During professional learning sessions with university educators, a familiar phrase keeps coming up: “We have to deliver the content.” It often surfaces when staff describe teaching a unit designed by someone else, especially when the slides, activities, resources and weekly sequence have already been prepared. For sessional educators and less […]
Academic Identity & Professional Learning - Student Learning & Engagement - Teaching Practice
Teaching as Performance vs Teaching as Design
Teaching is often perceived and judged as a performance. We walk into a room, deliver content, facilitate discussion, respond in the moment, and manage the energy of the class. When it goes well, it feels engaging, dynamic, and successful. When it doesn’t, it can feel flat, disconnected, or difficult to […]
Academic Identity & Professional Learning - Assessment & Feedback - Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
Closing the Gap Between Learning Outcomes and Student Learning in Higher Education
Learning outcomes remain central to our courses. They influence course proposals, underpin accreditation documents, guide course reviews, and enable curriculum mapping across units and assessments. Institutionally, they are vital. They ensure coherence, provide reassurance, and uphold accountability. They enable us to confidently articulate what a graduate of a specific course […]
Academic Identity & Professional Learning - Assessment & Feedback - Innovation & Future of Higher Education - Reflections & Provocations - Student Learning & Engagement - Teaching Practice
Not Reinvention, but Intention: Beginning a New Teaching Year
The beginning of a new year always invites reflection. Fresh diaries. Clean calendars. The quiet promise that things might feel a little different this time around. In Australia, that sense of renewal holds extra significance because a new year also marks the start of a new teaching year. New classes. […]
Academic Identity & Professional Learning - Innovation & Future of Higher Education - Reflections & Provocations - Teaching Practice
Do Teaching Philosophies Actually Matter?
As the new school year begins in many regions, educators are encouraged to revisit their teaching philosophy. For some, this is a real opportunity to pause and consider what genuinely matters in their teaching. Others see it as little more than busywork, a document they produce simply because it’s required, […]