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From the National Student Ombudsman’s most recent data, one fifth of student complaints are about teaching and learning.
The presenters set out to explore how academic educators understand and enact inclusion and equity across classrooms and institutions; however, due to sector-level volatility, our focus was retrained on what universities, and the sector can do to embed inclusive curricula and equitable learning and teaching as ‘business as usual’. Using mixed methods, we utilised a national survey, focus groups across six Australian universities and stakeholder co-design roundtables.
Drawing on these data, this presentation will:
- Provide insights into academic educators’ conceptions and practices with inclusive/ equitable teaching and curriculum;
- Outline potential extrinsic motivators/ enablers needed to encourage equitable teaching and learning as ‘business as usual’; and
- Offer a co-designed professional development (PD) framework and practical educator resources to facilitate critical conversations, with the aim of moving towards more embedded equitable learning and teaching.
Speakers
Sally Baker is an Adjunct Associate Professor in the School of Education at the University of New South Wales, as well as CEO and founder of Refugee Education Australia. Sally’s research interests centre on transitions, engagement, and postgraduate outcomes for equity-bearina students in higher education, particularly for students who have experienced forced migration, as well as learning and teaching – particularly with a focus on trauma-aware care for staff and students in the classroom.
Professor Mollie Dollinger holds a joint appointment as Director of Assessment 2030 in the Office of the Deputy Vice Chancellor (Academic) and Director of Innovation and Scholarship for Learning and Teaching in the Faculty of Health Sciences at Curtin University. She is passionate about transforming how universities design and deliver learning, ensuring that educational systems work equitably for all students.
Her research spans student voice and partnership, student equity with particular attention to students with disability and those from regional and rural communities, graduate employability, and the redesign of assessment for diverse learners. Professor Dollinger also serves as Deputy Editor-in-Chief for the Journal of Higher Education Policy and Management and holds an honorary research fellowship at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University.
Dr Kieran Balloo is a Senior Lecturer at SCU College, Southern Cross University, Australia, and a Visiting Senior Research Fellow at the Surrey Institute of Education, University of Surrey, UK. His research explores learning, teaching and assessment in higher education, with a focus on issues surrounding student transitions, equity, and wellbeing. He has held academic leadership roles, including as Associate Head (Learning, Teaching and Student Success). His research is published in leading educational journals, and he has received over AU$800,000 in competitive external grants. He is a Senior Fellow of the Higher Education Academy. He has a PhD in psychology.