Confirmation of Candidature Presentation – References

Adams, C., & Thompson, T. L. (2016). Introduction to Posthuman Inquiry. In C. Adams & T. L. Thompson (Eds.), Researching a Posthuman World: Interviews with Digital Objects (pp. 1–22). Palgrave Macmillan UK.

Ajjawi, R., & Boud, D. (2017). Researching feedback dialogue: An interactional analysis approach. Assessment & Evaluation in Higher Education, 42(2), 252–265.

Ajjawi, R., Olson, R. E., & McNaughton, N. (2022). Emotion as reflexive practice: A new discourse for feedback practice and research. Medical Education56(5), 480-488.

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698–712.

Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic Analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer.

Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281.

Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (Fifth edition.). SAGE Publications, Inc.

Esterhazy, R. (2019). Re-conceptualizing Feedback Through a Sociocultural Lens. In M. Henderson, R. Ajjawi, D. Boud, & E. Molloy (Eds.), The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners (pp. 67–82). Springer International Publishing.

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120.

Gravett, K. (2023). Relational Pedagogies. Bloomsbury.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.

Hill Collins, P. (1990). Black feminist thought: knowledge, consciousness, and the politics of empowerment. Unwin Hyman.

Jensen, L. X., Bearman, M., & Boud, D. (2023). Feedback encounters: Towards a framework for analysing and understanding feedback processes. Assessment & Evaluation in Higher Education, 0(0), 1–14.

Nieminen, J. H., Tai, J., Boud, D., & Henderson, M. (2022). Student agency in feedback: Beyond the individual. Assessment & Evaluation in Higher Education, 47(1), 95–108.

Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4–13.

Ryan, T., & Henderson, M. (2018). Feeling feedback: Students’ emotional responses to educator feedback. Assessment & Evaluation in Higher Education, 43(6), 880–892.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.

Tian, M., & Lowe, J. (2013). The role of feedback in cross-cultural learning: A case study of Chinese taught postgraduate students in a UK university. Assessment & Evaluation in Higher Education, 38(5), 580–598.

van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press, Albany.

van Manen, M., & Adams, C. A. (2010). Phenomenology. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (Third Edition) (pp. 449–455). Elsevier.

Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners’ Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37.

Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10.

Why I record my meetings with my doctoral committee

Just sharing what I’ve learned about the value of recording committee meetings; this has proved to be especially important when meetings aren’t 1-on-1 and there’s lots of chatter and sometimes varied perspectives (as is the case for me with three members of my PhD committee).

Taking notes in this scenario just doesn’t often work for me. Sometimes, I have the attention span of an excited puppy…

Plus, we can talk! And I struggle to take detailed notes and remain present. I do still jot a couple of notes into my meeting minutes, but trying to keep up with listening to three other people talking (and asking me questions and thinking) can feel overwhelming. Further, I need to be and feel fully present because my committee meetings don’t contain a lot of information-transmission or “telling” but involve a lot of probing and clarifying type of feedback and, of course, discussion of next steps (probably like yours!).

So, with their permission, I video record my meetings. This has proved to be so valuable because, in the moment, critical feedback can sting, folks. But the ability to listen to the feedback at a later date can often take the bite out of the interaction.

In fact, I journaled about my last committee meeting; in short, it felt incredibly challenging in that moment & I felt that emotion in my body, it felt hard to focus & I felt I couldn’t articulate myself and ultimately, when we’d wrapped, I left the meeting feeling deflated…

But I went back to recording a few days later and seeing and hearing the meeting from from this point of view provided me with different perspective. My feelings at the time are also valid, but I feel that having the meeting recorded allows me to tackle critical feedback at a later date when it’s not so raw. Recording also allows me to return to and summarise the meeting’s next steps with precision.

Do you record your meetings? I’d love to hear your experiences on why/why not!

EduTECH Australia 2022

On 11 Aug at 3:30p at MCEC in Meeting Room 212, I’ll be speaking at #EduTECHAU discussing how we can better empower students through equity-driven human-data interaction. My presentation will be based on my co-authored book chapter in upcoming book, Human Data Interaction, Disadvantage & Skills in the Community’: Enabling Cross-Sector Environments For Postdigital Inclusion, edited by Dr. Sarah Hayes.

Join my session at #EduTECHAU! 10,000+ education leaders gather at Australia’s biggest meeting for the education sector to learn, exchange ideas & network. Book now with my discount code SPEAK20 and save an additional 20% off your in-person delegate pass. Register here

RAISE Reading Group (June 2022)

Recently the RAISE Network (Researching, Advancing & Inspiring Student Engagement) discussed our (Dr. Cathy Stone and Dr. Rebecca Bennett) paper, Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students, published in The Journal of Continuing Higher Education.

Dr. Rachel Forsyth chaired the discussion, and while Cathy, Bec nor I were unable to attend, we are so grateful for hearing about the discussion. You can read the thoughtful write-up by Dr. Forsyth via the AdvanceHE website, linked here:

and replicated below:

You can join RAISE on 5 July for their last session of the UK academic year, when they are planning a happy and positive discussion about this paper:

Picton, C., Kahu, E. R., & Nelson, K. (2018). ‘Hardworking, determined and happy’: first-year students’ understanding and experience of success. Higher Education Research & Development, 37(6), 1260-1273.

More information and registration at this link.

HERDSA 2022 Program Picks

It’s been a long time coming, but I’m so thrilled to attend (and present at) my first HERDSA conference! This will also be my first ever in-person conference. So, I thought I'd take a moment to share with you what I’m most looking forward to at HERDSA 2022 - happening both on-site and virtually! 

The program for the poster presentations are available at this link. The below does not include keynotes and panel discussions. +Please note that my program picks reflected below are for the on-site program unless otherwise indicated.

Monday, 27 June (Pre-conference workshops)

  • Workshop 2: I’m beginning to publish in higher education – what next?
    Host(s): Dr Wendy Green, University of Tasmania; Assoc Prof Susan Blackley, Curtin University; Assoc Prof Eva Heinrich, Massey University
    Room: Wadawurrung 2
    Time: 8:30a-12p
  • Workshop 6: Improving feedback practices: The role of learner-teacher relationships and digitally enabled learning design
    Host(s): Assoc Prof Rola Ajjawi, Deakin University; Prof Elizabeth Molloy, The University of Melbourne Assoc; Prof Kelly Matthews, The University of Queensland
    Room: Gunditjmara 2
    Time: 12:30p-4p

Tuesday, 28 June

  • Professional learning for changing academic practices: To be or not to be (in academia)? Inward calling and academic hazards in aspiring academics’ career prospects

Host(s): Ms Pham Ai Tam Le, Melbourne Graduate School of Education
Room: Meeting Room 103
Time: 10:30a-10:55a

  • Teaching, learning and the student experience: Improving learner engagement through narrative digital storytelling

Host(s): Dr Pranit Anand, Queensland University of Technology
Room: Meeting Room 106
Time: 11:30a-11:55a

  • Values, justice and integrity: Anti-racism as a critical graduate competency: Developing students’ capacity to recognise the mechanism of structural

Host(s): Ms Jessica Genauer, Flinders University
Room: Meeting Room 104
Time: 11:30a-11:55a

  • +Virtual 1.2: Feedback vs feedforward: which matters more to students?

Host(s): Dr Jeffrey Lim, The University of Sydney
Time: 11:30a-11:55a

  • Teaching, learning and the student experience: Authentic assessment in the digital world: A critical scoping review

Host(s): Assoc Prof Rola Ajjawi, Deakin University
Room: Meeting Room 105
Time: 1:30p-1:55p

  • Pathways and partnerships: Does industry and external engagement matter for PhD careers?

Host(s): Dr Peter Bentley, Innovative Research Universities
Room: Meeting Room 102
Time: 1:30p-1:55p

  • Professional learning for changing academic practices: The role of scholarship of teaching and learning in professional learning and development of academic staff

Host(s): Dr Ekaterina Pechenkina, Swinburne University of Technology
Room: Meeting Room 103
Time: 2p-2:25p

  • Teaching learning and the student experience: Principles of authentic assessment: A new model from teacher education

Host(s): Mrs. Claire Simpson-Smith,
The University of Adelaide
Room: Meeting Room 106 + 105
Time: 2p-2:25p

Wednesday, 29 June

  • Teaching, learning and the student experience: How do we improve student feedback literacy? A scoping review of intervention studies

Host(s): Miss Tegan Miller, Deakin University
Room: Meeting Room 105
Time: 11:30a-11:55a

  • Teaching, learning and the student experience: Approaches to designing feedback processes for student uptake: Differences in practices based on academics’ teaching contexts and conceptions of feedback

Host(s): Dr Kieran Balloo, University of Southern Queensland
Room: Meeting Room 105
Time: 12p-12:25p

  • Teaching the hidden curriculum to Aboriginal and Torres Strait Islander university students: Evaluation of an innovative unit

Host(s): Mrs Ashah Tanoa, Kulbardi
Aboriginal Centre Murdoch University
Room: Meeting Room 103
Time: 12p-12:25p

  • Roundtable 3C: Developing teacher feedback literacy through relational feedback practices

Host(s): Miss Ameena Payne, Deakin University
Room: Meeting Room 104 – Table #3
Time: 12p-12:25p

  • Roundtable 3C: Innovative online assessments for the dynamic digital world

Host(s): Miss Corina Raduescu and Dr Amanda White, The University of Sydney Business School
Room: Meeting Room 104 – Table #4
Time: 12p-12:25p

  • Supporting the development of Indigenous early career researchers

Host(s): Dr Michelle Locke, Western Sydney University
Room: Meeting Room 103
Time: 12:30p-12:55p

  • Roundtable 3C: Our mentor-mentee relationship: Creating a shared story while getting to know each other

Host(s): Dr Nira Rahman, The University of Melbourne
Room: Meeting Room 104
Time: 12:30p-12:55p

  • Professional learning for changing academic practices: Lend your ears to ‘Tales of Teaching Online’ – podcasting as a way of sharing innovation and building engagement

Host(s): Dr Joanne Elliott and Assoc Prof Chie Adachi, Deakin University
Room: Meeting Room 103
Time: 2:45p-3:10p

  • Professional learning for changing academic practices: Professional learning through purposeful, reflective fellowship writing – changing more than just practice

Host(s): Dr Paula Myatt, Griffith University
Room: Meeting Room 103
Time: 4p-4:25p

Thursday, 29 June

  • Teaching, learning and the student experience: Inner qualities versus inequalities: Measuring and tracing change in postgraduate students of Indigenous public health

Host(s): Ms Sally Fitzpatrick, School of Population Health
Room: Meeting Room 106
Time: 10a-10:25p

  • Teaching, learning and the student experience: Making talk work: Using a dialogic approach to develop intercultural competence with students at university

Host(s): Dr Johanna Einfalt, University of the Sunshine Coast
Room: Meeting Rooms 105 + 106
Time: 1:45p-2:10p

  • Innovation and research: Re-defining feedback literate students: Feedback barriers and students’ strategies for overcoming them

Host(s): Dr Judit Kibedi, The University of Queensland
Room: Meeting Room 104
Time: 2:15p-2:40p

Social program

Information on the social program is available at this link.

Tuesday, 28 June

  • New to HERDSA breakfast
    Time: TBA
    Venue: MCEC

Wednesday, 29 June

  • Conference Dinner
    Time: 7p-11p
    Venue: River’s Edge Events Melbourne

These choices reflect my preferences, interests and career stage and may be quite different to your own.

If you haven’t already be sure to check out the HERDSA 2022 Annual Conference program which is available at this link!