Conference presentation
Revolutionising education: A centre for teaching and learning’s role in successfully supporting change
HERDSA 2024 Annual Conference (Adelaide, Australia, 08/07/2024 - 11/07/2024)
10/07/2024
Metrics
1 File views/ downloads
13 Record Views
Abstract
Between 2019 and 2023, Southern Cross University substantially changed the curriculum, replaced lectures with active learning methods and removed exams. The model featured a focused six-week term, allowing students to enrol in a maximum of two units per term. Our Centre for Teaching and Learning facilitated implementation by addressing challenges, promoting professional learning, and providing emotional support. The overarching goal was to enhance teaching quality and positively impact student outcomes.
Context: Recognising human aspects of educational change (Antunes et al., 2023), we acknowledge Fullan's (1993) caution against coercive change and Annala et al.'s (2023) insights into supporting academic agency. Hascher & Weber (2021) highlighted links between professional learning, emotional well-being, and teaching quality. Mezirow’s (1991) concept of transformative learning and Saroyan & Trigwell’s (2015) exploration of personal dilemmas contextualised our holistic approach.
Description of the approach: CTL created a strengths-based environment through workshops, webinars, and online resources. We reduced stress, anxiety, and overwhelming feelings, fostering confidence and a culture of sharing. The team supported academics individually in transitioning subjects, addressing workload, building confidence and giving support during challenging moments.
Methods: We analysed our experiences, successes, failures, and obstacles using a reflective and phenomenological approach. The ‘lived experience’ perspective provides insights into challenges faced and supports emotional aspects of the transition
Outcomes: Outcomes included increased engagement in professional learning, a successful transition, and enhanced student outcomes (Wilson et al. 2023). CTL’s support positively influenced academics’ attitudes, fostering confidence and engagement. The emphasis on emotional well-being reduced change-induced stress and anxiety.
Contribution: In our reflective stance, we share experiences leading these initiatives, highlighting successes and failures and reflecting on obstacles and myths. Our approach contributes practical insights for educational leaders and curriculum designers, offering guidance for significant educational changes. We underscore creating a supportive culture valuing learning, change, and educators’ well-being.
References:
Annala, J., Lindén, J., Mäkinen, M., & Henriksson, J. (2023). Understanding academic agency in curriculum change in higher education. Teaching in Higher Education, 28(6), 1310–1327. https://doi.org/10.1080/13562517.2021.1881772
Antunes, V. T., Armellini, A., & Howe, R. (2023). Beliefs and engagement in an institution-wide pedagogic shift. Teaching in Higher Education, 28(6), 1328–1348. https://doi.org/10.1080/13562517.2021.1881773
Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: Falmer Press.
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, https://doi.org/10.1016/j.edurev.2021.100411.</p><p>Mezirow, J. (1991). <em>Transformative dimensions of adult learning</em>. Jossey-Bass.</p><p>Saroyan, A., & Trigwell, K. (2015). Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation, 46, 92- 101. https://doi.org/10.1016/j.stueduc.2015.03.008
Twyford, K., & Le Fevre, D. (2019). Leadership, uncertainty and risk: how leaders influence teachers. Journal of Professional Capital and Community, 4(4), 309–324. https://doi.org/10.1108/JPCC-02-2019-0002
Wilson, E., Roche, T., Goode, E., & McKenzie, J. (2023). Creating the Conditions for Student Success: The Impact of an Immersive Block Model at an Australian University. Southern Cross University Scholarship of Learning and Teaching Paper No. 10. http://dx.doi.org/10.2139/ssrn.4560491.
Details
- Title
- Revolutionising education: A centre for teaching and learning’s role in successfully supporting change
- Creators
- Mieke Witsel (Corresponding Author) - Southern Cross University, Centre for Teaching and LearningRuth Greenaway (Contributor) - Southern Cross University, Centre for Teaching and Learning
- Conference
- HERDSA 2024 Annual Conference (Adelaide, Australia, 08/07/2024 - 11/07/2024)
- Identifiers
- 991013210013402368
- Academic Unit
- Centre for Teaching and Learning
- Language
- English
- Resource Type
- Conference presentation
- Local Fields
- Original Research - SoLT