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 […]
Innovation & Future of Higher Education - Reflections & Provocations - Teaching Practice
The Human Side of Being an Academic
I’ve redesigned assessments, unit and entire courses that didn’t work.I’ve explained concepts that landed flat.I’ve walked out of classes knowing I could have done better. None of these moments made me less of an academic.They made me a more honest one. Somewhere along the way, academia adopted the illusion of […]
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, […]
Academic Identity & Professional Learning - Assessment & Feedback - Teaching Practice
Who Are You When You Assess? Understanding Teacher Assessment Identity in Higher Education
Assessment in higher education is often treated as a technical skill. Something we learn by following templates, applying rubrics, and adhering to policies. However, beneath these processes lies something far more influential: our Teacher Assessment Identity, or TAI. This identity shapes how we interpret student work, design assessments, give feedback, […]