Scholarship of Teaching of Learning series 2025
UNSW staff are invited to participate in the upcoming SoTL sessions. Scroll down to find out more details about each event.
Two presentations on Tuesday 13 June from 2-3pm (hybrid presentations)
Education Focused Academic Roles in Australia
Presented by Dr Collins Fleischner
Education focused (EF) academics are the fastest growing group in the Australian academic workforce. The EF role’s introduction at a majority of Australian universities over the last decade mirrors developments in other systems such as the UK, Canada, and Singapore. These roles are seen to enable a greater focus on teaching, educational leadership, and SoTL, and represent both a shift in the nature of academic work and academic identities. However, much remains unknown about these positions. For example, organisational conceptions of the EF role, the motivations and professional backgrounds of EF academics, and the opportunities and challenges for career progression on this academic pathway are not well understood. This presentation outlines findings from a study investigating the emergence and development of EF roles at four Australian universities. The study involved document analysis and semi-structured interviews with over 60 participants, in order to explore the experiences and perspectives of academics in these roles.
This presentation seeks to inform regarding the emergence of the EF role in Australia, to explore the opportunities and challenges faced by an increasingly significant minority of academics in the Australian higher education sector, and to consider the EF role’s implications for higher education policy and practice.
About the presenter
Dr Collins Fleischner is a Lecturer in the National School of Education at Australian Catholic University (ACU). He is also a Senior Fellow of the Higher Education Academy (UK), Associate Editor of the Journal of University Teaching and Learning Practice, and Co-Chair of the Advancement of Teaching-Focussed Roles ISSOTL Interest Group. Prior to joining ACU, he was the Lead for Academic and Education Focussed Development at the University of New South Wales. His current research projects include education focused academic roles, communities of practice, and student belonging.
Risks in Work-Integrated Learning: A Data-Driven analysis
Presented by Dr Xiao Xu
This presentation reports on a study of Work Integrated Learning (WIL) that critically assesses its integration into academic programs, with a focus on risks related to psychological well-being, finances, and equity and inclusion. Using data from Canada’s 2018 National Graduates Survey, the analysis explores how WIL influences students’ academic and career outcomes, identifying key risk factors. It examines psychological strain, financial burdens during and after study, and institutional equity risks. By analysing work placements, student loans, financial aid, and post-graduation employment alignment, the study offers large-scale, data-driven insights into WIL effectiveness. The presentation highlights areas for improvement to reduce risks and enhance WIL’s value across disciplines.
About the presenter
Dr Xiao Xu is a Senior Lecturer and Nominated Accreditation Actuary in the School of Risk and Actuarial Science at the University of New South Wales (UNSW), Australia. Xiao also co-leads the UNSW Education-Focused EFYE Community of Practice, aimed at Enhancing the First-Year Experience for students. Her research interests centre on actuarial practice, financial risk management and education pedagogy and technology.
Before joining UNSW in 2020, Xiao had several years of industry experience in life insurance, consulting and venture capital entrepreneurship. She earned her PhD at UNSW, an MSE from Johns Hopkins University, and a BBA from the University of Wisconsin-Madison. Xiao also holds several professional qualifications, including Chartered Financial Analyst (2019), Chartered Accountant - Australia (2019), Fellow of the Institute of Actuaries of Australia (2018), Certified Public Accountant - USA (2018), Financial Risk Manager (2016), Fellow of the Society of Actuaries (2015), and Chartered Enterprise Risk Analyst (2015).
Tuesday 1 July from 2-3pm (hybrid presentation)
Exploring universal design for learning as an accessibility tool in higher education
Presented by Prof. Terry Cumming
The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning, or UDL, can be used as a framework to guide tertiary educators in the planning and delivery of their courses. The effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities.
This presentation will summarise a scoping review conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice will be discussed.
About the presenter
Terry Cumming is a Professor of Special Education and Deputy Head of School Learning and Teaching of the UNSW School of Education, Academic Lead Education at the UNSW Disability Innovation Institute, and Co-Founding member of Diversified. Her teaching and research focus on promoting the use of evidence-based practices and technology to support the learning and behaviour of students with disabilities and the use of technology to create inclusive, accessible, and engaging learning environments.
Tuesday 5 August from 2-3pm (hybrid presentation)
SoTL in Action: Collaborative practices across third space and academic roles
Presented by Diana Saragi Turnip & Andréa Cabral Leal Ferreira
This workshop presents Scholarship of Teaching and Learning (SoTL) projects with a particular focus on the contributions of third space professionals, those working at the intersection of academic and professional domains, and their impact on teaching and learning. Designed for both professional and academic staff, the session highlights how these groups can collaborate to co-lead SoTL projects.
Academics will gain insights into how to engage with and leverage the expertise of professional staff, while professional staff will explore practical ways to initiate or contribute to SoTL within their roles. Participants will examine strategies for getting started, including defining research questions, collecting data, and navigating collaborative approaches.
The interactive format includes peer discussion and practical planning tools. Attendees will leave with actionable steps and inspiration to start or strengthen their own SoTL journey, whether independently or in partnership.
About the presenters
Diana Saragi Turnip is a Nexus Educational Developer at UNSW’s Faculty of Medicine & Health with over 15 years of experience in higher education. She excels in academic course support, project coordination, and fostering sustainable co-design for educational innovation. Passionate about the Scholarship of Teaching and Learning (SoTL), Diana aims to empower third space professionals and academics to collaborate on innovative teaching practices and reflective approaches. Her expertise includes developing learning practices, facilitating reflective practice, and helping stakeholders achieve educational excellence.
Dr Andréa Ferreira is an Educational Staff Developer at UNSW Business School. Previously, she worked as Academic Coordinator at CEA CAPA Sydney Centre (2022-2024) and, before that, as Lecturer of Portuguese in the Department of Spanish and Portuguese Studies at the University of Florida (2016-2022). She served as Portuguese Undergraduate Coordinator and as Affiliate Faculty at the Center for Latin American Studies (2019-2022), and as director/instructor of the UF in Rio study abroad program (2015-2022). Andréa values interdisciplinary and transnational approaches to teaching in higher education, and believes global education is the way of the future.
Past events
Tuesday 4 February from 12- 1:30pm (In person only & catered)
Presented by Jacqueline North, Dr Daniela Castro de Jong, Dr Anna Rowe and Dr Nicole Saintilan
Wondering how you could enhance your teaching practice? Our WriteWISE Workshop is designed just for you! This hands-on workshop will explore a variety of methods, tools, and strategies to evaluate your teaching, including:
- Student evaluation feedback (surveys and beyond)
- Peer review and observation of teaching
- Innovative technology tools
You will be supported to integrate these evaluation techniques into your courses effectively.
The workshop will feature short presentations from guest speakers and a practical session facilitated by a range of experts and the co-leads of the Evaluation of Teaching and ePortfolio CoP.
Enjoy a catered lunch while networking with fellow educators and enhancing your teaching evaluation strategies. Don't miss this opportunity to contribute to the academic community and take your teaching to the next level!
About the presenters
Jacqueline North is a lecturer at UNSW and a cardiorespiratory physiotherapist at Prince of Wales Hospital. Jacqueline has extensive experience developing curriculum including innovations in interprofessional education and clinical education. As a clinician of many years, Jacqueline provides students with authentic scenarios throughout their learning to instil the practical skills and confidence necessary for thriving in the healthcare workforce. As a UNSW university-wide Community of Practice co-lead and Medical Education Group co-lead, Jacqueline supports her peers in the development and evaluation of scholarship of teaching initiatives.
Dr Daniela Castro de Jong is an occupational therapist, academic and researcher from Chile, currently working as the Nexus Fellow at the School of Health Sciences and co-leading the Evaluation of Teaching and eportfolio Community of Practice at UNSW. Before moving to Australia, she completed her doctoral studies in Sweden, looking at the intersections between culture and occupational therapy education and practice. Her areas of interest include intergenerational programs, arts & humanities in healthcare education, qualitative research, interprofessional education, and programmatic assessment.
Dr Anna Rowe
Dr Anna Rowe SFHEA is a Senior Lecturer, Academic Development at the University of New South Wales Sydney. She has published extensively in higher education learning and teaching, with specific areas of focus including work-integrated learning, curriculum, pedagogy, student feedback, and the role of emotions in learning. Anna is an Associate Editor of the Journal of Work-Integrated Learning.
Dr Nicole Saintilan is an Educational Evaluations Specialist from the Office of the Deputy Vice-
Two presentations on Tuesday 4 March from 2-3pm (hybrid presentations)
From students to rats and back again
Presented by Dr Helena Pacitti
In this talk, I will share how my background in cognitive psychology and behavioral neuroscience shaped my transition into the Scholarship of Teaching and Learning (SoTL). Connecting my disciplinary expertise to my teaching experience, I have been examining how to foster Self-Regulated Learning (SRL) capabilities in first-year students.
I will present work that has focused on integrating SRL activities into the assessment structure of a fully online psychology course. Analysis across multiple terms shows three significant benefits: enhanced academic performance, increased student engagement, and development of a stronger online learning community. More recently, I have been using the Self-Regulated Learning Online (SRL-O) questionnaire to track changes in specific SRL domains from course beginning to end.
Overall, the findings demonstrate that purposeful integration of SRL principles into course design and assessment not only improves academic outcomes but also creates positive learning experiences. This research offers a practical, replicable framework for embedding SRL support within existing course structures, addressing persistent challenges in online education.
About the presenter
Dr Helena Pacitti is an award-winning EF Lecturer and Nexus Fellow in the School of Psychology, as well as the Academic Director of SciConnect in the Faculty of Science. With over a decade of teaching experience, she specialises in innovative course and assessment design that emphasises the development of Self-Regulated Learning (SRL) skills in undergraduates. Her evidence-based approach has significantly improved student engagement and academic performance, particularly in fully online courses. Her research in the Scholarship of Teaching and Learning involves collaborations with various UNSW and national research groups focused on creating empowering learning experiences that promote student success.
Frames and Methods for Practice and Research: Insights from an Arts Doctoral Colloquium
Presented by Dr Deborah Turnbull Tillman & A/Prof. Jennifer Seevinck
This session reflects on the T&L methods incorporated into the inaugural arts-focused doctoral colloquium for ISEA 2024. The main aim was to support HDR students who integrate creative practice with academic research. The day-long event enabled participants to share approaches and receive peer feedback. Key organiser insights and discussion items were presented, contextualised within established frameworks for reflective practice and practice-based research. These included leveraging visual thinking – often familiar to the creative - to navigate complex scenarios ranging from the students’ research journey through to how their creative work and practice can relate to university requirements for knowledge outcomes.
My co-author and I are working on an abstract for HERSDA, and hope to refine it through this session.
About the presenters
Dr Deborah Turnbull Tillman is the Director of Lifelong Learning for the Faculty of Art, Design and Architecture. She is EF Champion for Art & Design, and co-lead for the New EF CoP. Deb is an educator teaching into the Masters of Curating and Cultural Leadership and the Media Arts Honours stream in the School of Art & Design, and a curator specialising in design, technology and new media. She is interested in alterate paths to educating creative practitioners in immersive and in situ environments.
A/Prof. Jen Seevinck teaches at the School of Design, convening 2nd and 3rd year courses on the Theories and Methods of Visual Communication and Data Visualisation and Information Design, and takes on HDR students in interactive and immersive art. She is an internationally recognised researcher and creative design practitioner, pioneering new understandings for audience experience with computer based systems, and demonstrates this as a chief investigator in the QUT Design Lab and leader in the QUT More-than-Human Futures group.
Tuesday 1 April from 2-3pm (In person only)
Elevate your teaching: Getting started with SoTL
Presented by Dr Anna Rowe, Dr Ben Phipps & Meredith MacAulay
Have you heard about SoTL (the Scholarship of Teaching and Learning) but are unsure how to get started? Or do you have an idea that you would like to develop into a project?
The Scholarship of Teaching and Learning (SoTL) involves exploring how students learn within a specific discipline and sharing insights and practices related to teaching and learning in that field. Engaging in SoTL can provide valuable insights into your own teaching practices, enhance your students' learning experiences, and contribute to the practice of other educators.
In this practical workshop, we will outline some of the benefits of SoTL for you, your students, and your discipline. Examples of different ways of engaging in SoTL will be offered, with a specific focus on SoTL projects. You will have an opportunity to start developing research aims, questions, and an action plan to get started with your project.
About the presenters
Dr Anna Rowe SFHEA is a Senior Lecturer, Academic Development in the Pro Vice-Chancellor Education Portfolio. She leads various institution wide initiatives including professional development programs for staff, Advance HE Fellowships and the Scholarship of Teaching and Learning (SoTL). Anna has published widely in higher education learning and teaching with specific areas of interest including work-integrated learning, pedagogy, feedback, peer review of teaching and the role of emotions in learning. Anna is an Associate Editor of the International Journal of Work-Integrated Learning and past Director of the Australian Collaborative Education Network (ACEN).
Dr Benjamin Phipps PVCE Nexus Fellow is a passionate educator; he has taught music and then in the academic development programs at UNSW. Since 2019, his educational and academic development work has focused on assessment, feedback, and student engagement, as well as university-wide educational transformation projects. He collaborates with staff to enhance their tertiary teaching practice and support student learning as well as mentoring scholarship of teaching and learning projects (SoTL). In addition, he provides expertise and pedagogical guidance to both Student Experience and Nexus projects. His current SoTL work includes a project exploring the interplay between AI, teaching and learning, staff capability and professional development opportunities and a project investigating awareness and promotion of wellbeing in teaching and learning communities.
Meredith MacAulay is an Educational Developer in Arts Design and Architecture (ADA) and casual academic in the School of Education with extensive experience as a teacher (TESOL), teacher trainer, and materials and curriculum designer. Her engagement in SoTL has informed both her teaching practice and design. She has conducted research on learning transfer and in 2018 was a co-recipient of the English Australia Action Research Award with a project called, ‘Making Connections: Student investigations of their future disciplines within a Direct Entry EAP course.’ In her current role, she’s passionate about supporting educators in exploring effective and innovative approaches to teaching and assessment.
Two presentations on Tuesday 6 May from 2-3pm (hybrid presentations)
White AI Hacking of Assessments
Presented by Dr Swapneel Thite, Giordana Orsini Florez & Morgan Harris
Through our 'White Hat AI Hacking' project, we have systematically tested assessment integrity by comparing AI-generated submissions with student work, enabling detailed identification of vulnerabilities in assessment design. Our methodology combines ethical hacking principles with a structured co-design workshop approach, guiding academics through evidence-based assessment redesign. This new method, combined with a unique vulnerability detection framework and comparative data analysis, offers educators a practical pathway to strengthen learning assurance in an AI-enabled world. This session will provide an overview of the entire lifecycle and experience of the SoTL work conducted in this project from conception to publication within two conference papers.
About the presenters
Dr Swapneel Thite is an Educational Developer for the Nexus Program in the Faculty of Engineering. He holds a PhD in Engineering Education and has published in multiple peer-reviewed conferences and top tier journals. He possesses a strong passion for engineering education, drawing from his experience in engineering education research, teaching, educational development and leading educational projects.
Giordana Orsini Florez is the Senior Educational Developer for the Nexus Program in the Faculty of Engineering. She brings extensive experience in curriculum design and educational innovation. With two master's degrees in education (Curriculum and Assessment, and Leadership and Management), she is dedicated to enhancing teaching practices through effective pedagogical design. Her experience teaching Academic English to international students in Australia and Latin America has given her deep insight into the needs of diverse student cohorts, enabling her to support the creation of inclusive curricula for equitable learning outcomes.
Morgan Harris is the developer behind a lot of the custom tools in UNSW Moodle and across the faculty of Engineering. He has a wealth of experience building and using software to support teaching and learning. With his edtech expertise, Morgan has been key to the design of the White Hat project, especially for the vulnerability detection setup in various pilot courses.
Examining technology-based collaborative learning in Science education
Presented by Dr Jasper Hsieh
Collaborative learning (CL) is a key pedagogy and learning outcome for science education. Previous studies have reported positive experiences where CL was facilitated by the use of technology. This study contributes to a small, growing body of qualitative research aiming to provide a more comprehensive understanding of the interplay between technology and pedagogy. Using Bourdieu’s field, habitus, and capital, we analysed data from 11 semi-structured interviews with 14 participants, both students and instructors from 4 tertiary science disciplines during 2020-2021. We explored participants’ understanding and experiences using Microsoft OneNote as an electronic laboratory notebook. The findings suggested that technology-based CL was misunderstood and ineffectively implemented by both students and instructors. We recommend that university leadership make a more balanced investment between technology and pedagogy, with more transparent policies and procedures when engaging with technology corporations. For instructors, we recommend having a clear definition and requirement for the CL that is assessed mainly by the process of collaboration.
About the presenter
Dr Jasper Hsieh is a Nexus Fellow at the School of Education. His specialisations are in the Scholarship of Teaching and Learning (SoTL) in higher education, as well as language policy and planning. Jasper has extensive experience conducting educational research using longitudinal and ethnographic methods. He primarily examines educational topics through post-structuralist theories, aiming to explore under-researched areas or gain deeper insights into well-known issues. His teaching is mainly around literacy education.