Conference Presentations by Helen Stephenson
Preparing students prior to undertaking a Work-Integrated Learning (WIL) placement is the respons... more Preparing students prior to undertaking a Work-Integrated Learning (WIL) placement is the responsibility of the University and an important stepping stone in ensuring the placement is considered a success by all parties. To support staff and promote the preparation of students undertaking a placement at Flinders University, the Centre for University Teaching developed an interactive online student preparatory resource called PrePlace. Designed by a working group consisting of members from diverse areas of the University PrePlace contains three modules covering important aspects concerning work-integrated learning placements. These include Occupational Health and Safety responsibilities and more general topics such as work-life balance, accepting and utilising feedback, and professional presentation and attitudes. Delivered online, from within the University's learning online system, PrePlace is currently being utilised in Schools across the University. This paper details the rationale and processes undertaken in developing PrePlace, the subject matter incorporated into PrePlace, and outlines the aspirations of the working group to strategically manage (through student and staff evaluation) PrePlace's effectiveness; subsequently guiding its future development and continued relevance. Introduction PrePlace was designed to be a student-focused resource that could be utilised by staff across the University regardless of discipline, to cover key administrative procedures and preparatory information prior to a student undertaking a work-integrated learning (WIL) placement. Administrative procedures include fitness for and withdrawal from placement policies, insurance, etc. This paper provides an overview of the stages undertaken in developing PrePlace, the role of the working group and its acceptance and use by a diverse range of disciplines.
This paper details the current state of play of an institutional learning and teaching community ... more This paper details the current state of play of an institutional learning and teaching community of practice initiative at Flinders University. The majority of Flinders University CoPs are cross-institutional and focussed on key learning and teaching challenges. Flinders University CoPs are voluntarily facilitated by staff and each CoP's knowledge creation and outcomes are driven by members, with the University providing a framework and support for their activities without institutional expectations. In this paper, through four firsthand case studies, the authors reflect on the CoPs that they facilitate and consider how the CoPs are progressing by exploring lessons learnt, success factors and potential for future success. The paper commences with a brief review of relevant literature. Four case studies are then introduced and explored. The paper argues that considerable social learning and collective identity formation has been achieved, but that obstacles remain to future success.
Other by Helen Stephenson
Managing competing demands in the delivery of work integrated learning: An institutional case study
University teaching is complicated by competing pressures on academic staff. Imperatives includin... more University teaching is complicated by competing pressures on academic staff. Imperatives including research and engagement with community are just two of the myriad pressures that academics balance in careers of full workloads and shifting demands. This chapter highlights the tensions inherent in the introduction of new priorities, in this case, practice-based learning. It provides a case study of a single institution and offers a perspective on successful implementation that includes consideration of workload, resourcing and a shared vision for pedagogical change.
Papers by Helen Stephenson
SANTPEN’s SoTL Journey: Building and using a SoTL approach across institutions
In the current higher education environment, providing high quality teaching and learning experie... more In the current higher education environment, providing high quality teaching and learning experiences to students has moved beyond desirable to essential. Quality improvement takes many forms, but one core aspect to ensure sustainable improvement is the development of a culture of scholarship of teaching and learning (SoTL). Developing such an institutional culture is surprisingly challenging yet essential to improving the status of teaching in higher education (HE), being successful in teaching and learning awards and grants, and, improving the student experience.
The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging.
This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.
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Conference Presentations by Helen Stephenson
Other by Helen Stephenson
Papers by Helen Stephenson
The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging.
This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.
The Australian Government’s Promoting Excellence Network initiative funds networks to foster collaboration between HE institutions to improve outcomes in national learning and teaching award and grant programs. Supported by this funding, the South Australian / Northern Territory Promoting Excellence Network (SANTPEN), a grouping of six institutions, formed. Bringing together a diverse network of institutions, similar only by virtue of geographic location is challenging.
This paper describes the first three years of SANTPEN’s journey from the context of our own development with the concept of SoTL and how we applied this to build a culture of SoTL in and between our institutions. It also demonstrates how a modest budget can be put to effective use to benefit those immediately involved, institutional objectives and the aims of the national funding body. We provide evidence of this effectiveness and conclude with our collective aspirations for the future of SANTPEN and other likeminded and funded networks.