work) against the self-interest above will require decision _s on where to generally, show Ii ttle inclination to of the individual universities to be all locate National Research Schools and engage in conversations on the real treated equally. Access to higher National Faculties and on the degree of issues confronting university life in education will in no way be affected . regulation of the offerings of Australia, apart from cost containment How will these ideas be received? professional schools. These should be and the efficiencies to be gained from made by a statutory body comprising There may be a dozen vice-chancellors downsizing pressures. The West Report distinguished senior academics (not who will welcome them, but they will be addressed none of these matters. university managers or vice-chancellors) and prominent citizens, assisted by My proposals are not necessarily the expert panels. Above all, the statutory " I propose that the last word. But we must have a debate on body should be removed from political Commonwealth fund these issues. Running a university is not influence, especially of the electoral the same as running a supermarket or a kind. That is the best way to avoid not only theANU bank or a public service department. Too political wrangling in decision-making Research Schools, but many university administrators mouth and to take account solely of the merits the mantras of modern managerialism of the case . another ten or so ... " without thinking carefully about the The cost of the above proposals context in which they operate. We must ($300 million annually) is not large recognise the need for a differentiated compared with the now falling very cautious in what they say. The self­ system of universities, acknowledging total Commonwealth expenditure interest of the institutions headed by the that the world of the intellect we are not on higher education (about other vice-chancellors will ensure their all equal. If we do not do this, Australia, $4.5 billion). It represents about opposition. The Australian Vice a gold medal country in the world of one fifth of the savings that the Chancellors' Committee is now a Commonwealth has made through the collection of very diverse interests and sport, will soon become a tin medal one introduction of HECS. its utterings reflect the lowest common in the world of intellect. Not much of a These proposals are not inconsistent denominator. future for the clever country! We must confront these issues. But I am not with a view that I have held for ten It would be surprising to see holding my breath. C'est le vie! C'est la years: namely, that undergraduate it engage in a real debate on real issues. teaching, and perhaps some basic The staff and student unions pursue mort! graduate work, should be funded through narrow interests: the National Tertiary Peter Karmel is a life member of a system of scholarships , with the Education Union is mainly concerned HERDSA. He retired as Vice­ universities free to set fees and with staff conditions and salaries to the determine student numbers. Such an Cha11cellorof the Australia11Natio11al extent that staff losses seem a reasonable arrangement would have the advantages U11iversityi11 1987 after a disti11guished trade-off for higher salaries. The of greater autonomy for the institutions career.

s HERDSA NEWS March 1999 Strategic Planning for HERDSA Owen Hicks and Coral Watson

On 19 & 20 November, 1998, by: • developing more position papers members of the Executive l inging together and • mapping our personal network porti ng interested connections with political, met in Canberra to work community leaders, etc. ividuals, groups and towards a new strategic plan cting, distilling, anisations through: for HERDSA. Dr Alastair l ng, generating and fora, discussion and debate, Crombie, Executive Director, inating information mechanisms for recognition and to members and Adult Learning Australia, rewarding of outstanding contri­ butions in tertiary education, more widely, on good facilitated the meeting, which strategic alliances to address key practice in, and on issues resulted in a working issues. related to, teaching and document, to be finalised by ,...... -....ncing the scholarship learning. aching and learning The detailed outcomes of the day are the Executive to present being summarised into a working to members at the AG M gh: document to include the statement of • supporting and encouraging purpose, general and specific strategies, in July. research into teaching and positions within the Society responsible learning for the strategies, timelines and resource implications. Three initial 'brainstorming' • strengthening relationships sessions, to encourage broad consid­ between research and teaching It is intended that this draft strategic eration of the issues for HERDSA, were plan be put on the HERDSA Web site • encouraging systematic used to identify: and comment invited from members. evaluation of educational Members are encouraged to make practice I. Changes taking place in the post­ comment on the above outline to any • facilitating the informing of secondary education and training member of the Executive or the Canberra educational practice by pertinent Office. domain that may impact on theory and literature Report prepared by Owen Hicks HERDSA over the next 3-5 years. - ing and contributing (President of HERDSA) and Coral 2. The strengths and weaknesses of bate, discussion and Watson. HERDSA as an organisation. development on 3. The threats and opportunities facing is s related to teaching HERDSA/ and learning through: • soliciting articles and essays from This was followed by consideration of: leaders in higher education for What is the purpose of HERDSA? - newsletter an attempt to get a succinct • HERDSA members to write statement. articles for newspapers using the HERDSA by-line communicating After much deliberation in small frequently with key political group and plenary discussion, the leaders following draft was settled on:

THE PURPOSE OF HERDSA IS TO IMPROVE TEACHING AND LEARNING IN TERTIARY EDUCATION

6 HERDSA NEWS ~~ March 1999 ~ Using the Curriculum to llllprove Participation of Indigenous Students in Legal Education by Tina Cockburn

1. Introduction participation of students in targeted catchment area'. The number of equity groups, which include Indigenous Indigenous students enrolled in law Although there are no longer as students. Such policies aim to further (including justice studies) has increased many barriers to entry into legal social justice and equal opportunity education by Indigenous students as from five in 1991 to thirty one in 1997'. through the removal of discriminatory However in the Pearce Report it was there have been in the past, the numbers barriers and the redressing of past of Indigenous graduates are still not disadvantage. In addition there has been acknowledged that merely to admit adequate. Recent educational research an acceptance of the notion of indigeneous students without more suggests that the most effective way to "managing diversity" which recognises support is unsatisfactory'. Participation improve Indigenous participation in legal the contributions which individuals and in legal education means more than education is to implement a culturally groups from different backgrounds can access to the law schools but entails and socially responsive curriculum. The make within organisations and the wider success within the discipline of law'. aim of this article is to promote community'. Although the numbers of Indigenous law discussion of strategies to improve For example the Queensland graduates have increased in recent years, access, participation, retention and University of Technology (QUT) has attrition rates are still a major concern•. success of Indigenous students in legal developed broad strategies to improve education and is the product of the The focus has therefore shifted from the access, participation, retention and author's own research and attendance at a access to improving success rates. success of Indigenous students•. These workshop relating to this issue. It begins strategies include raising equity with an overview of the literature and 4. Factors Contributing to awareness, managing diversity and concludes that the most important factor Attrition of Indigenous student support. The objectives in the contributing to the successful completion QUT Equity Plan 1997-2001 include: Students Enrolled in Law of legal studies by Indigenous students is Studies the implementation of a curriculum • providing an educational environment Indigenous students face many barriers, which is culturally and socially res­ which values all student contributions, ponsive in content, teaching and supports cultural and social diversity, not merely schoiastic, to acquiring a assessment. The aim of responding to and provides freedom from legal education. Some of the factors and managing diversity in this way is to discrimination and harassment; which contribute to poor rates of create an educational environment in • ensuring a socially and culturally Indigenous participation and success in which Indigenous students will want to representative student body, more law studies include lack of financial remain. As this requires academic staff closely aligned with the general support and low socio-economic back­ to undertake cross cultural training to community served by QUT; ground; lack of formal education; obtain an awareness and understanding • providing appropriate support for language difficulties; pressure from of Indigenous culture, the article students in equity groups; family and community; health problems; contains an overview of some aspects of • and increasing the retention and inappropriate curricula; experiences of Indigenous culture, particularly com­ success rate of equity group students alienation and isolation; lack of munication and language issues which throughout QUT by providing all confidence and a perception by are critical in legal education. Finally it students with a flexible, culturally and Indigenous people that law schools are makes some suggestions in relation to gender inclusive education, including not places for them; cultural differences, the curriculum - content, structure and assessment provisions and support including ways of understanding what assessment. Similar strategies in relation services. to raising equity awareness, managing law means and negative stereotyping'". A diversity and providing student support 3. Participation of law lecturer familiar with the problems will be relevant across all disciplines and Indigenous Students in faced by Indigenous students has to other groups of students, the diverse Legal Education commented: student population. As programs to improve access of I attribute their failure to poor school 2. Equity of access and Indigenous students have been in education ( especially a lack of reading and participation of existence in most Australian law schools writing skills) and possibly the lack of Indigenous Students in for some time, enrolments of Indigenous support mechanisms within the students in law schools have increased. University. I have noted personal and Higher Education For example in 1996 Indigenous students psychological problems, lack cif diligence In accordance with legislation' and represented 1.87% of the student government policy' Australian uni­ population in the Law Faculty at QUT, and motivation and reluctance or inability versities have implemented student which is approaching the estimated 2.1 % to communicate with the counsellors or equity initiatives to increase the Indigenous population in the QUT myself".

7 -~------

HERDSA NEWS March 1999

5. Factors contributing to support schemes such as pre-law courses will not solve the problems faced by success of Indigenous and extra tuition. Indigenous students at universities and Students in Law Studies Recent studies have suggested, however stressed that the only effective approach that quality learning environments which is to change the content, structure and Student motivation and determination support students through the various deli very of courses 2°. are key factors in success in higher stages of learning, from assisted to education. Research into factor~ Traditionally Western education has independent and collaborative learning, contributing to success of Indigenous been "hostile in its structure, its rather than environments which seek to students in higher education generally curriculum, its context and its overcome student deficits, need to be 21 has traditionally focused on improving personnel " towards Indigenous people, established if the number of Indigenous secondary education; learning from the as universities have focused on the graduates, and therefore Indigenous Indigenous perspective; learning skills majority culture and ignored cultural professionals, is to be increased". perceived as valuable in the dominant differences". In a recent survey of Penfold has concluded: culture; employing Indigenous staff undergraduate law students at QUT more than 50% of respondents indicated that members and using different assessment It is clear from student responses that they did not consider the curriculum was systems for Indigenous students". The changes in university policy, in systems sufficiently inclusive of Aboriginal and research indicates that the factors and environment, in staff attitudes and Torres Strait Islander issues". The QUT contributing to the success of Indigenous behaviour, and In the resources provided Teaching and Learning Plan for 1998- students at law school include a pre-law really can make a difference to the 2002 acknowledges that there is an bridging program"; role modelling"; a likelihood of Indigenous students completing law degrees". increasing need for and pressure on supportive law faculty; relevant and universities and academics to respond to appropriate curricula; the encouragement 6. Using the curriculum to the issues of student diversity and of student networks; an aboriginal specifically provides: student centre; a far reaching student improve the participation support scheme, particularly early in the of Indigenous students in Objective 3: QUT's learning environment course; aboriginal tutorial assistance legal education will meet student's diverse needs. scheme tutoring; cadetships, The most effective measure to improve Strategy I 0: Support and monitor the traineeships and professional study Indigenous participation is to implement development of socially and culturally awards; and exchange programs". a socially and culturally responsive responsive curricula.Target I 0: I: by the Therefore a major assumption curriculum which recognises and values end of 1999, all annual course reports to underpinning the orthodox strategies for Indigenous culture and therefore creates faculty academic boards will provide increasing Indigenous participation in an educational environment in which the evidence of the inclusion of socially and tertiary education has been the need to students want to remain". This has been culturally responsive approaches to deal with knowledge, learning, language recognised by the National Aboriginal teaching, learning and assessment. 16 and cultural differences , referred to as Education Committee which has In order to improve the participation "deficits" and addressed by student expressed the view that support alone of Indigenous students in legal education

HERDSA Gold Guide No S LEARNING IN THE FIELD: A Manual for Conducting Field Classes

by M.Manning Field classes are a powerful means of facilitating J.A. Harris, learning because they provide concrete experiences in a realistic setting. W.A. Maher and This manual is for those designing and planning field-based learning programs, K.G. McQueen working through rationale, structure, approaches and objectives. Relevant issues are explored, such as logistical and financial aspects, health and safety, social and gender considerations, and strategies for maximising learning outcomes.

A field class checklist, examples of specific programs and an approach to evaluating field-based learning are included. $15, or $10 for members order through the HERDSA website or phone +61 2 253 4242

8 HERDSA NEWS ~~ March 1999 '®' it is necessary to provide a curriculum A key goal of the Council for ways which are greater than experienced which is meaningful to Indigenous Aboriginal Reconciliation was the in non-Indigenous Australia". participants. The curriculum must education of non-Indigenous Australians provide something which will connect to to an awareness, understanding and 9. Communicating with the student's point of view and must appreciation of Indigenous views, beliefs Indigenous people accommodate different voices in order to and culture". This goal is reflected in the allow this connection". This involves not QUT policy on racial discrimination and 9.1 Culturally Inclusive Language only the development of separate units harassment which provides that QUT and Presentation focusing on Indigenous issues but also aims to provide an environment in which QUT has developed a policy of inclusive the inclusion of Indigenous perspectives positive actions are taken to: - affirm and language and presentation in all in existing units which reflect the fact of value cultural identity; and - give due administrative and academic activities of Indigenous people in Australia" . It is recognition to the history and experi­ the university . This requires the use of therefore necessary for individual aca­ ences of Indigenous peoples of Australia, inclusive language, text and materials in demics to review their units from the particularly through Lhe provision of all curricula, teaching practices and perspective of being responsive to the information on aboriginal and Torres presentations in order to positively special needs and circumstances of Strait Islander culture and society in the reflect the "richness of the social and Indigenous students, incorporating curricula of courses within discipline cultural diversities of Australian society Indigenous issues into the curriculum areas where such information is relevant. and the QUT community by acknow­ and implementing socially and ledging the lifestyles, experiences and culturally responsive approaches to 8. Knowing Indigenous values of a wide diversity of people"." learning. The starting point for this Students: Some Aspects of Using culturally inclusive language and process is to acknowledge these aims Indigenous Culture presentation means representing all and goals in the mission statement. For Indigenous people are a diverse ethnic and cultural groups as equally example in the Unit Equity and Trusts at people. This has been recognised in the valid. The aim is to include everyone in QUT the mission statement therefore definition adopted by the Federal the communication process by giving all provides: government which provides that to participants equal attention (for example LWB234 (Equityand Trusts)introduces the establish eligibility for programs a through body language, eye contact and principles of Equity and Trusts and helps person must be: encouraging questions and answers from students to develop analytical, problem the whole group); using content and - of aboriginal or Torres Strait Islander solving and other skills appropriate for materials (such as texts, quotes and descent; and work in private industry or government. examples) which include everyone; and Students are encouraged to critically - identify himself or herself as an using vocabulary which is non offensive evaluate the development of the law and aboriginal person or Torres Strait to any individual in the group. Lecturers consider future developments in the Islander; and should model appropriate behaviour and context of a diverse society and increasing - be accepted as such by the Indigenous actively encourage all students to use 0 Internationalisation. community in which he/she Iives' • inclusive language and presentation". Indigenous culture is diverse Using language inclusive of Indigenous 7. Intercultural although there is an underpinning people will require a fair representation Competency commonality. The differences in culture of Indigenous nations in Australia and In order to implement a socially and and identity can be explained in terms of their culture; using acceptable names and culturally responsive curriculum it may the following factors: respecting racial identity when referring be necessary to undertake cross cultural • Residence : urban, rural, isolated/ to Indigenous people and accurately education programs. Intercultural remote area, community (formerly presenting Australian history". This will competency will enable an academic to reserves /mission) necessarily require an understanding of be aware of and appreciate Indigenous Indigenous culture. culture and therefore understand the • Adherence to traditional ways: academic needs of Indigenous students". traditionally oriented, non- 9.2 Acceptable Names and The need for cross cultural training has traditionally oriented respecting Racial identity • Language spoken: traditional language often been suggested by Indigenous Although popular and acceptable speakers, Aboriginal English speakers, students: usage of names changes over time, the Kriol speakers, Standard English The law school is pretty much a reflection following table attempts to summarise speakers of our society. I think that a lot of people the current generally acceptable and I know are unaware of indigenous • Ability to interact using mainstream unacceptable means of referring to 1 issues .""They should be ... told more non-Aboriginal ways' • Indigenous people". about Aboriginal students and what The central element of Indigenous background they are coming from ... culture is the dreaming and the spiritual 9.3 Diversity of Language Some of them are really hard to and religious ties with the land and the Although at least 93% of Indigenous approach ... for normal students, ... for sea. Other key elements are strong people use some kind of English when aboriginal people it's just hideous.""Having some of the lecturers extended family networks (kin), depen­ talking to non-Indigenous people, most aware of Koori culture ... what we're all dence upon groups, support systems and do not speak standard English. They about. We are different from everybody ongoing family commitments within speak Aboriginal English - standard else in the class ... in terms of our groups as well as the importance of English is a second language". The culture. And I guess, having cultural indirectness in social interaction". The differences between Aboriginal English awareness workshops or something for sense of loyalty to kin and of acting as and standard English are found in every the tutors and the lecturers ... "" part of a community extend in many area of language: pronunciation,

9 ------

HERDSA NEWS March 1999

grammar, vocabulary, meaning, use and there , thinking ... 'why aren't you using ways of seeking any substantial inform­ style" . Although some speakers of the same sort of words we are?""' ation" . Silence is a positive and normal Aboriginal English are truly bi-culturally part of conversation, particularly when 0 competent and can therefore communi­ 10. Other Relevant answering questions' • cate very successfully with non Cultural Issues Gratuitous concurrence is a common Aboriginal speakers in English, many"', To facilitate effective communication characteristic of Aboriginal English including Indigenous students in tertiary between speakers of Aboriginal English speakers when dealing with yes/no education, lack significant bi-cultural and standard English, it is necessary to questions, particularly in intimidating competence". understand and consider Indigenous situations. This is a tendency to say yes As many cultural assumptions form society and Indigenous culture - the to any question (or no to a negative an important part of the legal language", socio-cultural context " - as commun­ question) regardless of whether or not if both these assumptions and the ication difficulties often arise because the person agrees with the question, or language must be learned by Indigenous there are significant differences between even understands it, in order to be students, the study of law becomes more Indigenous and non-Indigenous ways of perceived as obliging and socially difficult". This has been noted by using English". amenable" . Indigenous students: In indigenous culture the Direct eye contact is frequently "The language is a problem. They're using confrontationalism of western communi­ avoided in Aboriginal interactions where words that even an educated blackfella cation is avoided. Communication it is seen as threatening or rude. Children hasn't heard. And assumed knowledge is a involves indirectness; personal intera­ learn that it is rude and disrespectful to problem with lecturers. They assume you ctions; the maintenance of harmony and make direct eye contact with an older know the words they're using ... but smooth social relationships; consensus in person with whom they are speaking". they're not ours. And I spent my first decision-making and taking time to In giving specific information and year here with a dictionary. Every word respond". responding to questions Aboriginal they said, I had a list at the back of my Repeated direct questions, speakers often tend not to use book and I'd add to it, go home, check especially in situations where silence is expressions of quantifiable specification out what it meant. And then just every not allowed as part of the answer, are not (such as numbers or days of the week) or night go over the list to try and an effective means of eliciting else they use them vaguely, inaccurately remember what they were. I just didn't information". Information is sought as or inconsistently. Aboriginal specifi­ want to appear dumb.""Even just in part of a two-way exchange. Hinting, cation often entails reference to physical, presentations and things you do in class, volunteering information for social, geographical and climatic events you feel that everyone else is using this confirmation or denial, silence and and descriptions are often made specific amazing language and I'm not making waiting until people are ready to give by gesture. Therefore Aboriginal people myself clear and they're just all sitting information are all central to Aboriginal may be disadvantaged in answering questions which require specific information'' · Acceptable Terms Unacceptable Terms An Aboriginal person's commitment native title savages/natives to the future is often conditional upon family and social obligations which may Possibly Aborigine aborigine arise. Traditionally Aboriginal time aboriginal orientation is concerned with the present aborigine; Aborigine and the past, rather than the future. aboriginal people; Aboriginal people Therefore Indigenous people are widely regarded by non-Indigenous people as aboriginal Australian Australian aboriginal unreliable with regard to events in the aboriginal and Torres Strait Islander ATSl future. This cultural focus is reflected in Indigenous (used by United Nations indigenous concepts of punctuality, deadlines, in recognition of the special and unique rights appointments and timetables". of "first peoples")lndigenous to this land As indigenous people are generally The first Australians disposed to group goals and cooperate the first people of Australia rather than compete", many Aboriginal blackfella (but generally only as betw~en coloured people prefer to speak through a aboriginals or aboriginals referring to themselves) black; black Australians recognised leader or spokesperson. Knowledge is often tightly controlled, full bloods; half caste; not everyone may speak with equal part Aboriginals knowledge and authority on every generally only as between aboriginal people subject and some information or or aboriginals referring to themselves: knowledge (such as details of sites, ceremonies and genealogies) is often not Koori (Northern NSW, Tas) freely accessible". Who speaks and who Murri (Qld)Nyoongah; someone is speaking for are clearly Nyunga; Anangu; Yolngu; Wongai (WA) observed protocols, therefore Indigenous Wungi ; Nunga (SA) people may be reluctant to adopt the tribal names (NT) academic tendency to use other people's words with acknowledgment, often Torres Strait Islanders without seeking permission".

10 HERDSA NEWS ~~ March 1999 ~

Furthermore the oral history tradition of it is appropriate to give them an material to the text book, give a course Indigenous people may create difficulties opportunity to comment: outline; for Indigenous students in law schools as I'm asked my perspective it's so Use examples to establish the relevance "truth" is required to be located "outside embarrassing I'm treated differently of what is being taught and learned, such ourselves" and it is inappropriate "to because I'm aboriginal". as case studies from different cultural footnote the knowledge that my backgrounds; grandmother told me"." 11.2. Teaching Set aside time at the end of lectures for Indigenous people generally learn In order to respond to diversity, students to raise questions; through imitation and observation, indi victual teachers will need to have In seminars allow time for silent through trial and error and through story intercultural competency as well as adjustment, especially in I st year. Silence telling and performance rather than adopt inclusive approaches to teaching. does not always indicate ignorance; verbal instruction. They focus on skills Good teaching is inclusive, therefore Model cultural and linguistic sensitivity; for specific tasks instead of general when teaching addrtsses principles of If you don't understand a response, ask principles, and put an emphasis on good teaching, such as implementing a the student to repeat it; people and relationships instead of, in culturally and socially responsive cur­ Be aware that in times of stress, language 59 their white peer's case, information • riculum, all students benefit". The frequently 'breaks down', e.g. in oral problems of teaching students from presentations; 11. Developing and other cultures are often a more acute Create a supportive environment for all Implementing a socially expression of the common problems of students - learn students names and and culturally responsive teaching students from majority pronunciations; Curriculum cultures". Establish ground rules for expressing Barnett'° has identified the following key Some good teaching practices which opinions; questions relating to content, teaching may assist Indigenous students include: Have procedures in place to manage and assessment in order to assist teachers Audio tape or video tape lectures and conflict in the classroom; to implement a socially and culturally seminars and make tapes available ; Adopt a variety of teaching approaches responsive curriculum: Provide visual backups and diagrams notes and questioning styles in lectures and Therefore there are three areas in and handouts as advance organisers; seminars, Including indirect methods, listening, and observing; which changes can be made - content, Adjust language, speed, and the use of teaching and assessment. colloquial expressions; Encourage 'truly inquiring forms of learning', such as sharing leadership in the Define key terms, write on the board and classroom and active participation; 11.1. Content use words in context; and Develop cooperative structures and Adapting the content of the law Develop clear learning objectives, written foster an environment of mutual respect, curriculum to acknowledge and manage in plain English; diversity involves the development of individual attention, small groups and peer Provide an overview of the lecture, relate group learning processes, for example separate units focusing on Indigenous issues, such as Indigenous people and the Law and the inclusion of Indigenous Content perspectives in other Units, such as using examples from that culture". This will In what ways does content acknowledge diverse cultural values? give Indigenous students course material In what ways does content value and build on diverse prior learning, experiences and goals1 which they can relate to and which is In what ways does content acknowledge diverse cultural values and prepare students for the relevant to them as well as being social diversity inherent in the modern world of work? beneficial to all other students. In what ways does content provide opportunities for students to access knowledge and skills that are assumed in the course (even if not officially prerequisite)? Where possible, Indigenous stakeholders such as students and Teaching community leaders should be consulted In what ways does teaching respond to the above? at the design stage in order to validate In what ways does teaching build on student diversity as an educational resource? content. Guest lectures from Indigenous In what ways does teaching facilitate equal and diverse participation of all students in the experts and resources, including texts required learning activities? and study guides, written by Indigenous In what ways does teaching support all students in working with diversity? persons should also be incorporated In what ways does teaching avoid advantaging or disadvantaging particular student groups or where possible and appropriate". This individuals? has been suggested by Indigenous In what ways does teaching support the development of all student's language skills to meet students: course requirements? Have speakers from the relevant groups In what ways does teaching encourage collaborative work between students? in class, rather than just talking about In what ways does teaching respond to differences in English language levels? them, which carries a "them and us" mentality" Assessment However students do not respond In what ways does assessment avoid advantaging or disadvantaging any one group of well to contrived "Indigenous issues" students? sections of courses, they must be In what ways does assessment take account of diverse values, goals and experiences? integrated. Nor do Indigenous students In what ways does assessment allow for the articulation of diverse perspectives? generally appreciate being singled out In what ways does assessment require students to have an understanding of and interaction and asked for their perspective, although with diversity?"

11 HERDSA NEWS March 1999

design group activities early in the Content and structure of teaching; SucceedIn HigherEducation? 1989 referred to in semester to encourage all members of the Teaching methods themselves; CJ Bourke, JK Burden with S Moore Factors group to interact with each other". Availability and feedback to students; Affecting Performance of Aboriginaland Torres Strait Islander Students at Universities 1996 Colleagues and student's comments on 11.3. Assessment DEETYA EIP program available on the internet your classroom skills; at http://www.deetya.gov.au/divisions/hed/ All students, including indigenous Evidence of students' progress; operations/eip96 I 8/fronthtm; students, will benefit by being given a Quality of your assignments; and H Douglas Indigenous Australians and Legal variety of assessment options as well as Validity of the testing methods you use". Education:Looking to the future( 1996) 7 (2) Legal clear guidance as to what is expected of Educ Rev 225 at 226; CJBourke, JK Burden with By responding to and managing them•'. S Moore 1996 diversity in the curriculum it is possible Some strategies which allow 11 Marilyn Mao of James Cook University to create an educational environment in academic staff to respond to diversity in quoted in D Lavery (1993) at 193 which Indigenous students will want to 12 CJBourke,JK Burden with S Moore 1996 their assessment practice include: remain and therefore the participation of Make assessment expectations and Indigenous students in legal education 13 D Lavery (1993) at 183. At the 1991 Australasian Law Teachers Association (ALTA) criteria explicit; may be improved. Conference it was resolved to support and If possible and appropriate allow for Tina Cockburn is a Lecturer in implement, in conjunction with Australian law variety and flexibility in assessment for Law Queensland University of schools "the establishment of an intensive, short example continuos assessment, group course, bridging Australian program of legal Technology Brisbane and a Solicitor assignments, project based work, oral studies for Aboriginal (and Islander) peoples at (Queensland and High Court). In examinations, and . not only time one or more Australian law schools. The pressured simultaneous pen and paper addition to her law degrees Tina has course should be a pre-law program specifically tests; successfully completed the Graduate directed in the development of the schools Certificate in Higher Education at necessary to succeed in law schools." Give students an opportunity to negotiate QUT. [email protected] 14 For a discussion of a program developed at their own assignment topic and write Griffith University see H Douglas Mentoring assignments about their own areas of Endnotes programfor Indigenousstudents ( 1996-1997) Vol 3 interest, such as indigenous issues or No 2 ALTA Newsletter 3 at 3 perspectives; Relevant legislation includes Racial Discrimination Act 1975 (Cth); Sex Discrimination 15 C Penfold (1996) at 155; 161-188; 190 Provide models of past assignments to Act 1984 (Cth); DisabilityDiscrimination Act 1992 16 These factors have been identified in the help clarify format, style, register; (Cth)and Anti Discrimination Act 1992 (Q)d). previous section, "Factors Contributing to Help students with time management 2 Relevant policy documents include "Fair Attrition of Indigenous Students Enrolled in Law skills in order to complete assessment on Chance ForAll: HigherEducation That's Within Studies" time. If grammar and mechanics are a high Everyone's Reach" 1990 which was reviewed in 17 R Gluck and K Draisma The PipelineProject priority in the marking criteria, refer 1996 in "Excellenceand Diversity:A Reviewof the An investigationof localinfrastructures to educate students to learning house BEFORE the National Framework for Equity and Higher Aboriginalprofessionals for community,professional assignment is due; Education" and industrialorganisations in the 11/awarraand 3 see generally Queensland University of surroundingregions, 1997 DEETYA EIP program Provide detailed feedback on essays in Technology Student EquityReport 1996 page 4 available on the internet at http://www. class and on the paper itself. Give at least 4 For example section I 0.5 of the QUT deetya.gov.au/divisions/hed/operations/eip9706/ ONE encouraging comment. Encourage Manual of Policiesand Procedures provides for Aboriginal fronthtm; see also Biggs TeachingInternational students in tutorials groups to share their and Torres Srait Islander support as follows: Students: a new look, paper presented at successful strategies; "QUT aims to increase the access, participation workshop for Academic Staff Development U'lit Recognise that plagiarism may be a and successful outcomes for Aboriginal and QUT 9 Oct 1997 (Biggs has rejected deficit cultural factor. The "big stick" approach Torres Strait Islander students in conjunction models in favour of focusing on student may not work" . with the overall development of Aboriginal and learning.); J Barnett Teachingfor Diversity:Some Torres Strait Islander resources, facilities,staffing First Steps ( 1994) paper presented at Cross 12. Conclusion and curricula." CulturalAction in the Universityof South Australia conference held at The University of South 5 This can be contrasted with the position It has been suggested that the most Australia published by The Centre for Cross Australia wide in 1993 when only 0.5% of total effective way to improve the participa­ Cultural Awareness and Communication law students were Indigenous people (to be University of South Australia at 41-42 tion - access and successful completion - representative 1.5% participation would have of Indigenous students in legal education been required): D Lavery The Participationof 18 C Penfold ( 1996) at 160 is to adopt a socially and culturally IndigenousAustralians in LegalEducation ( 1993) 4 19 CJBourke, JK Burden with S Moore 1996; responsive curriculum. Academic staff Legal Education Review 177 see also D Cobbin, A Barlow and J Dennis A will need to become interculturally 6 QUT Student EquityReport 1996 LongitudinalStudy of the Academic Performance of AboriginalStudents at the University of Western competent and modify content, teaching 7 Commonwealth Tertiary Education Sydney?:/985-1991 in D Cobbin and A Barlow and assessment in order to adopt an Commission, AustralianLaw Schools:A Discipline Teniary Access and Initiatives:A Handbook for Assessment for the Commonwealth Tertiary inclusive approach. EvaluativeResearch, 1993 Commonwealth of EducationCommission (Pearce Report) Canberra: As good teaching involves an Australia, Canberra; C McConaghy Accessing AGPS, 1984 vol 2 at para 12.18 ongoing process of reflective evaluation Higher Education:A Case Study of Indigenous and change - continuous monitoring of 8 D Lavery ( 1993) at 183. HigherEducation Policy in Bella N, McCollow J one's work to discover strengths and 9 Attrition rates may be as high as 75%: D and Knight J (Eds) ( 1993) Higher Educationin weaknesses, observing the effects of Lavery ( 1993) at 225 Transition:Working Papers of the HigherEducation instruction on students and responding I O C Penfold IndigenousStudents' Perceptions of PolicyProject, Graduate School of Education, accordingly", it is necessary to evaluate Factors Contributingto Successful Law Studies University of Queensland, Brisbane. one's teaching. This process involves a ( 1996) 7 (2) Legal Educ Rev 155 at 155; see also 20 The National Aboriginal Education consideration of the following factors: S Wheeler What Can Be Done To Help Students Committee 1986 Policystatement on teniary

12 HERDSA NEWS ~~ March 1999 ~

education for Aboriginesand TorresStrait Islanders, English proficiency: 1986 Census; see also Commission Battles Shon and Great (video about Australian Government Publishing Service, Commissioner E Johnston QC RoyalCommission the Racial Discrimination Act); Reconciliation Canberra. into AboriginalDeaths in Custody (RCIADIC) Council Study Circle; McRae Nettheim and 21 E Hampton Towarda re-de~nitionof American Canberra: AGPS, 1991 vol I at 409 Bearcroft IndigenousLaw Issues LBC Information lndian/AlaskanNative Education ( 1993) 20 (2) 41 D Eades (1992) at 11 Services 1997 CanadianJournal of NativeEducation 261 at 30 I. 42 for example the notions of the reasonable 63 Student response: W Cusack and 22 CJBourke, JK Burden with S Moore 1996 person and unconscionability. Indigenous people P Tahmindijis Equitysurvey of undergraduatelaw studentsat QUT( 1996) 23 W Cusack and P Tahmindjiis EquitySurvey of generally have a more holistic notion of law, UndergraduateLaw Studentsat the QUTFaculty of more circular than linear, " ... law is about 64 Student comment QUT Indigenous students' Law(1996) relationships .. a serious life and death business focus group 1996 24 H Douglas ( 1996) at 232; L Behrendt for individuals and for the world, it tells how the 65 Biggs TeachingInternational Students: a new Women's Work: The Inclusion of the Voice of world hangs together." : H Douglas ( 1996) at look,paper presented at workshop for Academic AboriginalWomen ( 1995) 6 Legal Educ Rev 169 230 citing D Bird Ross, DingoMakes Us Human Staff Development Unit QUT 9 Oct 1997 ( 1992) Cambridge: Cambridge University Press at 172 66 Ballard and Clanchy ( 1997) pv 111 referred to at44 25 H Douglas ( 1996) at 249-250 in BiggsTeaching International Students: A New 43 H Douglas ( 1996) at 230 26 P Christensen and I Lilley The RoadForward? Lookpaper presented at workshop for academic Alternative Assessment for Aboriginaland Torres 44 C Penfold (1996) at 157-158 Staff Development Unit held at QUT 9 Oct StraitIslander Students at the TertiaryLevel ( 1997- 45 D Eades ( 1992) at 26 1997 1998) Aboriginal and Torres Strait Islander 46 Culture means the knowledge which we 67 In the Unit Lawin Contextat QUT lectures Studies Unit University of Queensland, need to be functioning members of our society - are video taped and the video is viewed by DEETYA, EIP Project, Canberra; our ways of thinking, perceiving the world and students in a peer mentor session. The video is recommendation 3 available on the internet at acting on it: D Eades Cross Examination of stopped in places where students do not http://www. deetya.gov.a u/ divisions/hed/ AboriginalChildren: The PinkenbaCase ( 1995) 3 understand the material. This was developed operations/eip9708/front.htm; see also CJ (75) Aboriginal Law Bulletin IO at I0; 13 particularly for students who have English as a Bourke, JK Burden with S Moore 1996 47 D Eades ( 1992) at 94 second language. The results of students recommendation 21. operating under this method have been analysed 48 D Eades (1995) at 10 27 C Penfold ( 1996) at 188-189; W Cusack and and the results were higher than for the same 49 D Eades ( 1992) at 27-28; 31 P Tahmindjiis Equitysurvey of undergraduatelaw students in other units where there were no studentsat QUT 1996; QUT Indigenous students' SO D Eades (1992) at 10 videos available. There was a very good focus group 1996 5 I D Eades ( 1995) at I0; D Eades ( 1992) at 26; participation rate by students 28 P Grose A Recanci/iationOdyssey: Negotiating 44-54. 68 This checklist has been compiled from Towards 200 I ( 1993) QUT LJ 81 at 97, 52 D Eades (1992) at 11 suggestions made by Ballard and Clanchy ( 1997) discussing goals as identified in Council for 53 D Eades ( 1992) at 29-31 pv 111 referred to in BiggsTeaching lntemationaf Aboriginal Reconciliation Making things right: Students: A New Look paper presented at 54 D Eades ( 1992) at 90-91 reconciliationa~er the High Coun's decision on workshop for academic Staff Development native title, Canberra, 1983. SS J Guider Why Are So ManyAboriginal Children Unit held at QUT 9 Oct 1997; Tammy Pope, Not At AchievingAt SchoofAn AboriginalChild At 29 QUT Manual of Operations and Procedures director Indigenous Management and School(1991) 2, 42-53 at 46 referred to in CJ section I 0. 9: Racial Discrimination and Professional Services Brisbane; Margaret Keech, Bourke,JK Burden with S Moore 1996 Harassment policy Language and learning advisor, QUT; 56 D Eades ( 1992) at 93 Tania Armstrong, lecturer Oodgeroo Unit, 30 Each requirement must be satisfied. Physical QUT; Sue Whatman, Associate Lecturer, appearance and lifestyle are irrelevant 57 L Behrendt Women's work: the inclusionof the voiceof Aboriginalwomen ( 1995) Legal Educ Rev 6 Oodgeroo Unit, QUT; H Douglas ( 1996)at 232; 31 D Eades Aboriginal English and the Law (2) 169 at 173 R Gluck and K Draisma ( 1997) Communicatingwith EnglishSpeaking Clients: A Handbook for Legal Practitioners 1992 The 58 H Douglas ( 1996) at 231; citing P Monture- 69 See generally P Christensen and I Lilley The Continuing Legal Education Department of the 0' Kanee The Roles and Responsibilities of Road Forward? Alternative Assessment for Queensland Law Society Incorporated at 7. AboriginalWomen: ReclaimingJustice ( 1992) 56 Aboriginal and Torres Strait Islander Students at Saskatchewn L Rev 237 at 240 the Tertiary Level ( 1997) DEETYA Canberra EIP 32 D Eades 1992 at 26 59 See generally J Guider Why Are So Many project, available on the internet at http-J/www. 33 D Eades 1992 at 92 AboriginalChildren Not At AchievingAt SchoofAn deetya.gov.au/divisions/hed/operations/eip9708/ 34 QUT Manual of Policies and Procedures AboriginalChild At School( 1991) 2, 42-53 at 46 fronthtm section I0.7 and S Harris Culture and Learning:Tradition and 70 This list has been compiled from suggestions 35 See generally N Shatifan and Philip Neilsen, Education in Nonh-East Arnham Land ( 1980) made by Margaret Keech, Language and learning with the Oodgeroo Unit Workingwith Diversity: A Northern Territory Department of Education advisor, QUT; Tania Armstrong, lecturer, guideto inclusivelanguage and presentationfor staff Darwin referred to in CJ Bourke, JK Burden Oodgeroo Unit, QUT; Sue Whatman, and students ( 1993) Equity Section, Division of with S Moore 1996 Associate Lecturer, Oodgeroo Unit, QUT; Academic Affairs, Queensland University of 60 Barnett (ed) Working with student diversity: Jenny Hughey, lawyer and trainer in cross Technology at 6; I I. some issues in learning and teaching ( 1994) eh 9 cultural issues 36 See generally N Shatifan and Philip Neilsen, University of South Australia at 227-228 71 See generally Ramsden and Dodds Improving with the Oodgeroo Unit ( 1993) at 13-15. 61 For example in Equityand Trustsa discussion teachingand courses A guide to evaluation( 1989) 37 See generally N Shatifan and Philip Neilsen, of the fiduciary relationship between the crown Melbourne: Centre for the Study of Higher with the Oodgeroo Unit ( 1993) at 13-14; D and indigenous persons is appropriate; in Education, University of Melbourne especially at Eades 1992 at 5-6 Criminallaw a case study could be undertaken in 33,35 38 D Eades ( 1992) at 4. relation to the significance of aboriginal culture 72 Ramsden and Dodds ( 1989) at 35. A useful 39 D Eades Aboriginal English and the Law in the facts and circumstances leading to the way of obtaining immediate feedback is to ask Communicatingwith EnglishSpeaking Clients: A trial and decision in R v Kina;in PropertyLaw students to anonymously complete a "Harvard Handbook for Legal Practitioners( 1992) The discussion of The MurrayIsland Case requires an One Minute Evaluation" at the end of a lecture Continuing Legal Education Department of the understanding of aboriginal culture. or seminar. For example students may be asked Queensland Law Society Incorporated, Brisbane 62 Some useful teaching aids suggested by Jenny to identify: "Three things I have learned or am at 22 Hughey, lawyer and trainer in Indigenous issues taking away from today's session" and "One 40 Almost 6% of Indigenous people have limited include Australian Anti Discrimination unanswered question I am leaving with today."

13 HERDSA NEWS March 1999

EIDOS Idea Dossier No. 8 Teachingproductively - views from a metaphoricalMacdonald's world

"That meeting was quite surviving economically". But how do excellence becomes "outstanding productive, wasn't it?" When we they know what they want? And isn't ability to demonstrate quality control speak this way, calling a our task to educate them so that they will and production efficiency". A discussion, meeting or engagement change their views of what they want? teacher's moral obligation is "to productive we mean that it got And the complications don't stop work so as to at least sustain the system confidently at its present somewhere, something useful even there. There is at least one absolutely crucial difference between cost-efficient and marketable state". eventuated, it delivered (at least factory production and educational And a teacher's ambition is to make some) 'goods'. processes, and it has two aspects: it even more profitable by increasing Nothing need be implied about the (i) In education the 'producers' are not the quantity of its marketable output cost of the exercise. The meeting may machines, but human beings, who (rate of production). have gone on for hours or days, the have their own intentions, hopes, (b) Alternatively the teacher may be a important thing is that it was productive. expectations, aspirations, values and professional who understands they Nor anything about the quality of the views about what 'quality teaching' are pursuing a human practice of outcomes. That is typically unqualified, might mean for them personally. In substantial human significance. Then enough that an outcome exists. How short, the people who deliver the their moral obligation (inherent often do we say "If only something had goods have different (and regularly within the practice) will be to strive been decided!!!" changing) views about what they at every tum to raise the standards of On the other hand, in today's higher think is worthwhile delivering. And that practice. And the effect of their education world, concerns about cost and so they should, because what they work will be to transform the quality are present at every turn. So are 'producing' is something that practice, not merely continue it, by maybe it is a different usage of reflects, or reproduces, what they doing the job better. And their 'productive' that we need to examine. themselves are - scholars, intel­ ambition will be to work so as to There is a different usage, and it comes lectuals, skilled professionals. constantly raise the system to higher from the history of industrial (ii) And in education the 'products' are standards (not just greater efficiency) manufacturing and economic enterprise. not grommets or gimlets but human by increasing the quality of its There, to call a manufacturing beings, again with their own marketable output. enterprise 'productive' means much intentions, hopes, expectations, (ii) In manufacturing, the product is an more than that it merely 'delivered the aspirations, values and views about object or service intended to be goods' (in the unqualified sense). It what 'quality learning' should mean purchased by a customer. But in implies that they were produced cost­ for them personally. In short, the 'education-as-manufacturing' this is effectively, with efficient resource usage people who 'buy' the goods have not at all the case. The 'product' is and minimal wastage. different (and regularly changing) the same person as the 'customer'. And also that they were of a quality views about what they think is Both are the student. appropriate to the future consumer. worthwhile purchasing. And so they But there are other 'customers', it should, because what they 'buy' is Interestingly, it means neither more or will be objected. What about them? their future selves, and that is a less than that, since to be below quality Certainly, future employers exist, and profoundly serious matter. And a would make the product unsaleable, some will want us to call them also the very risky one indeed, for them and whereas exceeding the prescribed and 'customers'. They metaphorically for the entire society. expected quality would be economically purchase our 'products' (the skilled, irrational and thus contradict cost­ Several layers of complexity now enter trained, educated students who graduate effecti veness. to confound this whole picture. from our assembly-line). In respect of teaching and learning, (i) The primary 'production' agent in the But lifting one's eyes higher still, perhaps the most intransigent challenge system, the university teacher, has one could argue that the ultimate facing academic leaders is how to strike the choice of regarding him- or her­ 'customer' is global society; since every a bargain between these seemingly self (and be regarded thus by both newly-educated student ups the antagonistic forces. Cost efficiency for leaders and students) as either one of composition of our planet's intellectual the institution (economic survival) is two things: potential. Where will we let the pitted against achieving optimal (a)The teacher may be a component of metaphor stop? In this essay I want standards for the 'consumer' (giving the manufacturing system (cog in the simply to examine the first-line of the them whatever they want). wheel) whose job is simply to picture. For us, in our day to day I'm tempted to sum up today's produce things at the standard and teaching work, a student is someone who university ethos as just that "How to give level of efficiency required. Then an is both first-line-customer and them whatever they want whilst appropriate conception of teaching simultaneously the material out of which

14 HERDSA NEWS ~~ March 1999 ~ some future educational product has to our work becomes absurd. The defining So, do our academic be made. characteristic of this job attitude is the leaders want us to pursue The analogy with fast-food denial of generative interaction with a fast-food or a gourmet­ production can help sort out the other persons. It is the death of dialogue. complexity here. restaurant model of In contrast, the gourmet Chef, teaching? So, stand with me inside a profitable, producing plates of menu-listed food that clean, superbly run fast-food are attractive, nourishing and edible, is Or can a combination of the two manufactory outlet. It produces always experimenting. Their goal is to exist? Perhaps the binary is a false one, guaranteed standardised hamburgers, on find, not more economic ways of the dichotomy too extreme, and demand, for a ravenous public. It's a something is possible in between. If we model of industrial efficiency and producing means, though that is always a look in the combination direction we will economic success. possible second-order interest, but ways of improving the 9uality of the food need to be very careful to understand A kitchen employee (it seems wrong how and when and where our workers to cal I them 'cooks', and they are itself. Food and its finer qualities is what are performing one task (with its own certainly not 'chefs') if they are to a good Chef loves and respects. values and standards) or the other (with succeed and hold their job, must hold The Chef's "quality manifesto" is to its different values and standards). And certain clearly defined attitudes. personally develop a capacity to produce that will never be easy. It would be a ever better food to delight and satisfy Towards the kitchen very delicate balance indeed, demanding ever-demanding and better gastro­ superintendent nomically educated customers. They a high level of subtle understanding of An attitude of compliant and thereby raise the standards of the culi­ the metaphors we live and work by. I dedicated obedience. Inventiveness and nary tradition itself. And they educate haven't seen much of that around lately. creativity (unless directed towards customers to become more discerning What I have been arguing here is that efficiency) are taboo; they are liable to and demanding in their own relationship the very notion of 'productivity' - one of risk the standard quality of the product to food. The Chef's abiding interest, the dominant metaphors for our times - on which the firm's image depends. No enthusiasm, even passion, is not merely itself demands unpacking whenever we employee who valued the job would ever holding a job, not even pleasing hear it uttered or used. This thoughtful, dare admit to "experimenting a bit, just customers, but a love for good food and critical stance towards our professional trying to make a slightly better its preparation. work (and the way our institutions regard hamburger" The defining characteristic To this end Chefs taste and love their it) is the minimum required of us as of this job attitude is the annulment of own food. They inquire from customers intellectuals - whether we be leaders or self-development. to discover how well it was enjoyed. followers. They learn and develop through Towards the food being Footnote: produced feedback and critique. All this charac­ terises a professional stance towards A brief but interesting exchange arose An attitude of strictly bounded work. from prior discussion about this essay respect, which becomes indistinguish­ on the ADSIG list. It was clear that able from disdain. Each piece of food So, professional attitudes comprise produced is - and must at all costs be - three components, already indicated some developers want better metaphors precisely like any other. The idea of above for higher education than factory­ 'food' being a potential gastronomic (i) commitment to self-development, production. It was pointed out that 'Productivity' is itself a modern-day experience becomes totally absurd. It (ii) skilled attention to task combined would be palpably false for a customer with development of the highest metaphor - an industrial notion trans­ to be told "I hope you really enjoy the perceptions of quality in the work ferred from factory to education - hence food tonight - we took extra care over it done,and the article is about metaphors for un­ just for your sake". The defining (iii) ability to listen and learn from packing another metaphor. Some warn characteristic of this job attitude is task­ those on the receiving end. about the dangers of arguing in terms of alienation (operating on 'auto-pilot', the extremes of any model or metaphor. 'skilled inattention' as a way of being). What interests me is that no such considerations apply, nor can they apply, Others fear that the industrial Towards the customer to the kitchen-staff in our production­ production metaphor has become the who is being served model fast-food eatery. And that is not dominant discourse of management and An attitude of formally bounded because of any inferiority in the person­ government, hence it is the reality we interest, polite deference, again indistin­ nel involved - this is not a put-down of now stand in, whether we like it or not guishable from disdain. Each customer's Macdonalds employees! Any fast-food (eg Katherine Nicoll in HERD 17,3, legitimate expectations may fall only worker may be capable of becoming an October 98, 291-304;jlexible learning is within what the menu provides. outstanding Chef. The difference lies in another new dominant metaphor; policy Someone who requests "Your very best the way production is understood in the texts and official government rhetoric hamburger, if you please - not too two contrasting systems, and conse­ inserts particular metaphors within overdone!" is a nut case. The very idea quently in the way each system's discourses, in order to control the of a customer being someone whose management has to operate to ensure the production of "truth and knowledge") individual needs establish the goal for system works well. What do readers feel? Write and tell us.

15 HERDSA NEWS March 1999 National Survey on the Work Roles of Academics in Australian Universities A sample of 5000 academics in 18 found that despite the pressures of Craig Mcinnis universities were surveyed in change from the Dawkins reforms of February/March this year 1988, the work values that have workforce for comparative international and trend analysis. as part of a Centre for the Study traditionally distinguished academics from other professionals remained fairly The major elements of the of Higher Education, University of stable from 1973 when the CSHE questionnaire are: the allocation of work Melbourne (CSHE) study conducted its first national survey. In time; work values and motives; commissioned by the Department 1993 academics appeared to be on the conditions of employment; work prefer­ of Education, Training, and Youth whole satisfied with their jobs and ences and realities; career development Affairs. The project will explore exceptionally motivated by the intrinsic and professional education; and, recent shifts in the allocation of interest in their work. They were most perception of changing work practices. time and emphasis given to the satisfied when they had the opportunity The study is giving particular attention to to pursue their own academic interests. the changes in approaches to teaching, academic work activities across That survey also showed that not all assessment of learning, perceptions of the full range of disciplines. academics were negative about their student capabilities, and the use of new Anecdotal evidence since the CSHE work or their future. technologies. conducted its last national survey in The latest study will enable CSHE to The project team is being advised by 1993 suggests there has been a marked map the level of change and continuity a Visitor to the CSHE, Professor Jack acceleration in changes to academic in the face of rising accountability Schuster from the Claremont Graduate work, and an urgent need to examine the measures, the market driven environ­ University who last year co-authored a ways in which academics are adapting to ment, the rapid expansion of new US study "The New Academic the shifting demands and expectations in information technologies, and the Generation". Like the US study, the the workplace. everyday realities of internationalising Australian survey will give particular The study will build on a 1993 study higher education. attention to the ways in which the post­ by the CSHE which identified key The 1999 project has two major Dawkins generation of academics are changes to work roles, including grater objectives of interest to DETY A and the viewing their work and careers. It will be fragmentation of work time and energy. universities: to provide an analysis of the particularly interesting to see whether It will also replicate some aspects of a current work patterns and related there are major trends emerging with survey conducted for the UK Dearing attitudes and outlooks of academics; and respect to their relative commitment to Enquiry as well as other international to provide benchmarks for monitoring the tasks of research, teaching, surveys. The 1993 Australian survey the changing work roles of the academic administration and service work. Enquiries may be directed to the Project Director, Craig Mcinnis, Associate Professor and Director, Centre for the Study of Higher Education, University of Melbourne, Parkville 3052.([email protected])

FINDINGTHE GEMSAMONGSTTHE PEBBLES by Josie Gibson 'The web is a treasure trove of resources, but was not necessary to 'reinvent the wheel'. it's also bewilderingly complex,' Dr Felix said. Digging out useful sites for less popular 'If its potential is to be tapped, some guidance languages sometimes proved more difficult. is required not only about what is there but 'The book includes references to literature as also how it can be used. well as to technology,' Dr Felix said. 'Readers Virtual Language Learning follows six months will be able to look up the applied linguistic of intensive research in which Dr Felix and her literature, try out a site in several languages, team combed hundreds of Internet sites for and read about how it works technically.' those which could be of use in learning and A practising language teacher who has teaching languages. overseen the development of a number of The result is a unique resource which offers a language-specific Internet sites, Dr Felix knows combination of useful examples and jargon­ how confusing and time-consuming the free technical information for language technology can prove. teachers, formal and informal students, and 'I would have killed for this book three years A new book and CD package developed by a people simply interested in the delivery of ago when we started developing sites on the Monash language expert is aimed at helping language courses on the Net. web,' she said. teachers and students navigate their way Besides the sheer bulk of sites to sift through, Virtual Language Learning: Findings through a wealth of potential resources on the one of the more challenging tasks in the Gems Amongst the Pebbles is Internet. developing Virtual Language Learning was available from Language Australia Ltd, Virtual Language Learning: Finding the Gems keeping abreast of constantly changing URLs, GPO Box 372F, Melbourne, Victoria Amongst the Pebbles was launched in early or web site addresses. 3001 (fax (03) 9629 4708). The cost is December but was selling well even before According to Dr Felix, some languages $35, plus postage and handling. publication, according to its author and required less research than others. Many director of Monash's Language Centre This article first appeared in the Monash News European languages, for example, were on Dec 18th 1998 and we are grateful for their Associate Professor Uschi Felix. already well established on the Internet so it permission to reproduce it

16 HERDSA NEWS ~~ March 1999 ~ Introducing MandatoryProfessional Development for Academic Staff: a case study by Judith Nathan and Gordon Suddaby

Introduction At the time of the establishment of decision of the Academic Board to make the TDU, the issue of training for training in PhD supervision mandatory Since the establishment of the Training teaching in universities was becoming of for new PhD supervisors; it was decided and Development Unit (TDU) at Massey increasing importance: to aim to make attendance at 30 hours of University in December 1994, four the Teaching Skills Development mandatory training programmes have • the student body was becoming more Programme mandatory for new full-time been introduced: a seven hour induction diverse as a larger cohort attended university teaching staff within two years of their programme, a 30 hour modular teaching taking up their position. Appointees with skills development programme, a one • a growing body of literature a teaching qualification or three years' day PhD supervision course and a half­ questioned the effectiveness of tertiary teaching experience could apply day staff appraisal course. This paper traditional university teaching to the Assistant Vice-Chancellor focuses upon a case study of the methods (Academic) through the Director of the organisational issues that arose and the • the 1990 Education Amendment Act TDU for a full or partial exemption. strategies adopted in relation to the placed increased demands for account­ The proposal was endorsed by the rationale, development and promotion of ability upon tertiary institutions Training and Development Advisory the mandatory teaching skills develop­ • universities had to compete for Committees on both campuses. Their ment programme for newly-appointed students with polytechnics now able to membership included the Registrar, academic staff. award degrees Human Resources Registrar, several The TDU was established in the • rising expectations from stakeholders, senior academics and union represent­ Human Resources Section of Massey atives. A strategy for the development of University to meet the training needs of especially students as they were paying every year an increasing teaching skills was formally adopted by 2000 general and academic staff. the Committee of the Vice-Chancellor Previously, there had been one staff proportion of the cost of their tuition. and Deans in mid 1997. development officer who had organised • a new focus upon the ability of a wide variety of short programmes. universities to establish quality Implementation of the Amongst many Massey staff, including systems and to demonstrate a concern Programme many Heads of Department (HoDs), for the quality of their product, as there was not much commitment to on­ embodied in the Academic Audit Unit The Assistant Vice-Chancellor going professional development beyond established by the New Zealand Vice­ (Academic) wrote to heads of depart­ the traditional overseas leave for Chancellors' Committee. ment explaining the new requirement. academic staff. Formal organisational The Vice-Chancellor agreed that certifi­ policies and procedures related almost Training in teaching was a possible cates could be issued under his signature exclusively to overseas leave and staff means of addressing such issues; and a photograph of him issuing taking Massey papers, for which there however, the university tradition of certificates to two staff who completed was generous provision. academic freedom appeared to run the 30 hours in 1997 was published in Thus the Director had to establish counter to the notion of mandatory the campus newsletter in January 1998 both programmes and policies. She training. There was also an on-going when it became mandatory for new staff. visualised the unit contributing at both issue as to the perceived relative import­ At the same time, all existing academic the organisational and individual levels, ance of teaching and research amongst staff were sent an individually-addressed a constant balancing act as noted by university staff and decision-makers glossy brochure outlining the pro­ Johnston (1997). She had to begin by such as promotion committees. gramme. As result, all 1998 courses had establishing the presence and credibility far more existing than new staff of the TDU through making personal Steps in the Introduction participating (for example, 68% of contact with senior academics, meeting of the Programme participants on the two-day introductory as many as requests for courses as In November 1995 a training programme). Such large numbers of possible, advertising repeatedly in the consultant in teaching skills was existing staff enrolled for one or more campus newsletter, and delivering appointed to the TDU. From February modules in the first semester of 1998 quality courses. Initially sole charge, she 1996, he offered voluntary two-day that several had to be repeated more than used respected academics to deliver introductory teaching workshops, aimed once. By the end of the first semester of training programmes. The first series 1998, 185 staff had attended the two-day specifically for academic staff was a at appointees new to teaching but open introductory block since its inception in monthly series on research, for example to all. Three-hour sessions for graduate 1996, representing nearly 20% of on obtaining funding, budgeting, and assistants and other part-time staff were staffing establishment. managing research projects: popular also held. At the end of that year, the sessions that were well attended. They outline of a coherent modular training The mandatory requirement for 1998 were run in association with the programme was developed, based in part onwards was incorporated into letters of Assistant Vice-Chancellor (Research) on workshops that had already been run. appointment within the terms of the who had high credibility amongst HoDs. Building upon the November 1995 existing collective employment contract.

17 HERDSA NEWS March 1999

Administration of the programme is encourage staff to take ownership of The requirement for temporary and supported by the training and their own professional development and part-time staff to attend at least a three development module of Open Door, the participate willingly in the programme. hour session has proved more difficult to Human Resources Section's integrated The regular offering of the most popular implement. Often such appointments are personnel and payroll system. New staff modules and the two-year deadline give made directly by the College concerned are sent information about the pro­ considerable flexibility over timing. and not processed through Human gramme with their letter of appointment Few full-time appointees have had to Resources Section. This means they are and given an enrolment form by Human be contacted by TDU to enrol. If it is not alerted to the programme by HR Resources staff when they sign on the necessary, a copy of the memo is sent to staff, and, paid by the hour on time payroll. They are reminded of it at the their head of department and followed sheets, they do not appear on the Human induction programme. By the end of the with a phone call to the staff member if Resources database through which first semester, 88% of new full-time staff required. If a further memo is needed, a enrolments for the courses are admini­ I had attended or been exempted as copy may also be sent to the next level stered. Since the acceptance of the qualified teachers. Thus only 12% had of management, the appropriate Pro proposal, the TDU has succeeded in I still to begin the programme six months Vice-Chancellor (Dean). The two-year getting a training and development after appointment. Of the new part-time deadline avoids potential problems at the policy adopted which requires the or temporary staff, required to attend Albany campus where numbers do not University to pay any staff attending only a three-hour programme, 22% opted warrant offering more than 30 hours per mandatory training. Putting responsi­ to attend the two-day workshop. year. bility for the training of part-time staff in the hands of the Colleges is the only way The extent to which existing staff Issues Arising to make it work but to date implemen­ enrolled for the pilot two-day pro­ tation has been patchy. 1. Sustainability gramme in 1996 was unanticipated, as With only one consultant in teaching, was the high number of enrolments from 3. Acceptability to senior TDU could not fully staff the programme them in 1998 when all academic staff management were sent a glossy brochure. This clearly itself as this would not be in the best The initial proposal was directly linked had more impact than previous attach­ interests of either the participants or the to statements in Massey University's consultant. Thus for pedagogical as well ments to the Human Resources Section's Charter and has subsequently been quarterly newsletter. The high proportion as logistical imperatives, a range of staff reinforced by the recommendations of from outside the unit is invited to assist of existing staff on the programme has the New Zealand University Academic in delivering the programme as part of emphasised its perceived value but also Audit Unit Report on Massey University their service to the University, which has raised challenges as to the focus of the (NZ Universities' Academic Audit Unit sessions. since adopted a training and develop­ 1997), the University's Strategic Plan (in ment policy statement specifically The programme has been well­ which Objective 10 of 20 objectives valuing this kind of contribution. received by participants which is states: Ensure that verified teaching 2. Acceptability to staff presumably contributing to the on-going excellence is an important criterion in enrolments from existing staff. Positive the selection, professional development Thirty hours was selected to minimise feedback was obtained from end-of and promotion of staff (Massey resistance as research has shown that course evaluations and from a more in­ University, October 1997)), the reintro­ lack of time is the most frequently cited depth survey of participants on the two­ duction of mandatory student evaluations reason for not attending staff day introductory workshop carried out of teaching , and the adoption of a more development workshops (Johnston after two years of operation. An eval­ systematic staff appraisal system with a 1996). In addition, the element of choice uation of its long-term impact upon strong developmental emphasis. amongst modules, and the possibility of teaching practice will be commenced in It has always been enthusiastically full or partial exemptions were built in to 1999. championed by the Assistant Vice­ Chancellor (Academic) and actively Teaching Skills Development Programme supported by the new Vice-Chancellor Overall attendance since commencement in 1996 who included reference to the programme in his introduction to the Year 2 day 3 hour Part-timers' Completed Annual Report (Massey University foundation modules' teaching skills' 30 hours 1998). TDU staff appear to have course ( 11 different (3 hr sessions) successfully countered the view that the topics) programme could be promoted as a means of dealing with poor performance, 1996 62 - 128 not offered while recognising that consultation over poor teaching performance may lead to 1997 57 182 57 2 staff enrolling in the programme. It is important for its credibility amongst 1998 to 12/6 66 284 36 10 newly appointed staff that it not be perceived as a remedial programme.

TOTALS 185' 466' 219' 12 It is too early to say how wholeheartedly heads of departments support the programme as not all have

I Each attendance is a separate individual appointed staff since the introduction of 2 Attendances at each module aggregated; not sepatate individuals the requirement. It would seem that

18 HERDSA NEWS ~~ March 1999 'W'

Attendance at 1998 lntroductoryTeaching Skills existence of a clause requiring new staff Semester I, 1998 (2 day foundation course) and their head of departments to determine training needs and there was n % total % target no intention to require existing staff to group participation attend. new full-time staff (mandatory) I 18% 48% 5. Administrative load 2 The strategy could not have been so new temporary/part-time staff' graduate assistants1 I successfully implemented without part-time tutors 3 training and development information temporary lecturers 3 being an integral part of the Human Resources database. This provides lists part-time lecturers 2 9 14% 22% of new staff as soon as they are on the existing full-time staff payroll, and the ability _Jo Jog training (not required to attend anytraining) 4 68% needs against individuals, and view the 5 training record of any staff member and TOTAL 6 attendees at any course. However, 6 because of some problems with the database, the differing requirements of 1 Not required to attend the 2 day programme temporary and long-term and full and 2 Graduate students employed part-time to conduct tutorials etc part-time staff, and the fact that participants can enrol for individual New Full-time Permanent Teaching Staff I/ I /98-3/6/98 modules, the programme proved much ( on contracts of more than 12 months) more time-consuming to administer than expected. Attendance at Introductory Teaching Skills, Semester I 1998 6. Exemption criteria and processes The provision to allow appointees with Position Appointed Attended Exempted Neither at least three years' tertiary teaching n % n % n % experience or a teaching qualification to apply for a full or partial exemption was Assistant lecturer 4 3 75% I 25% 0 0 included to prevent the learning Lecturer 19 9 47% 8 42% 2 11% experience of other participants being adversely affected by reluctant attendees. Senior Lecturer I 0 0 I 100% 0 0 During the six month covered by this Associate Professor I 0 0 0 0 I 100 paper there was only one permanent appointee above the rank of lecturer (and TOTAL FULL-TIME 25 12 48% 10 40% 3 12% only two such temporary or part-time appointees) and no applications for exemption on the basis of tertiary New Part-time Temporary Teaching Staff I/ I /98-3/6/98 teaching experience. Attendance at Introductory Teaching Skills 1. Links with confirmation of or Tutor Training Semester I 1998 appointment The two-year time-frame was chosen as Position Appointed Attended Exempted Neither HoDs have to formally report on new staff after two years as part of the n % n % n % process of confirming their appoint­ Graduate Assistant 20 19 95% 0 I 5% ments. Confirmation can be delayed if requirements have not been met. Part-time Tutor/Senior Tutor 7 3 43% I 14% 3 43% 8. Links with promotion PT Lecturer/Senior Lecturer 7 2 29% 2 29% 3 43% The criteria and procedures for Temporary Tutor/Lect/Snr Leet 7 3 43% 0 4 57% academic promotion are currently being TOTAL Part-time or Temp 41 27 66% 3 7% II 27% reviewed by a union-management working party, on which the TDU is represented. This is partly because of on­ going debate as to whether teaching is some lack commitment to organising concept and there was no additional given enough emphasis in promotion training for graduate assistants and feedback when a copy was sent to the decisions. Some participants on the temporary part-time tutors, union for comment. There were concerns Teaching Skills Programme have amongst management that it might 4. Acceptability to unions obtained a record of their training history become bogged down in employment to support promotion applications and The union representatives on the contract negotiations, but in the event it the certificate signed by the Vice­ Training and Development Advisory was decided it was not necessary to Chancellor is keenly sought by those Committee were very supportive of the include it in the contract because of the nearing completion,

19 HERDSA NEWS March 1999

9. Links with possible accreditation • Develop some second-tier modules They facilitated a roundtable discussion of university teachers suitable for more experienced on this subject at the 1998 HERDSA With its modular structure, the participant s. conference. programme could easily be extended, as • Streamline administrative systems so has tended to happen once short that this aspect is not so time APPENDIX programmes have become established in consuming. Australian and other overseas • Improve mechanisms for MASSEY UNIVERSITY TRAINING universities (Martin and Ramsden 1994). AND DEVELOPMENT UNIT communicating with departments However , as a non-asse ssed, mandatory regarding the training of their part­ Strategy for the development of programme its whole nature would be time temporary staff. changed if it were developed into a the teaching skills of academic staff accreditation instrument. Nevertheless, • Research the long-term effectiveness In acknowledgement of the importance of the success of the programme has of the programme . teaching, the University supports a strategy established the acceptability and • Introduce a post-graduate certificate in for the ongoing enhancement of the teaching desirability of training in university tertiary teaching with papers that staff skills of academic staff at all levels. It includes, teaching and created a group of staff who wish to build upon this but is not limited to, the following elements: keen to build upon the foundations that it programme could enrol for. • a mandatory training programme for new lays . Completion of this certificate could appointees (open to all teaching staff); then become a vehicle for Conclusions additional workshops and seminars on accreditation . Because of its flexible nature, good teaching practice; administration of the programme has References • individual consultations and assistance proved more time-consuming than from the Training and Development Unit Johnston, S (1996) Finding time for expected and the provision for where needed; mandatory training of part-time staff has professional development: a study of • advice on extramural teaching from not been fully effective. However, academic perceptions. In Leong and extramural teaching consultants. overall, implementing this programme Kirkpatrick (Eds.), Research and proved easier than expected for a number Development in Higher Education, Mandatory training programme for newly of reasons: 19. appointed academic staff • the climate was favourable with a Johnston , S (1997) Educational All new staff appointed to teaching positions rising emphasis upon the quality of development units: aiming for a under the academic contract of employment teaching both internally and balanced approach to supporting are required to attend a University induction externally; teaching. Higher Education and session and complete a modular training • senior management was supportive; Development 16 (3), pp 331-42. programme in teaching skills administered by • on-going enrolments from Martin E and Ramsden P (1994) the Training and Development Unit (TDU), considerable numbers of existing staff Effectiveness and efficiency of unless exempted by the Assistant Vice­ implied that the programme was courses in teaching methods for Chancellor (Academic). effectively meeting needs; recently appointed academic staff. • All full-time staff on a contract of more • the involvement of a cross-section of Department of Employment than one year's duration are required to academic staff as presenters gave Education and Training, Canberra, complete a modular programme of at least credibility to the programme and Australia prevented an undue burden falling on 30 hours unless exempted. Massey University (October 1997) the TDU consultant; • Staff who are subject to the confirmation Strategic plan: 2020, Massey • it was mandatory only for new of appointment procedures are required University , Palmerston North, New appointees, most of whom were to complete the modular programme Zealand. relatively inexperienced tertiary within two years of taking up their Massey University (1998) Annual teachers and keen to participate; appointment as part of their duties and Report 1997 Massey University, • close co-operation with Human expectations, unless exempted. Resources administrators provided Palmerston North, New Zealand. • Staff employed to teach part-time, or for effective communication with most New Zealand Universities' Academic one year or less, (for example graduate new staff; Audit Unit (1997) Massey assistants or part-time tutors) are required • the flexible format provided University : Academic Audit Report, to complete at least a three-hour teaching considerable choice about what and New Zealand Universities' skills programme. when to attend; Academic Audit Unit, Wellington, • the integrated training and New Zealand. Departments (or Colleges, as appropriate) development and human resources are expected to assume responsibility for database allowed tracking of new Judith Nathan is the Director and training graduate assistants and other part­ appointees, logging of training needs Gordon Suddaby the Co11sultant i11 time assistants, with support from TDU. and monitoring of attendance. Teachi11g at the Trai11itig and The Assistant Vice-Chancellor (Academic), in Development Unit, Massey University, Proposed Future Developments consultation with the Director TDU, may New Zealand. • Raise the threshold for exemption exempt staff who have a teaching qualifi­ through tertiary teaching experience . E Mail contacts: cation, or who have previously held • Introduce a module for trained school j. [email protected]. nz university teaching positions for at least three teachers. [email protected] years, from some or all of the programme.

20 HERDSA NEWS ~lj; March 1999 ~

Of course, the "wood for the trees" The case for generic syndrome also occurs in those students who present with problems in academic writing. A typical student in this group has had feedback on his assignments skills tuition by Alison which tells him he has problems with essay structure; so he comes to the students do not have the reading skills During my two and a half years as Learning Skills Group to learn "how to required for academic work: they do not a lecturer with the Learning Skills write an essay" or even "what an essay have an awareness of the range of Group at the University of looks like". He may have some vague reading styles available to us; they do Newcastle, I have assisted students knowledge about the "introduction, body not know how to select the appropriate and conclusion" structure, and figures from many different faculties and reading styles for the appropriate task; he'd better go and learn how to make levels of study. Over that time I and, finally, they do not know how to this happen in his own essays . have come to identify that the most read efficiently in each of these styles. common problem with which When I have suggested to these students Unfortunately, the answer to the problem is not as simple as this, though, students present is an organis­ they have a learning difficulty known as in its own terms, it is deceptively simple. ational one. But this is not just a "you can't see the forest for the trees", they invariably identify that this is their And it certainly has to do with structure, matter of being a disorganised or problem. At another deeper level, then, but not just the structure of an essay. It distracted time manager, or having the students' problem is with learning, has to do with the structure of sentences, a chaotic or serendipitous approach though this is more an effect of as well as the structure of combined to academic tasks. Granted, some inefficient reading skills than a cause. By sentences, as well as the structure of students genuinely present with attempting to consume the literature paragraphs and essays: in other words, it has to do with the structure of thoughts, alternative approaches to life and word for word, the students limit their small and large. And this need for learning, and they require valid­ ability to comprehend and to recall the meaning of the reading. structure is just as necessary to brilliant, ation of their choices, and practical, ingenious or deep thinking, as to The first remedy for this learning alternative management strategies'. ordinary ideas. difficulty is to supply students with the The majority of students who knowledge of, and ability to select and To compose effective academic approach me for assistance, use, different reading styles and essays, then, students need two main organisational strategies. The first is though, are those who are entirely strategies in different contexts. The main simple to articulate and absolutely unaware of the kinds of cognitive, reading styles and strategies available to crucial, but extremely traumatic for most organisational skills needed to efficient readers that I teach are: selec­ students: it is the ability to see the big manage their work as a tertiary tive reading, scanning, skim reading, picture of our argument, or to conceive a summarising, and active reading'. student. This is not just a case, clear and summarising thesis that will Secondly, a student needs to be aware then, of an inability to organise hold the whole argument together. The that these reading styles and strategies time or tasks; it is a problem with second organisational skill needed for utilise organisational thinking skills that organising thoughts. And this type essay writing is more a group of skills, are both common and crucial to all aca­ and it incorporates the group of thinking of problem manifests at the level of demic tasks: the ability to identify main their fundamental academic strategies we have already considered as ideas, and the ability to cluster, link and necessary for effective reading. These literacy skills: students exhibit develop ideas. are the building skills of thinking and problems with reading and writing Fortunately these strategies and skills writing: the ability to categorise, cluster, in an academic context. are supported by the structure of link, and develop ideas. Students with this problem include expository/academic texts, and so it is Writing skills tuition aimed at relatively easy to teach these skills using those who are daunted by the quantity assisting students with these organis­ the students' own reading material'. For and obscurity of their academic reading. ational problems is most effectively and example, a student can learn to identify A common response to a reading task for efficiently given in the context of main ideas by knowing that a text's these students is to try and read every­ interdisciplinary classes. In these generic thesis is invariably introduced in its title thing from beginning to end, in the way writing skills classes we work, as a class, or introductory chapter or section. A one reads a novel. It is as though through a sample essay question, either student can learn to cluster and link ideas students are expecting the sort of "aha" from a list I have available or from one by analysing the division of a text into its experience we have at the end of a novel, logical parts - outlined in its Table of that a student offers. Very rarely do when we find out "whodunit" or "what Contents or headings and subheadings. students offer questions that cannot be the story was about". Students believe And a student can learn to identify the used by a class of students from mixed that the "meaning" of an academic text narrative sequences that move an levels and mixed disciplines; the excep­ will fall into place at the final page, as it argument from beginning to end, by tions are those assignments which must does with the traditional novel. analysing the overall development of its be delivered in the report genre, or those Many of these students present to the story. (The common top level structures' assignments which require descriptive Learning Skills Group with what they prob I em/solution, cause/effect, essays as opposed to persuasive analy­ believe to be time management problems comparison & contrast, and listing - and tical essays. And taking the students - problems finding the time to read other sequencing structures - like time, through the first two steps in essay "everything they want me to read". But importance, generality, position etc - planning are enough to illustrate the their problem, at least at the surface provide the overall framework of an types of organisational thinking skills level, is with reading, not time. The expository text's development.) needed for effective essay writing.

21 HERDSA NEWS March 1999

The first step is to work through the identify the issue, or problem, not just a guilty or not guilty. Nevertheless, the process of analysing the essay question. topic area, underlying the essay question. legal analogy works for students because This question, for example, is the first The issue may often be assumed from is identifies the need for one embracing half of a question from Geography 302, the question alone; in the above statement that summarises our evaluative Advanced Methods in Human question, for example, the issue would response and holds the argument Geography: be: Are the effects of urban livability in together. The ability to compose Apart from their functional role, inner Brisbane good or bad? Or it may summarising statements in this manner is urban plans and policies incorporate be that we need to determine the relevant a crucial organisational skill in the distinctive values and ideologies about issue(s) from the reading material or the academic context, and the resulting the city, city lifestyles, gender, context of the course of study. clarity in a student's thinking can be the community, the family, work, consump­ Consideration of these matters draws us most important acquisition for the "wood tion, recreation, leisure, etc ... These away from the issue of organisational for the trees" sufferer. values and ideologies are expressed in skills into the realm of critical and the plans' and policies' aims, objectives reflective thinking crucial to tertiary Conclusions and operationalisations to produce study. Once our critical reading in hand, One of the problems with teaching specific socio-cultural and economic though, we can begin the task of creating discipline specific genres is that the impacts. Discuss this claim in regard to the plan for our answer. transferable skills learned through urban liveability and inner Brisbane. This planning step adds several new academic reading and writing tasks are As a class we would analyse this elements to our repertoire of organis­ often glossed over in the effort to question to produce the following ational thinking skills: the ability to produce an end product. With product diagrammatic sketch of the question's formulate a thesis, a position, a response oriented tuition, of course, there is the topic area and its instructional terms: to the essay question (which holds the risk of prescribing outcomes, and of urban liveability/inner Brisbane plans & entire work together); to identify appro­ teacher centred control of material. policies priate sequencing structures (like for and Generic skills tuition, too, has been against arguments, or larger or smaller criticised for the narrowness and (causes) (effects) impacts implications); and to impose overall prescripti veness of its learning a) aims structure on the narrative (like the begin­ outcomes. However, when the emphasis ning to end, past to present, problem to i) values ii) ideologies of the learning session is on skills and solution, and cause to effect structures). not product, generic skills tuition can i) ecomomic ii) sociocultural This step, then, changes the way we avoid the danger of rigidity attached to b) objectives conceptualise the ideas we are working teaching the discipline specific genres of i) values ii) ideologies with: we need to move from the spatial academic writing. During the workshop i) ecomomic ii) sociocultural representation of a mind map into the process in a generic skills class, it is temporal mode of narrative. And it important, then, that we articulate the c ) operationalisations necessitates the using of narrative skills, kinds of steps that have been followed, i) values ii) ideologies of the type not too dissimilar to those we and make explicit the skills that have i) ecomomic ii) sociocultural need for crime writing afterall. We need been used. It is important that the student To arrive at this outline, the students to be able to show ends in beginnings, know that these skills are transferable have to be guided through the process of and vice versa; to carefully build a case, between essays, and even into other identifying key words, grouping like piling evidence on evidence; and to link contexts. And it is important that terms together, and thinking through the and develop the elements of the plot students are given the opportunity to links between the ideas. Pragmatically, coherently and convincingly. And yet, independently practise these skills in the describing the main topic area of the again, the analytical persuasive essay context of the class. question, its main parts, and their needs us to offer one clear verdict on the Cognitive organisational skills are a relationships, means that students now issue under examination: an essay's "first thing first" that students needs to have a clear, structured map of the readability, its function, its success, bring to their academic tasks. They question, which can guide the reading depends on it having one central idea (its provide the foundation that allows the and thinking and planning stages of thesis) that holds everything together. student to interact with the specific their essay. Cognitively, it means that the Though they may seem simplistic, discourse of their discipline or to activate class scaffolds the skills of categorising, analogies with crime writing or even the reflective critical skills specific to clustering and linking necessary to their criminal law can help make the forms higher education. Yet the need for these writing tasks. and functions of academic writing generic skills instruction is, of course, After analysing the question, the next explicit for the students. They help not isolated to the higher levels of step in essay writing is to plan the essay. emphasise the crucial point that we need education. In fact, lately I have become (So far we only have a mind map or an to compose an argument about the issue more aware of a phenomenon that outline of the areas we are asked to of the essay question which is as clear reverses that assumption altogether. I am cover, not a plan for a clear and and all encompassing as a guilty or not realising that these thinking or persuasive argument.) For students, this guilty verdict. They help to describe the organisational skills are common to, at step requires some clarification about the strategies an essay employs to support least, the entire western workaday world; assumptions of academic writing: that this verdict: the strategies of persuasive and that these are skills which many essays are our response to issues being language, evidence and logical students, especially mature age students, debated, a way of participating in that argument. could successfully transfer from their debate, a way of presenting our own Of course, the nature of academic former business life, or the business of position on the issue in question. And issues and evidence rarely allows us to running a family, to their academic practically, it also requires that we pin down a response to a YES or NO, a work, if only they knew they possessed

22 HERDSA NEWS ~~ March 1999 ~ them. My role as a Le a rning Skills Peters, P (1985 ) Strategies for Student (from Gwen Gawith, 1991) means using lecturer is to make th at kind of Writers , John Wiley and Sons . all these reading strategies to 'focus your listening and structure the questions you awarene ss available to st udent s, and ask of the text ' (p90). generic skill s tuition i s a c lear and Alison Brown is an Associate Lecturer 3 Bert Morris 0une, 1987, p.2) illustrates effective way of achieving this. with the Learning Skills Group, Learning and Development Program, at the difference between fiction and non fiction (which he calls "content area" References the University of Newcaste. reading) that allows us to use these Gawith, Gwen (1991) Power Learning, reading skills: "When we read a story we follow the narrative from beginning to A Student's Guide to Success Endnotes end developing images of the characters For example, the study skills method Melbourne: Longman Cheshire and finding out how they interact as the known as 'unscheduling', where a student plot unfolds. On the other hand, content Meyer, Bonnie J .F. (1979). records work only after it has been area reading tries to teach us something; "Organisational patterns in prose and completed. The end result is that a it explains. If we miss a point we can go record of progress is maintained but no their use in reading". In Kami!, M. L. back. If we are not concerned about and Moe, A. J. (eds) (1979). planning is required . another point we can miss it out ..... Reading research: studies and 2 Selective reading is a term I have coined Some people refer to this as a top-down applications. Clemson, SC: National and it means being directed in one's approach to reading. You develop an Reading Conference, pp. 109-17. reading choices; scanning involves overall picture and then move down into searching the surface of a text to find a the reading to fill in the details." Morris, Bert , (1987, June) . "Effective particular item of information; skimming 4 Top level structures were identified by reading in content areas " Australian means finding the big picture of a text Bonnie Meyer (1979); P Peters, P (1985, Reading Association. Reading and sketching its outlines; summarising pp2S-34) discusses other narrative Around Aeries. Fred Gollasch (Ed). means being able to synthesise material sequencing structures . number 2. and identify main ideas; active reading

Spacefor Learning group learning which requires students to discuss ideas, share information, solve problems, teach one another and work on by & Peter assessable tasks such as projects and Alex Radloff Radloff presentations. Successful group work requires spaces which allow for easy The HERDSA Conference in the improve the efficiency of space use thus student interaction and which are University of Auckland took many freeing up resources for teaching and accessible outside normal class times . In of us back to the classrooms of our research. Not surprisingly, this proposal other words, students need small seminar has sparked debate about a number of youth - tiered (and tired) lecture or study rooms which in our university issues including the quality of existing are in very short supply. Another theatres, hard seats and that teaching and research spaces and where example is the need for expanded library special smell that only science the university might be heading in terms and information services as more classrooms have. Many of the of future space needs. students study at a distance and more venues were less than comfortable These discussions, although largely courses turn to resource based learning. and not particularly conducive to prompted by the resource implications of Does this mean that the library should interaction or discussion as a having to rent space, are also related to increase its print based holdings using up more valuable space for storage, move number of workshop presenters the other reason we have been thinking more towards electronic sources and use demonstrated when they had to about space, namely the widespread calls library space for computer terminals, or for higher education to move from make do with standard lecture provide more space for individual study teacher-led content focused transmission theatres, brought home to us, once and group work? In our university, the of information to learner-centred process again, the importance of physical library reports increased requests from focused construction of knowledge and space for teaching and learning. students for study areas for group work the related shift from traditional and especially from mature age students, We had been thinking about classroom based lecture and tutorial/lab for quiet weekend study space away classrooms/physical spaces quite a lot teaching to flexible resource based recently, partly because our university from the family. Are such requests learning (Barr & Tagg, 1995) . The like many others has been debating the legitimate and can they be met? Then introduction of IT into all aspects of issue of space - how it is being used, there is the use of IT in teaching and education has also raised questions about future space needs and most importantly, learning. Where should the hardware be the kinds of spaces students staff need to how best to maximise the use of located - in centralised computer labs, in make best use of IT and where such available space. One strategy to the library, in each department or spaces should be located (Fawson & Van encourage better use of available space perhaps not on campus at all but in Uitert, 1990; Roberts & Dunn, 1996). and thus reduce costs is the leasing of student residences and homes? There are space to Divisions, an approach already Changes in how we conceptualise questions of access, security and equity adopted by a number of universities in teaching and learning as well as changes which have to be addressed in addition the UK and presently being discussed at in the student body (increased size and to the quality and cost of spaces needed. Curtin . It is suggested that such a move heterogeneity) have implications for how How we think of a university also will help departments make informed we arrange the learning environment. has implications for the design and use decisions about their use of space and One example is the use of collaborative of space. There is much talk presently of

23 HERDSA NEWS March 1999

the 'virtual' university suggesting that found that they do notice and are of 3 on a 10 point scale from zero "most the campus as we know it may soon be influenced by classroom aesthetics such unsuitable" to 10 "a perfect venue". It replaced by a name , a logo and a web as colour , furnishings, texture and also drew comments such as "This site. The hallowed halls and dreaming pictures and plants . Factors related to lecture room could not support learning spires will disappear along with the ivory comfort such as seating , temperature, in any subject." "Cramped, a feeling of tower and the overcrowded car park. ventilation, lighting and acoustics are being trapped. Hate the lecture theatre." Students will learn from home or office also important to teachers and learners. "Uncomfortable lecture theatre" and and interact with peers and lecturers And, as the increased use of IT is being "The worst lecture theatre on campus." using a variety of technologies thus encouraged, adequate provision and Another question , "How suitable was never needing to use expensive campus mainten ance of IT equipment in your classroom for the tutorial/ spaces which can be refurbished and classrooms becomes an important factor laboratory/workshop activities?" yielded used for other purposes to generate in acceptance and use of the new a median score of 6 for all venues funding . We have our doubts that such a technologies. combined but two spaces were not acceptable. Comments on these included move is either practicable or desirable Classrooms which are judged to be "Too small, not enough seats to go given the current cost and level of inadequate have a negative impact on round. No windows, very claustro­ sophistication of the technology needed both students and staff and are typically phobic." Too crowded for our group and the importance of 'warm bodies' for avoided thus representing a waste of size." Using such questions on student the development of a genuine com­ resources. However, when such spaces feedback forms could quickly locate the munity of learners . Nevertheless, such are redesigned and refurbished their use least suitable accommodation , and scenarios should be considered when can go up dramatically as Owu (1991) refurbishing these spaces could lead to thinking about future space needs . found at MIT where upgrading one general improvement in student attitudes Considering a university's 'virtual space' lecture room and installing the latest and learning. needs may indeed provide the impetus technology reduced seating but increased for all of us to recognise that in thinking comfort and resulted in the space being The quality of classrooms is about hardware and software we have used 50 to 60 hours per week whereas important for learning but given that been neglecting the 'peopleware ', and before it had been underused. The most learning tends to take place outside their needs to be networked . downside of the story is that the formal classes , we should also pay atten­ What about the spaces in which we refurbishment cost US$1 million ten tion to those other spaces which students currently undertake the core functions of years ago. Clearly, it pays to pay close use on campus . As we pointed out the university - teaching and research? attention to design when new classrooms earlier, students need group meeting and What are they like and how suited are are being planned to ensure that teaching individual study spaces and easy access they for the way in which students and and learning needs are understood and to technology. They also need to feel part of their university and identify and staff work? Personal experience and taken seriously. This is a lesson that the connect with their course and discipline. anecdotal evidence would suggest that University of California at Santa Cruz Come to think of it, so do staff. In short, many spaces are far from satisfactory. has learned the hard way when it needed the campus should be a place where However, one view may be that since to spend millions to remedy classroom students (and staff) have a reason to universities are engaged in the work of design flaws at its relatively new come, where they feel welcome and the mind, the physical environment is campus. Why was th at the case? comfortable and where they have oppor­ largely irrelevant so that physical According to Wendell Brase (Brace, tunities to become part of a community accommodation is not that important. In 1988-89), vice chancellor for planning, of learners. Unfortunately, as campuses this view, it matters little that seats are finance and administration, it was not have grown to accommodate increased uncomfortable and sometimes not due to the incompetence of the original student numbers and as budgets have available in crowded classrooms, or that planners or lack of initial funding. tightened, informal spaces such as the lecturer cannot be heard or the visual Rather, "[t]he problem had to do with common rooms, staff rooms and seminar material seen from the outer reaches of attitudes and programming: the attitude rooms have all but vanished to be the cavernous lecture theatre, or that that the classroom element was the least replaced by classrooms. It is hardly student interaction is difficult in demanding in the architectural program surprising then, that staff and students classrooms with tiered rows of fixed for an instruction and research facility . are less likely to engage in informal seats, or that the general campus Client and architect apparently regarded contact with one another or to become ambience is dull, dreary and rundown classrooms as non critical, unchallenging involved in conversation so vital for the and the outlook from the windows parts of the program" (p. 81 ). intellectual life of a university. Libraries (where there are windows) is uninspiring It is not difficult to uncover problems too have found it hard to keep up with and consists mostly of treeless car parks. with classrooms - if we bother to ask . growing demand for space and many are How valid is such a view? Not valid We have been quick to adopt student hard pressed to provide adequately for at all as we found when we de! ved into feedback on teaching, but have not felt their users. And where trees and open the literature on physical spaces. the need to add one or two questions on space were once, now are buildings or Evidence from psychology, architecture the suitability of the lecture or tutorial car parks despite the fact that open and design shows that people are spaces in which the teaching has been spaces are a valuable resource (Griffith, sensitive to their physical environment undertaken , and more importantly the 1994; Kleberg, 1992). And the and that among others, factors such as learning has been assumed to be taking maintenance of buildings and gardens is overcrowding, seating layout, temper­ place. Including the question "How under threat as further cost-cutting ature and ventilation affect behaviour suitable was the lecture room for your targets 'non-essential' spending. As a and productivity (Fulton, 1991 ). Surveys learning?" in a feedback questionnaire result, even newer campuses may be of university students and staff (Babey, completed by Behavioural Science beginning to look rundown and neg­ 1991; Owu, 1991; Weir, 1994) have students last semester, yielded a median lected. One consequence of poorly

24 HERDSA NEWS ~~ March 1999 '®' maintained spaces is increased 3 Create space for a learning Alternatives for future planning. vandalism which in turn, results in community. Physical proximity is a Techtrends, 35(4), 28-34. reduced use of such spaces, increased prerequisite for interaction and the Fulton, R. D. (1991). A conceptual security problems and a lack of pride in building of a learning community. model for understanding the physical and ownership of, the campus by Include meeting places in all buildings attributes of learning environments. students and staff. and provide access to students and New Directions for Adult and So we are back where we began - staff common rooms and other spaces Continuing Education, 50, 13-22. with the question of resources and how where they can get together. Consider Griffith, J. C. (1994). Open space these can affect spaces for learning. The what symbols and signs distinguish preservation: An imperative for challenge is how to maintain and your discipline from others and quality campus environments. enhance the physical environment in our display these prominently to give Journal of Higher Education, 65(6), students and staff a sense of place and universities given current trends in 645-669. of belonging. Show respect for the teaching, learning and technology in Kleberg, J. R. (1992). Quality learning users of campus space by maintaining higher education and tight budgets. What environments (ERIC Document ED can we do on our campuses to ensure order and quality across the campus. 354 613). Ohio: Ohio State effective use of existing spaces for 4 Demand input into decision-making University. learning and protect, maintain and related to space. Engage your Owu, M. K. (1991). The classroom: enhance them? Here are a few colleagues in discussions of learning Physical environments that enhance suggestions. spaces. Articulate your teaching and teaching and learning. Paper learning needs and your students' 1 Focus on learning spaces rather than presented at the American teaching spaces. Consider how your feedback in appropriate forums such Association for Higher Education, students learn and what the aims of as teaching and learning committees. Washington, DC. your courses are and identify the Get onto working parties which deal physical spaces which you need based with space use. Invite your campus Roberts, G. A., & Dunn, P. M. (1996). on these factors. Try to think beyond architect to lead a discussion on the Electronic classrooms and lectures: the teacher-centred view of learning latest in classroom design. Take a Design and use factors in the age of which focuses on lectures, tutorials, camera on your visits to other the mass lecture. Paper presented at labs and think instead from your campuses and record examples of the EdTech '96 Biennial Conference students' perspective and about the good design. of the Australian Society for potential of IT. Don't overlook factors Educational Technology, Melbourne, such as aesthetics and comfort which References Vic. affect the quality of student learning. Babey, E. R. (1991). The classroom: Weir, J. (1994). The provision and Obtain regular feedback from your Physical environments that enhance maintenance of lecture theatres and students about the quality of their teaching and learning. Paper classrooms (Report for the Teaching learning environment. presented at the American and Leaming Advisory Committee, 2 Distinguish between formal and Association for Higher Education, Curtin University of Technology, informal learning spaces. Remember Washington, DC. Western Australia). Perth, WA: that most learning takes place outside Barr, R. B., & Tagg, J. (1995). From Curtin University of Technology. the classroom. This should be teaching to learning: A new recognised when space is allocated for paradigm for undergraduate Alex Radloff is Assistant Director in the your course. As we move towards education. Change, 27(6), 13-25. Centre for Educational Advancement at collaborative group work and resource Brace, W. (1988-89). Design criteria for Curtin University of Technology. based learning, recognise that students effective classrooms. Planning for Peter Radloff teaches Behavioural need space for meeting outside formal Higher Education, 17(1), 81-91. Health Sciences at Curtin University of classes and build these into your space Fawson, E. C., & Van Uitert, D. D. Technology. requirements. (1990). The technology classroom:

Researchin Higher Education The following research Co-operative learning in a first year zoology class reports have been by Susan Jones placed on the Teaching for Learning in a first year Chemistry Class HERDSA Web site by Peter Zeegers and Lisa Martin

There is also news of a number of new projects that are just beginning. Those interested in receiving more details are invited to contact the researchers directly. http://sunsite.anu.edu.au/education/herdsa

25 HERDSA NEWS March 1999

REPORT FROM A POSTGRADUATE Award Holder at the 1998 HERDSA Conference

I presented a paper at the Auckland exploitative, Baier argues; indeed, there matter. Students who engage conference on Change, Risk and Trust. It are numerous examples of people (for predominantly in personal trust rather was good to be back in Auckland where I example, most parents) attending to than in reliance will not be able to completed a Masters degree in I 994 those who have less power than them in develop trust in these classrooms, and before going to La Trobe University to caring, productive, and empowering will therefore avoid them. I suggest that do a PhD in education in 1995. ways. The form of trust that produces they leave traditional mathematics this empowerment is personal trust. In my session, I talked mostly about Personal trust depends on the presence education as soon as they can because trust, in particular about two forms of of certain qualities in the more powerful they will experience it as a hostile trust described by the philosopher person, such as generosity, patience, and environment. It is those who engage Annette Baier. I have used these forms of humility (as in non-arrogance), for predominantly in reliance, those who trust to investigate students' attitudes to example. Such individuals act generously traditional mathematics education in my trust systems more than people, who towards their students (giving them the PhD thesis. I will talk about each of these stay. benefit of the doubt when doubt exists, forms of trust and then explain how I for example), with patience (giving them My thesis looks more deeply into trust­ think they impact on education. plenty of time to do things at their own based attitudes to traditional mathe­ The first form of trust is called reliance. pace), and with humility (expecting matics education, and links them to It involves contracts or deals, which themselves to be wrong and the student gender, using the work of Carol Gilligan historically have been made between to be right at least some of the time). To to suggest that reliance is characteristic -equals, who each have the same be concerned with developing such of males (although by no means exclusive opportunity for redress if things go qualities in oneself, and to be able to to them) and personal trust charac­ wrong. This form of trust is recognise them in others, is c.haracteristic of public life, and it is so characteristic of an individual who teristic of females (ditto). This connec­ familiar to us because western legal engages in personal trust. Individuals who tion may be part of the reason why so systems are set up to support and engage in personal trust place more trust many more females than males exit promote it. We contract with others for in people than in systems. traditional mathematics education as the delivery of many things that are What are the implications for soon as it becomes non-compulsory. The important to us in life - with banks for educational practice/ In my case, I was form of trust they predominantly engage loans (on terms favourable to us, if we interested in how people who in has no place in the traditional can get them), with employers for a pay predominantly engage in personal trust mathematics classroom. Consequently, check (ditto), with dentists to fix our experience traditional mathematics educators who are interested in in­ teeth appropriately, etc. Reliance builds education compared to people who creasing the participation of women in between individuals when each predominantly engage in reliance. In their mathematics courses should consistently honours her or his side of traditional mathematics education, the contract; for example when the students usually work quickly, silently, examine their own classroom practices employee continues to produce and the competitively, and the maths is presented rather than seeing the "fault" as lying employer continues to pay. When each abstractly, detached from "real life". The with the student. honours their obligations, they come to deal offered in traditional mathematics Personal details: see each other as reliable. Individuals classrooms is clear - be quick, be right far I am originally from NZ where I worked who engage in reliance trust in systems more often than not, and don't worry (such as contracts and deals) more than about wanting to use maths in real life. In at Unitec in Auckland, but am now in people. return, you'll be rewarded with the label permanently in Australia, living in inner­ Through most of western history, this "good at maths" (even if you don't city Melbourne. I am currently writing form of trust has been the only form understand why you're getting the the last chapters of my PhD thesis, which recognised. However, philosophers such answers right). This will suit students investigates gendered moral perspectives, as Baier have begun to recognise and who engage mostly in reliance as a form especially forms of trust, and their describe another form of trust, which I of trust. They will understand the "deal" interaction with traditional mathematics and it will work for them. will call personal trust here. Personal education. I have specialised in teaching trust has nothing to do with contracts or For those who engage in personal trust, mathematics to women and girls who deals, and has actually developed in however, the requirement for speed will dislike it. relations between unequals. Baier be read as a lack of patience; the Jude Ocean focusses on the unequal power emphasis on trying to "be right" all the 178 Park St relationship between parent and child, time will be read as a lack of humility; but we could equally well focus on and the lack of attention to personal Fitzroy North, VIC 3068 teachers and students. A relationship qualities and situations will mean that, in Ph 9486 6628 between unequals does not have to be this type of classroom, people do not [email protected]

26 HERDSA NEWS March 1999 Using the World Wide Web in the Classroom -by_L_e-no-re_L_ro- n-s--Le-e

If the booking sheet for the first Information Retrieval release figures on employment from the Australian Bureau of Statistics. few weeks of session in the Faculty The Web offers an important site for of Arts Computer lab is anything the retrieval of information generally not For staff interested in using their to go by, teaching staff are available in libraries. For example, teaching time more flexibly, the Web increasingly utilising Information students can find information about other may offer a site for the presentation of Technology (IT) as a teaching tool universities and research institutions, materials and staff-student interaction government and commercial organi­ outside the traditional classroom. This and a learning resource. One of sations, and non-profit organisations. In may include reducing time spent in face­ the main IT skills that students are addition, there is a large amount of to-face consultation (the student who has being encouraged to learn is the material available in the art and lost their assignment sheet can print it use of the Internet, including entertainment fields. In recent years, off the Web, or send an email to their Electronic Mail, Telnet and the there has been a huge increase in the lecturer) and offer a site for contact World Wide Web. While staff may number of journals published electroni­ between students who have trouble cally, and many scholars are now getting together outside of class time be familiar with the use of the 'publishing' their own research by (taking part in a chat session to discuss Internet for research purposes, placing it on their personal home pages. an assignment topic). At the same time, they may be less aware of its use in This is particularly true of the science however, the Web does not offer a the classroom. In this paper I want disciplines. substitute for going to the library, nor a to briefly reflect on my own replacement for the teacher. Alternative Teaching Space decision to use the World Wide Technical skills versus discipline Web as part of my teaching By developing subject home pages, the Web can provide both staff and based learning practice in the Sociology Program. students with an alternative teaching While the Web may provide a useful space. The subject home page can be resource for both staff and students, a The Web as a Teaching used both as a site for information Resource question remains over the appropriate retrieval, as well as an interactive space forum for teaching students to access and I have used the Web for three main for student-student, and student-staff use it. Some may argue for example, that purposes - as an additional library contact. For example, lecturers can place learning to use the Web is a technical resource, as a tool for retrieving mate­ their subject outlines, information sheets skill that should be taught outside normal rials not generally found in libraries, and and lecture notes on the Web so that class time. By incorporating it into as a non-traditional teaching space. students who have lost their hard copy, individual subjects the already limited Some of these tasks are skills oriented or who missed a particular week's amount of time available to be spent on (i.e. teaching students how to 'use' the classes can download or print the discipline based learning may be lost. In missing pages. In addition, the Web page Web), while others are more closely my own view, there are important can contain links to sites of general linked to the specific learning objectives reasons why Web based tasks should be interest (e.g. an electronic journal or of individual subjects. incorporated into the curriculum. database) or task oriented sites (e.g. a First, it is my experience that by the Library Resource dataset). The Web page can also provide a site for the presentation of student time students reach tertiary education One of the important resources that materials (including individual or group they have been successfully socialised students can access via the University's projects) or the submission of student not to be proactive learners. While the Home Page is the University Library assignments; and an access point for library offers many workshops on using Catalogue. The Web Catalogue has email, discussion lists and chat sessions. the Internet or using CD ROM, many many more features than the version that students do not take part. Some are students use in the library. The Flexible Delivery Benefits techno-phobic and will not learn to use catalogues of other university libraries in for Teachers and Learners the Internet because they are uncertain or New South Wales can also be accessed afraid of using a computer. Others will One of the main benefits of from the same page. In addition, it is not learn any more than is necessary to introducing students to the range of now possible to access most of the pass the subject. Getting students into resources available on the Web is that it library CD ROMs via the Library Home the computer lab in the first few weeks enables remote access. Students are able Page. These are available using the of session and designing assignment to access the catalogues and CD ROMs programme Webspirs* which is very without having to go to the library - they tasks around IT skills may be one way of similar to the Macspirs* programme that can do it from Faculty based labs, the ensuring that all students have a basic many staff access via their desktops. Berry campus lab, the Shoalhaven level of competency when it comes to Students can also connect to Current library, or even from home. In addition, using the Web. Contents, ABI/Inform, Expanded the Web provides students with a site for Second, students need to practice Academic Index and several other trial the collection of materials that may take these skills in order to master them. databases**. The library has also set up time to access via traditional means - for Once again, unless students are 'forced Faculty specific library home pages with example, information on the aims and to' learn how to use the Web, many will information about sites of interest to objectives of Non-government Organi­ not build on the skills they learnt in the students in each discipline. sations in another state, or the latest introductory workshop. It is not

27 HERDSA NEWS March 1999

uncommon for students to comment that, tutorials, and 'real time' chat sessions on arrive in their classrooms. This will "We went to the library and did the Web do es not necess arily make avoid problems of repetition and enable something like that last year but I can't learning easier, more interesting or more the sharing of site information amongst remember how to do it". For this reason , cost effective . We know that on-campus staff. In addition, questions need to be ensuring that students obtain the generic students already want more contact raised about whether in using subject skills listed under the Competencies and hours and they do vote with their feet. home pages, information is being Attitudes of the Attributes of the While distance learners may have more duplicated unnecessarily, thereby Wollongong Graduate depends upon the reduced expe ctations about face-to-face increasing staff time with no tangible incorporation of skills with discipline contact, they don't expect to be talking benefits in terms of student learning based learning. to a computer every day . At the same outcomes. time, while the Web may be used to Finally, I think teachers need to think reduce contact hours, that doesn ' t mean a of IT skills not as something that we Conclusion reduction in working hours . Placing 'add on ' to our content based lectures As with many teaching resources, the materials on the Web requires both time and tutorials, but as learning tools that Web is time consuming in preparation, it and money . Monitoring chat sessions or can be made integral to the learning involves continuous updating , and is discussion lists and answering email process. Exercises and tasks need to be subject to technical problems. Nonethe- queries can be time consuming. What subject specific, so that while students 1es s, I think there are many useful needs to be stressed here is that flexible may be practicing the same skills, they applications to which the Web can be delivery doesn't mean doing it less, just are applying them in different ways . For doing it differently. put. These include not just providing example, in my third year subjects, students with technical skills, but also students are required to show their Potential Problems or actively using the Web as a discipline competency in accessing library Concerns based learning tool. It can provide an resources via the Web through a series of interesting alternative to the more For staff interested in incorporating short exercises designed to gather traditional techniques that we use as the Web into their subjects there are a materials on their major assignment. In teachers . To be successful, however, this case, because I am assuming that number of potential problems that they Web based teaching and learning needs students have already learnt how to 'do need to be aware of. The first are tech­ to be well integrated into the curriculum. it' (in first and second year), they merely nical issues, and the second relate to have to demonstrate proficiency in the curriculum development. * Webspirs and Macspirs are both skill. A limited amount of lab time may software programs that allow remote be set aside for brainstorming and Technical Issues access from your desktop to Silverplatter databases . Macspirs is a program that is sharing of information among students , We are all familiar with the problems loaded on to Macintosh machines, and or the task may be set as homework. facing us as individual users of the Web. Webspirs is a similar program that is These problems become magnified in the The Web may also be used as a accessed via the library's web page: resource for teaching students to be classroom. These include downtime and critical learners. One of the biggest slow downlo ading speed . There is [www-library.uow.edu.au] problems with using the Web for nothing worse than setting up a class lab ** Current Contents, AHi/Inform and information retrieval is the number of exercise only to find that once everyone Expanded Academic Index are all hours spent searching the Web versus the has logged on that the links are down, or electronic databases that contain a range quality of the information obtained. One that only a few students can access the of disciplinary materials, all with way to address this problem is by same page at the one time. Similarly, it abstracts and some with full-text teaching students to be critical of the can be extremel y frustrating and time docurr:ents. Expanded Academic Index information they access . For example, in consuming to design an exercise only to contains material from arts and the a second year Research Methods subject find that a web page has changed . These humanities to social sciences, science students are required to retrieve inform­ are problems that as teachers we have and technology. It provides access to ation from the Web on a specific topic as little control over. academic journals, magazines and part of their homework. In class, students Lecturers who have developed their newspapers, some with full text and present the information and must assess own subject pages face a range of related images . ABI/INFORMprovides citations and abstracts for articles in mainly its usefulness when compared to issues. Foremost amongst them is materials gathered through more updating information. Not only is the business and management areas, many with full-text. Current Contents provides traditional means. In this way, the skill process of producing a home page time access to the tables of contents and (Netsearching) is combined with a consuming , but staff require technical bibliographic data from current issues of discipline based task (assessing the value assistance and training to continuously the world's leading scholarly research of different information) . upload new materials . Additional prob­ journals in the sciences, social sciences, lems may arise when links are down or and arts and humanities. Will the Web replace face-to-face software is not working. teaching? Dr. Lenore Lyons is a lecturer in tlze Another important issue raised about Curriculum Issues Sociology Program at tlze University of the Web as a teaching tool is the The integration of IT, including the Wollongong. She is interested in potential that it creates for both teachers Web, into the curriculum involves a questions related to tlze use of computer and class time to be reduced. In other review of course content and a sharing of teclz110logy in the classroom and is words, as part of a push towards 'flexible information between staff. Introductory currently a member of tlze Faculty of delivery', the Web may render tradit­ workshops need to be scheduled in first Arts curriculum development team ional face-to-face teaching obsolete. My and second year subjects, and staff working on subjects for Flexible own experience has shown that placing teaching in later years need to know Delivery at tlze University's South Coast written lectures, question and answer what has been taught before students campuses.

28 HERDSA NEWS ~~ March 1999 ~ Many Routes One Destination: Profiles of Successful Academic Women by lzabel Soliman

The difficulties experienced 1998 University of New England • how they would approach research by academic women in ISBN 186389478 if they were starting their male dominated universities 265pages academic careers today. have been documented Price $19 .95+postage/handling The participants are: internationally. Many Routes Order from Dr. I. Soliman, One Destination focuses upon Dr. Bilis Magner, Professor in Law successes rather than School of Education Studies, UNE, difficulties. It is concerned Armidale, NSW 2351 Dr. Margaret Katz, Senior Lecturer with the development of the Fax: (02) 6773 3350 email: in Mollecular and Cellular Biology careers of a group of academic [email protected] women who are at different Rachel Sharp, Professor of levels, in different disciplines, Education in the Faculty of Arts ISSUES IN RESEARCH from different ethnic Dr. Majella Franzmann, Associate backgrounds and who have Professor in Studies in Religion different family Perceptions of responsibilities. They have Successful Dr. Anne Pauwels, Professor in either advanced to the the Academic Women Linguistics, (currently Dean of Arts, level of professor or are 'on Wollongong University) track' in doing so. Companion Video to Many Routes Dr. Kay Harman, Senior Lecturer in Izabel Soliman, a Senior Lecturer One Destination: Profiles of Successful Academic Women Administration and Training in Education at the University of New England, focuses on the Izabel Soliman Dr. Amarjit Kaur, Professor in research component of the academic Developer and Producer Economic History careers of eleven senior women. This video addresses issues in At the end of the program, They spoke to her frankly about their research from the perspective of further questions are presented to families and early education, their seven academic women at the initiate discussion among the educational attainments, their University of New England who are mobility, the role of supervisors/ active in research and who have viewers of their own goals, strategies mentors in the development of their been successful in attracting research and concerns and to encourage careers, their approach to research grants. reflection about ways of developing and the values which underpin their The target audience is academics their skills to enhance success in research, and their publishing at the entry level. It is a useful research. strategies. Izabel Soliman compares resource for professional develop­ their experiences with those of early 1998 ment and can be shown in segments career women who report difficulties University of New England to facilitate discussion among the in developing a research program ISBN 1 86389 554 X viewers. due to lack of time, heavy teaching Price $10.00+ postage/handling loads, teaching separated from The issues discussed are Order from Dr. I. Soliman, research, sense of isolation, and lack • the difficulties posed by the School of Education Studies, UNE, academic culture and how they of encouragement and support. Her Armidale, NSW 2351 address and manage them narratives of the eleven women Fax: (02) 6773 3350 email: reveal the personal strengths/ • the kinds of questions they [email protected] strategies they have developed to investigate and the values Izabel Soliman is a Senior Lecturer deal with their family responsi­ underpinning their research bilities, the difficulties/ constraints • the challenge of balancing teaching in Education Studies, University of encountered in research and in the and research New England. Her research and management of academic work. • the pros and cons of conducting teaching interests are teacher Their stories depict their struggles, collaborative research education, gender and education, courage, perseverance and • their strategies in applying for school-community relations, and achievements. research grants, and higher education.

29 -,

HERDSA NEWS March 1999

academic staff. The preoccupation not HERDSALife Members only with making ends meet but, more fundamentally, with the transformation In the November 1998 issue we of universities to commercial enterprises Education Commission , (1977-82), published a list of the life members of in which making a profit is paramount, Vice-Chancellor, The Australian the Society and promised to feature in has substantially distorted their role in National University, (1983-87). future issues some details about them society. In particular, the implications and their current activities. He ha s ch aired a number of for staff are enormous -the role is now Regrettably we omitted three names, important policy making committees in over-diversified (entrepreneur and busi­ Barbara Falk, Norm Henry and Kol education eg Quality of Education ness manager as well as scholar, project Starr and we sincerely apologise for Review Committee, 1985, which pro­ manager as well as teacher), the work­ this. Norm and Kol are no longer alive duced the report 'Quality of Education in loads keep growing, and job security and but Barbara Falk, now in her 89th Australia .' His current research interest career advancement are a continuous year, still enjoys contact with tutors is higher education policy. preoccupation for many. and postgraduate students at the It's nice to be a participant observer! Department of History at the Alan Lonsdale University of Melbourne. She is Alan is the sole surviving member of the Alan Prosser continuing to research and write. Her gang of three which founded HERDSA Alan taught and researched in Physical latest publications are: in 1972 (the other two being Fred Katz Chemistry in UK before taking up an (UNSW) and Kol Star (A VCC)). "D.J." A biography of Dorothy Jean appointment at the University of New Ross. In press. Melbourne University Alan has had a vari ed academic South Wales in 1970, thus returning to Press. career beginning as a secondary science the country of his birth. Back in the "Caught in a Snare." Hitler's Academic teacher in the 60's and culminating as 1950's Alan was experimenting with Refugees , 1933-1949. Department of Deputy Vice-Chancellor (Staffing) at different teaching methods and subject History, University of Melbourne, Deakin University . In between he spent contents so it is not surprising to learn he monograph no. 25, 1998. twenty years from 1970 at the Western was a founding member of HERDSA, Australian Institute of Technology, now Barbara was head of the Centre for serving on the Executive in the mid Curtin University of Technology . There the Study of Higher Education (CSHE) 1970' s and 80' s. Alan is well known as a he establish ed the educational develop­ at the University of Melbourne in the person who championed the active role ment unit and eventually became 1970's. CSHE was one of the first of the practicing teacher in HERDSA . Director of University Development. centres of its kind in Australia. He also persisted in trying to establish In 1995 Alan decided to live local branches of the society. He is a Peter Karmel dangerously and became an independent valuable mine of information about Peter Karmel, who wrote the article on consultant in higher education HERDSA and recently completed the the front cover of this issue, was management which he finds varied and task of compiling an index for HERDSA Professor of Economics at the University stimulating . News which is available on the web site. of Adelaide (I 950-63), Foundation Alan's thoughts on the current state For example for the subject article look Vice-Chancellor, Flinders University of higher education? In a word: troubled uphttp://sunsite .anu.edu.au/education/her (1963-71), Chair Australian Universities (very) . The last decade has seen dsa/subart.html. He is about to start on Commission (1971- 77), Foundation irreversible changes in the nature and the task of indexing the conference Chair, Commonwealth Tertiary role of universities, and in the role of proceedings!

HERDSA SPECIAL INTEREST GROUPS (SIGS)

ACADEMIC DEVELOPERS Septemb er with "What ' s in a name ", The current membership is 137. (ADSIG) followed by Carol Nicoll (University of Erika Martens continues to moderate the Queensland) whose questions sparked Convenor: list. the whingers debate, and most recently Barbara Grant, University of Auckland, New Moya Adams' (Macquarie) contribution Joining the list: Send an email message to: Zealand. which raise s the question of how we [email protected] . Phone: +'64 9 373 7599 negotiate some of the tensions that arise Leave the subject line blank. Email: [email protected] in our multiple roles as academic Write into the text area: subscribe adsig The Convenorship of ADSIG developers. There has been a reasonably CURRICULUM DEVELOPMENT changed from Di Thompson (Deakin) to active response to these provocations so Convenor: John Hoddinott, Barbara Grant (University of Auckland) it has been a successful strategy for University of New South Wales at the HERDSA Conference in July. At keeping some life in the discussion list. Phone: +61 2 9385 4991 that meeting of the SIG, various matters Another matter raised at the July Email: [email protected] were discussed. There was an agreement meeting was that of establishing a web that "volunteered" members would take presence in which members might list HIGHER EDUCATION turns to introduce a discussion topic at brief bios and which might be linked to LEADERSHIP & MANAGEMENT the beginning of each of the next five their individual or institutional home Convenors: months . This has happened with Kym pages. There has been no progress made Val Clifford, University of Canberra Fraser (Monash) kicking off in on this as yet. Phone: +61 2 6201 2253

30 HERDSA NEWS ~~ March 1999 ~

Email: [email protected] meeting at the North Sydney campus of At the end of the year, the University To join the Special Interest Group in the Australian Catholic University. Just of Wollongong (with UWS Macarthur University Leadership and Management as it has in the rest of higher education, and Melbourne) won a large CUTSD the place of flexible delivery and email listserv please send a message to: grant to develop interactive web-based information technology is dominating [email protected] learning resources. The flexible learning leave subject line blank and in body of the agenda. issue looks like it will stay with us for a the message put: Jn 1998 these themes have often long time. subscribe [email protected] your been combined with another major one firstname your lastname for us, the relationship of learning With both the HERDSA conference These instructions must be followed support teachers and faculties. At UWS and the Language and Academic Skills exactly, any niceties like please and Macarthur and Wollongong, Learning Conference happening in 1999, it looks thank you lead to your subscription Centre teachers from Wollongong like we are heading into an exciting year, being rejected (and you thought that your discussed their faculty-based work in with lots of opportunities to share parents had brought you up so well!) developing interactive, online learning information and experiences. We look and literacy-support resources for We also have a web site for people to forward to meeting you all in Melbourne post information on courses, researchand students. At UWS Nepean, The Leaming this year! new developments: Assistance Centre from the University of Sydney talked about their collaboration (Report by: Anita van der Wal, http://www.nettl.usyd.edu.au/leader with the School of Biological Sciences to The University of Newcastle, LANGUAGE & LEARNING develop a computer-based learning [email protected].) Convenor: package which engages students in To subscribe to the Language and Anita van der Wal, University of Newcastle analysing and constructing laboratory Learning SIG send an email message to: Phone: +61 49 21 5890 reports. Robyn Woodward-Kron from [email protected] Email: [email protected] Wollongong also described a CD-ROM Leave the subJect line blank and in the The Language and Learning Special being developed in the Department of Interest Group has been quite active over Modern Languages to support students body of the message put: the last few months. In Victoria, the needing explicit advice and immediate subscribe UNILEARN Language and Learning SIG is closely feedback on the organisation and STUDENT LEARNING aligned with the Victorian Language and language features of academic writing. Learning Network (VLLN) and bi­ Convenor: Gillian Boulton-Lewis, At the Nepean meeting also, Chris annual seminars are held, which are Queensland University of Technology Corbel from Victoria took participants advertised through the Unilearn on a web tour of some of the most recent Phone: +61 7 3864 3118 electronic discussion list. On Thursday learning technologies. Email: [email protected] 25th & Friday 26th November, 1999, the The SIG Members plan to hold a Language and Academic Skills The limitations of technology have symposium of papers at the HERDSA Conference will be held at Monash also been recognised. At the UWS University (Clayton Campus), Nepean meeting, the Language and conference in Melbourne if enough Melboune. The conference convenors Learning Unit from the University of people volunteer. At present there have are Glenda Crosling, Tim Moore, and Sydney (Cumberland) emphasised the been five tentative offers. Please contact Sheila Vance of the Language and continuing importance of personal Gillian if you are interested in presenting Learning Services at Monash University. contact, including telephone, fax, email a paper. Further information about the conference and the post, which allow students to To join thee-list send an email message can be obtained by emailing Tim Moore interact with a live reader and to at: [email protected] manipulate their own texts rather than In South Australia, language and texts produced by someone else and put ::[email protected] / / learning staff have participated in joint on a server. At Macarthur, Barbara Leave (h: subject line blank and in the events which have involved staff Hilliard showed a 'traditional' print­ body of the message put: developers, study advisers and faculty based study skills guide newly subscribe HERDSIG your email address. staff. developed for students at ACU. And In NSW and the ACT John Grierson other speakers, such as Beth Murison VISUAL & PERFORMING ARTS (UWS - Macarthur) took over the and Helen Bonanno from the Learning Convenor: Nancy de Freitas, coordinator's role during 1998. He Assistance Centre at the University of Auckland Institute of Technology writes: Flexible learning and Sydney, who gave a paper on "Staff Phone: +64 9 307 9999 ext 8343 collaboration: The themes of 1998 tolerance of grammatical error in student Email: [email protected] writing", reminded us that some old The NSW/ACT branch of the To join thee-list send an email message HERDSA Language and Learning issues are still relevant. The study to: Special Interest Group has had an active confirmed their hypothesis that high year, with seminars at the University of irritant level grammatical error (e.g. [email protected] Western Sydney (Macarthur), the sentence fragments) in student writing Leave the subject line blank and in the University of Western Sydney (Nepean), affected the overall assessment of that body of the message put: and Wollongong University, with a final writing. subscribe vipasig

31 HERDSA NEWS March 1999

Questionnaires are also being trialed. In 1999 the focus will move to using quality data to News from Branches make continuous improvements, and building the research-teaching nexus. Other highlights for the CPD in 1998 included very positive feedback from the Neil Haigh: There are HERDSA Branches in Universityof Waikato external Audit Report, boosting support for Phil Ker: Aucklandlnstititute of Technology Australia, New Zealand and Hong flexible learning and graduate research, Shona Little: AucklandInstitute of Technology Kong. Some organise annual reconfiguring computer and tutor/ Reynold Macpherson: Universityof Auckland conferences and most have at least demonstrator training, helping with Helen Matthews:Christchurch Polytechnic organisational research, facilitating policy one meeting each semester which John Melrose: ManukauInstitute of development and departmental planning, and usually features a speaker talking Technology mounting a very successful General Staff Eileen Piggot-lrvine:Massey University about a current interest or issue in Development Conference. higher education. For details of Maureen Reid: AucklandInstitute of A number of CPDers plan to attend the activities contact the President or Technology Gary Russell: Aucklandlnstiitute of HERDSA 1999 Conference and look forward HERDSA where available the local Technology to sharing their research and teaching. Given web site. The addresses appear Gordon Suddaby: Massey University the growing stress on research-led below. Unfortunately at present Alison Viskovic: WellingtonPolytechnic professional development, the CPD's there is no branch in New South Mary Melrose is organising a draft of a NZ Director, Professor Reynold Macpherson, is Wales or the Northern Territory. indemnity insurance policy which will be particularly keen to host Australian staff checked by the main office. Australian development colleagues visiting New Zealand, AUSTRALIAN CAPITAL TERRITORY members have had indemnity, when they hold and may be contacted at John Dearn meetings, for some time. [email protected] CELTS Mark Barrow and Mary Melrose are Professor Reynold Macpherson University of Canberra editing the selected papers for the refereed Director, Centre for Professional Belconnen ACT 2616 proceedings of the 1998 HERDSA conference Development Email: [email protected] in Auckland: Transformation of Higher QUEENSLAND http://www.adfa.oz.au/HERDSA_ACT/ Education (Vol 21, Researchand Development Approximately 26 papers John Lidstone HONG KONG in HigherEducation). were accepted after committee review Faculty of Education Catherine Tang followed by double blind refereeing. All 86 of Queensland University of Technology Centre for Learning, Teaching and those who asked to be considered as authors Kelvin Grove Campus Supervision for this volume should by now have received Victoria Park Road The Hong Kong Institute of Education a letter of acceptance or correspondence QLD 4059 HONG KONG that regretfully declined the paper for this Phone 61 7 3864 3289 [email protected] publication. Fax 61 7 3864 3986 NEW ZEALAND Mirk Barrow is convening a Email [email protected] Membership subcommittee of the HERDSA NZ SOUTH AUSTRALIA Membership of HERDSA NZ is holding Committee to develop a process for making In 1998 the SA Branch was keen to steady at 141. Of these: submissions from HERDSA NZ to preserve the collaborative relationships that • 44 are discipline-based academics government and other bodies on matters had developed in organising the 1997 relating to HERDSA objectives. HERDSA • 47 are staff in staff development units in HERDSA conference. The organising group executive will then be asked to approve this public tertiary organisations, including heads represents discipline-based academics, process. of units professional /academic developers, and • 7 are staff who work in the learning skills Mary Melrose (Dr) student /study skills advisers. The South area Centre for Staff and Educational Australian branch has taken a leaf out of the Development • 8 are senior administrators, CEOs etc in book of WA Branch who seemed to have a Auckland Institute of Technology public tertiary organisations very lively and collaborative network of Private Bag 92006 Auckland I 020 shared responsibilities for keeping the The rest are allied staff, librarians, New Zealand organisation going. Our planning meetings consultants, union (staff or student) admins­ Phone: 64-9-307 9999, Ext 6042 occur in restaurants over lunch! trators, research officers, quality assurance Facsimile: 64-9-307 9792 experts etc. Email: [email protected] The organising group has conducted several activities in 1998, each making sure Of the members, 71 are from polytechnics, DEVELOPMENTS AT THE that they add a significant dimension of social 47 from Universities and 6 from Colleges of UNIVERSITY OF AUCKLAND activity. Early 1998 we had Associate Education. The Centre for Professional Development Professor Shirley Alexander talk to a AGM (CPD) at the UoA was heavily engaged in HERDSA Forum about the uptake and The AGM for the HERDSA NZ Branch was 1998 the campaign for research-led contributions of Information Technologies in held on I December 1998 and members of improvements to the quality of teaching, Higher Education. When Tom Angelo was in the HERDSA NZ Committee for 1999 are: papers and courses. A new system has been Adelaide in June 1998 we added a wine and cheese launch for the first HERDSA CD rom Chairperson: Mary Melrose: Auckland widely promoted and linked into continuation Instituteof Technology and promotion processes, especially the use conference proceedings ( 1997) and then booked a restaurant for "Dinner with TOM". Secretary: Stanley Frielick: Universityof of Fast Feedback and Peer Review data. The Auckland SEEQ has been successfully trialed to enable Taking social time out in busy schedules Treasurer: Colleen McMurchy-Pilkington: academic staff to make detailed analyses of provides valuable unstructured opportunities AucklandCollege of Education the quality of their teaching. Using North to discuss the teaching and research ideas Mark Barrow: UNITECInstitute of Technology American research, a new standardised and shape them with input from colleagues. It Pip Bruce Ferguson: Waikato Polytechnic method of monitoring the quality of taught also provides opportunities to form teaching Nancy de Freitas: Auckland lnsititute of papers has also been devised - the LISQ. and research alliances across discipline, Technology It has recently been trialed in Cyprus to campus and institutional barriers. In Ruth Ethell: OtagoUniversity check for cross cultural reliability. December we were lucky to have Professor Jane Gunn-Lewis: UNITEC Institute of The Course Evaluation Questionnaire and David Boud give a seminar on Work-Based Technology the Postgraduate Research Experience Learning and we included the opportunity for

32 HERDSA NEWS March 1999

"Lunch with David" . Dr Janice Orrell members and the rest, hopefully, members­ In 1999 we plan to hold a local mini­ Academic Co-ordinator to-be! There were also two interstate and conference on research on teaching and Staff Development and Training Unit four overseas Forum participants amongst learning. We have realised that while most of Flinders University of SA the diners which added a cosmopolitan touch us exit the state to give research papers at PO Box 2100, Adelaide SA 5000 to the gathering. international conferences we rarely hear Phone: 61 8 820 I 3853 Associate Professor Alex Radloff Fax 6188201 5169 what one another is doing. Even if we attend Assistant Director Email: [email protected] the same conference as a colleague from SA Centre for Educational Advancement we mistakenly often don't go to their paper WESTERN AUSTRALIA Office of Teaching and Learning presentation because "we can catch up with We held our AGM on 3 February during Curtin University of Technology them back home". Of course we often don't the Teaching and Learning Forum (see report GPO Box U 1987, Perth, WA 6845 because we are so busy! So we are going to of the Forum in this issue). Phone: (61 8) 9266 2292 provide colleagues with the chance to brush Fax: (61 8) 9266 3051 There was a good turnout of members, the dust off a recent conference presentation Email: [email protected] (26), including Owen Hi~ks, the President of and give it again for all of us. The time, place www.acs.uwa.edu.au/csd/HERDSA/wabrdsa.htm HERDSA. Among the matters discussed was and restaurant have yet to be chosen! ideas for 1999 seminars and also the need to VICTORIA The organising group include: encourage wider membership of HERDSA. The Victoria branch is working very hard at Margaret Hicks UniSA The AGM was followed by a very present preparing for the annual HERDSA Helen Johnston UniSA successful HERDSA (WA) Branch dinner conference, (see separate report), hence Penny Westhope UniSA which is traditionally held during the Forum there are no other activities to report. Chris Ingleton Adelaide University and is open to all Forum participants, Di Thompson Ray Peterson Adelaide University HERDSA members or not and this year was a Centre for Academic Development Mary Brownlee Adelaide University buffet at University House, University of Deekin University, GEELONG VIC 3217 Western Australia. 22 people attended the Alison Russell Flinders University Email: [email protected] dinner with about a third being HERDSA Janice Orrell Flinders University http://sunsite.anu.edu,au/education/herdsa/vid Membership: [email protected] Conference Report Re-working the University at Griffith University, December 1998

The impact of revolutionary change on the role as simply to provide market information Dreaming of a White Paper'. Although work and lives of university staff in Australian to guide student choice and drive institutional Coaldrake observed a general tendency for universities was the focus of 'Re-working the decision making to reflect student choice'. government try to ensure that the higher University', a conference held at Griffith This, she noted, has led many observers to education sector operates in accordance with University on December I 0-11, 1998. maintain that Australia has now moved into a good market practice, like Allport, he Participants considered such issues as policy-free zone. observed a lack of policy: at this stage the government has not yet decided what the collegiality and managerialism, globalisation Allport raised the question of whether the main problems of the sector are, or where and markets in higher education, professional government has other potentially critical and how it wishes to intervene in the development and performance management, roles to which universities contribute - such diversity and equity, academics'experiences of workings of the sector, either in broa9 as what Simon Marginson has called nation­ change, and the impact of changing university philosophical terms or in specific policy building' and research for innovation at a time systems on academic roles. detail.' when investment in research and Keynote speakers included Prof Peter development has fallen in both government Perhaps the most critical of the pressing Coaldrake, Deputy Vice-chancellor of the and business. She also expressed deep issues facing universities, Coaldrake said, is Queensland University of Technology; Dr concern about the likely lack of independent the question of the balance between research Carolyn Allport, President of the National policy advice to the government, given that and teaching and other academic functions as Tertiary Education Union; and Assoc Prof the future or the Australian Research Council well as the availability of staff time to pursue Simon Marginson of Monash University. The and the Higher Education Council is in doubt. innovation and improvement. He observed a conference was sponsored by the Griffith The budget decision to cut operating grants strong tension between the view that prevails Institute for Higher Education at Griffith by 6% over four years', she said, is a in universities - that research and teaching University, with the Faculty of Education at conscious attempt by the Government to should be every academicis inextricably linked Monash University. Over 25 papers were ensure that whatever growth in student activities - and the public view that teaching presented from representatives of 19 numbers takes place is achieved at minimal is the raison dietre of universities. He argued universities in Australia and New Zealand. A cost, with staff shouldering additional burdens that the allocation of academic workloads is subset of the papers will be published in in order to teach the extra students.' The arguably of far greater importance to Higher Education Policy and Management in a universities than whether or not government special issue with guest editors Prof. Paul decision of the government to refuse to funding is allocated by vouchers or by block Ramsden of the Griffith Institute for Higher adequately index operating grants to take grants.' Education, Griffith University, and Simon account of movements in salary levels and Marginson. non-salary operating expenses', she said, is Coaldrake suggested that universities need to causing enormous stress to the system.' Allport, the President of NTEU, in her take the initiative to address the major issues keynote 'Thinking globally, acting locally: Life Allport also suggested that the commercial facing them, rather than waiting for decisions long learning and the implications for interests of higher education institutions, by government. Universities need to university staff called for a new language to and the identification of universities with the overcome poor communication, he said, speak to Government as well as a rethinking corporate world in order to generate private enabling them to become communities of of the way we define public interest . She funding challenge academic freedom. scholars capable of concerted action rather suggested, citing Michael Gallagher, the Coaldrake, author of On the Brink: than territorial tribes. current Head of the Higher Education Australia's Universities Confronting their Linda Conrad, Deputy Director, Griffith Division, 'that the government sees its chief Future ( 1998), subtitled his presentation I 'm Institute of Higher Education.

33 HERDSA NEWS March 1999

Innovations in Psychology Teaching Edited by John Radford, Darren Van Laar and David Rose. Published by SEDA. Price 14 pounds sterling including post and packing in UK. See website www.seda.demon.co.uk for details. Review by Dr. Liz Jones This book forms part of a series authors. Most of the authors provide a The book provides a useful summary published by the Staff and Educational frank assessment of the strengths and for each case study of the transferable Development Association (SEDA) in limitations of the ideas that they had skills and competencies developed, the the UK on innovations in teaching. The trialed. Many also include feedback from problems tackled, and characteristics of book consists of 18 case studies of the students involved in the case study the teaching and learning strategy. It innovative teaching practices occurring (it would have been useful in other would have been helpful for this reader in Psychology departments throughout chapters to have had this information). (who has not read any of the other books the UK. While directed towards people The majority of the ideas presented are in the series) to have had some explan­ teaching in the Psychology discipline, simple and easy for most academics to ation at the start of the book of the role many of the ideas presented would be implement. The chapters are written in a of these summaries and how the equally applicable to those teaching very personal, readable style. The chap­ summaries were developed. within other disciplines, particularly the ters focus mostly on describing and In summary, this book provides a social sciences. The book presents a evaluating the changes made rather than range of ideas for changing teaching very diverse group of case studies discussing the theoretical underpinnings practices in Psychology that are simple including changes in the use of handouts, of the changes. and mostly inexpensive. A good resource workplace assignments, different uses However, there is a lot of variability for academics and libraries and a useful for technology and the development of in how new or innovative the ideas gift for those new to teaching. transferable skills. The chapters focus presented are. For example, I found the Liz Jones is a Senior Lecturer in the both on how subjects are delivered as changes described in the chapter on School of Organisational Behaviour well as how they are assessed. Those 'Using an action research paradigm to and Human Resource Management at not familiar with the use of the Internet improve teaching ... ' fairly typical of the Griffith University in their teaching and, perhaps, not sure normal changes made in any subject, of the value of the Internet will find the and hardly a good example of action chapter on 'Supporting Psychology research. On the whole, few of the teaching using the Internet' an interes­ changes described in the book could be ting and honest assessment of the uses of labelled as radical. While some may find the Internet. this disappointing, the changes suggested Indeed, a characteristic of this book may be more realistic for many is the honesty shown by the different academics.

The 8th annual Teaching and Learning participating universities explored teaching WA HERDSA members were part of over Forum, a co-operative effort by Curtin and learning issues through a variety of 175 participants attending the Forum over the University, Edith Cowan University, interactive sessions, including demonstration two days. Forum proceedings are available at Murdoch University, Notre Dame sessions, 'dilemma' sessions and research http://cleo.murdoch.edu.au/asu/pubs/tlf/ or University and the University of vignettes. Western Australia, was held in email [email protected] to purchase a Associate Professor Shirley Alexander, February 1999 at the University of print copy. Next year's Forum will be hosted Western Australia. Since 1992, Director of the Institute for Interactive Teaching and Learning Forums have Multimedia at University of Technology, by Curtin University. provided a unique opportunity for Sydney, addressed the Forum with highlights Kenn Martin, Project Officer teaching staff to share teaching and of "An Evaluation of Information Technology Centre for Staff Development learning methods, problems, projects Projects for University Learning". This was a University of Western Australia and research with their colleagues. 2 year, national study to determine how the Nedlands 6907, Australia The 1999 Forum addressed the theme use of information technologies in university 'Teaching in the Disciplines/Learning in learning and teaching benefits student Email: [email protected] Context'. Members of teaching staff from the learning. http://www.csd.uwa.edu.au/

34 HERDSA NEWS ~~ March 1999 ~

Members are reminded .that the I 999 KEYNOTE SPEAKERS HERDSA Annual International We have been able to bring three outscan · Conference will be held from July I 2 to to the Conference to present the keyno IS in Melbourne. This year's conference is hosted by the Victorian Branch of HERDSA and provides what we hope will be an outstanding forum for the future if universities i working with the Britai dissemination of research, techniques developments in Higher and knowledge in higher education. The annual international conference is an important event for HERDSA. You may be aware that it is unlikely that a similar conference will be held in 2000 and we are hoping that as many of our members as possible, as well as new members, will be able to support this major HERDSA event. You will note that registration fees have been set at a low level ($300 for early-bird HERDSA members) FERENCE MAR and to assist those who have difficulties meeting the the University of Go deadline for proposals (March 26, 1999) the review widely cited researc committee will consider late applications with a final date advised on the web-site. on that research in · The theme of the conference is University of Learning: CORNERSTONES: what do we value in Higher Education? The four sub-themes are: Information about the conference i The student learning experience the Cornerstones website: The new curriculum The recreated university http://sunsite.an u .edu.au/ education/herd sa/vi rstones.html. For presenters, a room locatio The redefined profession. that includes photographs of the space as well as The organisers are pleased to present a new and diverse such as seating and facilities will be provided. style of academic program. Each day of the conference will include keynotes, special 'lighthouse' and 'showcase' We hope you will be able to join us. research papers, and theme discussions. Drawing each day to a close will be specially chosen 'provocateurs' who For further information please contact Probati _ will reflect on the day's proceedings and challenge your Milton, Convention Professionals. thinking. The Special Interest Groups will have an Email: [email protected] enhanced role and other groups, such as postgraduate Telephone: (+61 3) 9899 2996 students and new researchers, are being especially Fax: (+61 3) 9899 0368 considered. Then, of course, there is the HERDSA AGM where all•members can contribute to the development of the Society.

PRE-CONFERENCE WORKSHOP In conjunction with the conference there is a pre-conference workshop in Ballarat which will be led by a distinguished panel including Professors Phil Candy and David James from the University of Ballarat. Further information is available from BJ Hamilton. Email: [email protected] Telephone: (+61 3) 5336 5375 Fax: (+61 3) 5336 5310 Diane J. Thompson

35 Forthcoming Conferences Society for Teaching and Learning in Higher Education (STLHE) (Canada) Annual Conference

PLACE The University of Calgary DATE 16 -19 June, 1999 INFORMATION http://www.acs.ucalgary.ca/-st1he99/ 1 EDUCATION 2000 CONFERENCE: The Australian College of Education conference

THEME Priorities for the New Millennium PLACE Leura NSW DATE 2- 5 July 1999 INFORMATION EMAIL [email protected] TEL +61 2 9956 8333 24th Improving University Learning and Teaching Conference

THEME "Learner-Centred Universities for the New Millennium" PLACE Griffith University in Brisbane, Australia, DATE 5-8 July 1999. INFORMATIONllllllllilllllllliMllillllillll www.iult.org The 4th Northumbria Assessment Conference

THEME Assessment for the Learning Society PLACE University of Northumbria, Newcastle upon Tyne, UK DATE 1st - 3rd September, 1999 INFORMATION CONFERENCE ADMINISTRATOR Email [email protected] or by contacting [email protected] [email protected] Alternatively, details can be found at http://hswe.unn.ac.uk/4thConf.htm Open and Distance Learning Association of Australia Biennial Forum 1999 Open, Distance, and Flexible Learning: The Challenges of theNew Millennium Deakin University Woolstores Campus in Geelong, Australia 27 September to 30 September, 1999

..... iiMW .... lilllilAj .. Mrs C Wilde ODLAA Forum Faculty of Education Deakin University WAURN PONDS VIC 3217 email [email protected]