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August 2012

Recent EFPI publications Higgs, J., Ajjawi, R., McAllister, L., Trede, T, & Loftus, S. (Eds.), Communicating in the health sciences (3rd ed). South Melbourne, VIC: Oxford University Press Higgs, J., Trede, F. & Smith, M. (2012). Physical Therapists as Educators in Clinical, Educational and Community Settings. In L. English (Ed.), Adult Education and Health, University of Toronto Press, pp. 229-246. McKenzie, A. D., Higgs, J., & Simpson, M. (2012). Being a university in the twenty-first century: Re-thinking curriculum. Journal of the World Universities Forum, 4 (4), pp. 1-18. Available http://wuj.cgpublisher.com/pr oduct/pub.173/prod.316.

EFPI creates social media presence EFPI has launched into social media by creating a Youtube channel where you can currently view 16 videos of 2011 and 2012 PBE Summit presentations, including keynotes by Stephen Billett, David Boud, Joy Higgs, Stephen Kemmis, Jan Orrell and Franziska Trede. Stay tuned for more recordings to be uploaded at http://www.youtube.com/efpicsu

EFPI has also created a Twitter account to share interesting information and links relating to WPL and professional and practice-based education. To follow us search for efpi_csu or go to https://twitter.com/EFPI_CSU

Trede, F. (2012). The role of Work-integrated learning to develop professionalism and professional identity, Asia Pacific Journal of Cooperative Education, 13 (3), pp. 159-167.

Exemplars: Sharing good educational practice at CSU Calling on all exemplary professional, practice-based education (P&PBE) and workplace learning (WPL) initiatives at CSU! You are invited to be part of EFPI’s showcase of good practice. EFPI has identified a range of exemplary P&PBE and WPL initiatives at CSU that it is showcasing through its website at http://csusap.csu.edu.au/~away/exe mplars.html The showcase of exemplars is available to all CSU staff and aims to present teaching practices that score highly against relevant aspects of the CSU P&PBE Standards and/or the Guidelines for Good Practice in Professional and Practice-based Education. These exemplars provide a useful resource of successful case studies for all staff to model their own teaching and learning strategies. If you would like to share your teaching strategies please contact: Teresa Swirski tswirski@csu.edu.au. Ph 9752 9005

THE EDUCATION FOR PRACTICE INSTITUTE Charles Sturt University – Sydney, Locked Bag 450, Silverwater NSW 2128, Australia Tel: 61 2 9752 9020 Fax: 61 2 9746 3647 www.csu.edu.au/division/landt/efp/

EFPI Bulletin, August 2011


Leadership program for academic and general staff in workplace learning As part of the Leadership for Workplace Learning Program, two workshops were conducted by Megan Smith and Franziska Trede at Albury-Wodonga Campus at the end of May and July. For the first time Megan offered this program to general staff from CSU with the aim of strengthening their community of practice. A separate workshop was offered to academics and staff from CSU, Monash, La Trobe and Sydney University.

Participants also conducted a 360° survey seeking feedback on their leadership roles from their stakeholders. The results of these surveys were analysed during the July workshop and led to the development of a six-month action learning plan tailored to meet the particular needs of each participant. Overall, the program was successful in developing a community of practice around WPL at CSU and assisting participants to implement and transform their WPL programs. A Yammer group, Education for Professional Practice, has been created to continue the work started through these workshops and campus visits. All CSU staff interested in discussing P&PBE and WPL challenges and strategies are warmly welcomed.

Participants were from a range of disciplines, including veterinary science, speech pathology, teacher education, radiography, podiatry, business management, nutrition and dietetics.

For more information about the Leadership in WPL program, contact Megan Smith mesmith@csu.edu.au or Franziska Trede ftrede@csu.edu.au

Campus visit report The aim of the program is to assist WPL staff to create a vision of what an effective and pedagogically sound WPL program might be, as well as to share challenges, solutions and ways of leading WPL programs. The group had lively discussions about delivering, monitoring, developing, brokering and improving their WPL programs. The use of role play of performance interviews was a special highlight.

At the end of July, EFPI attended the CSU Bathurst campus to conduct a Workplace Learning Network (WPLN) workshop, as well as a Practice-Based Education (PBE) workshop. The WPLN workshop was held on the 30th July and was convened by Associate Professor Wendy Bowles, with presentations by Dr Wendy Hastings (EFPI Senior Teaching Fellow) and Dr Edwina Adams (Workplace Learning Senior Teaching Fellow). In the first session Dr Wendy Hastings presented an interim report of her EFPI project, which is examining the professional development opportunities

and activities of CSU staff involved in WPL. This provided a rich starting point for discussions, which explored preliminary findings (such as resourcing, administrative and systemic issues) from the study. This was followed by Dr Edwina Adams’ session on CSU’s (in development) Workplace Learning Policy, presently under review. Audience members participated in a dynamic discussion within faculty groups to examine how guidelines could be most effectively translated from this overarching policy framework. There was a range of participants representing all of the Faculties - Nursing, Arts, Education, Biomedical Sciences, Human Movement, Policing and Business – and this provided a great number of insights and perspectives. The most notable features of this workshop were the networking opportunities which it provided, as well as the new insights and ongoing dialogue sparked by the presentations. The PBE workshop was held on the 31st July and convened by Teresa Swirski, Postdoctoral Fellow (PracticeBased Education). Teresa presented the findings of Donna Bridge, Franziska Trede and Wendy Bowles’ Scholarship in Teaching Report, on a study exploring the preparation of students for international placements. Teresa further discussed the ways in which international placements can enhance the preparation of students for professional practice, as well as how these learning experiences can be aligned with the P&PBE standards. The session of invited speakers started with a wonderfully visual presentation by Phoebe Lane (School of Communication and Creative Industries) exploring the personal and professional value of Theatre-Media students engaging with the Makhampon Living Theatre project in Thailand. This was followed by Louise Haberecht (CSU Global Co-ordinator) who clearly outlined the CSU Global’s processes and interrelationship with academics and the organisation of international placements. Dr Sokcheon Pak (School of Biomedical Sciences) provided excellent insights into how he

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organises a Korean placement for students to foster their research skills, whilst also gaining a new cultural experience. The final presentation, by Professor Pam Gibbons and Margaret Hamilton, articulated the range of placements which are being offered by the Faculty of Education; the importance of international placements being practice-based was highlighted, as well as the role of administrative frameworks in providing key support and direction. Networking opportunities were also a major feature of this workshop, with people gaining insights into the links between international placements and the preparation of students for professional practice.

Conference reports WACE, 20-22 June 2012 In June, together with Zelma Bone from the Faculty of Business and our VC, Professor Andrew Vann, Franziska Trede attended the 9th International Conference on Cooperative & Work-Integrated Education of the World Association of Cooperative Education (WACE). http://www.waceinc.org/bahceseh ir2012/proceedings.html 257 delegates from 18 countries attended the conference, with a great majority of delegates from Australia, Canada, Sweden and the UK. Some of the key issues and ideas taken away from it include:  WPL is currently strongly linked to discourses of employability and evidence of impact.  There is a need to better understand how to work and

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develop partnerships with/between government and industry. There is an unexploited research niche on professional practice, practice wisdom and critical perspectives of WPL (EFPI is doing a lot of research in this area http://csusap.csu.edu.au/~cmcewen/ projects.htm ) Phenomenology reigns in the kingdom of Workplace Learning (WPL)!

Following are some highlights from the conference: 

Technology: ‘Got Game?’ expanded on the ideas of scaffolding learning in relation to the principles of gaming.

Discourses: ‘The top 50 most influential’ discussed the impact non-educators have on discourses in higher education. Presenters asked us to reflect on our own practices and question why some discourses become dominant (as well as those which are hidden, or absent). ‘Understanding academic identity conflicts’ presented the findings from an study of the competing and contradictory beliefs which shape higher education practices highlighting the antipathy towards a market ethos.

Widening participation: ‘Imagining university education’ explored how students from disadvantaged background conceptualised university as ‘the other’, with the implication of distancing them from engaging with university. Suggested ways in which future work has the potential to help reconfigure these ‘imaginings’.

International placements: ‘What’s in their baggage?’ presented the different ways in which students from different backgrounds are prepared for international placements. As these types of placements become more popular, such studies can begin to help us address gaps in support, financing, experience and conceptualisations.

Work integrated learning: The presentation of ‘Identities for, in and through work placements’ articulated the multidimensional nature of WIL. This was based on a study of stakeholders in a co-op

Prof Richard Coll recommended the following research directions and topics to advance WPL: graduates’ perceptions of WPL; what and how do students learn during placements; how can we legitimise WPL; understanding WPL processes and outcomes; and what are useful theoretical frameworks for WIL. We’d love to hear what you think about these areas of enquiry and how relevant they might be to your work. Log into the Yammer group and search for the Education For Professional Practice group to join. Then tell us what would help you better understand or implement WPL in your subject(s) and course(s). If you haven’t yet created a Yammer account, go to https://www.yammer.com/csu.edu.au/ and click on “Sign Up” then follow the prompts. HERDSA, 2-5 July, 2012 This year’s Higher Education Research and Development Society of Australasia (HERDSA) conference’s theme was ‘Connections in Higher Education’. The opening keynote by Dr Kathy Takayama provided a rich introduction to the range of presentations and discussions which followed. She spoke of the need to explore disciplinary identities, dispositions for engagement and integrative communities. She also talked about the need to be working in ‘unfamiliar territories’ so as to tackle open-ended and messy problems. The conference offered over 120 parallel sessions on a wide range of subthemes.

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program which drew out strong relational themes. Conceptualisations: ‘Promoting conceptual change in higher education’ illustrated four essential aspects of pedagogical competence: pedagogical practice, observation, theory and planning. Presenters argued for the need for systematic scholarly academic development. An initiative at UWA ‘Interdisciplinary threshold concepts in Engineering’ outlined the processes of redesigning the engineering course to better integrate the threshold learning concepts. It also provided a useful schema for approaching teaching and learning as relational and internalised. Communities of Practice (COP): ‘Interdisciplinary collaboration’ focused on the value that was gained from forming a COP: enhanced motivation, enthusiasm and outcomes for students. The value of such informal collaborations deserves more attention amidst discussions of how we seek to reimagined academic environments. Narratives: ‘Connecting scientists and students’ presented a University of Queensland initiative to break down students’ stereotypes of the profession. Interviews of scientists were integrated as part of student assessment. Evidence suggested changes in students’ perception of scientists and of becoming a scientist. Research: ‘Building Research Capacity’ presented their findings of

study exploring the varying strategies used to support researcher capacity building and development. ‘How universities connect education and research’ highlighted the complexities of less recognised links which inform these interrelationships.

Sustainability: ‘Education for sustainability across the curriculum’ discussed the perspective of sustainability as a learning process. It invited a discussion about the variation of ways in which a concept such as sustainability can be addressed and implemented.

Learning spaces: In exploring ‘Experiential learning and citizenship’ the presenters spoke of the value in opening up museums as learning spaces, suggesting we rethink where and how students learn.

Access refereed papers at: http://www.herdsa.org.au/?page_id=288 5 Full conference program at: http://conference.herdsa.org.au/2012/pro gram_full.html

   

Catch EFPI staff at... AuSakai 2012 conference To be held at CSU Bathurst Campus, 18 - 19 September. Andreas Kuswara & Alison Gates will be presenting a paper titled “Where there is WIL, there’s a way: Sakai and educating practitioners in workintegrated units”. They will discuss how in the face of a national skills shortage, Australian higher education institutions are under pressure to produce high quality, work-ready graduates (Patrick et al., 2008). For more information about AuSakai 2012, visit the conference website at www.ausakai2012.com.au 3rd National Learning and Teaching Forum To be held in Brisbane 17-18 September. Tracey Green and Alison Gates have been invited to present at the 3rd Annual Learning & Teaching Forum in Brisbane. They will be presenting preliminary findings from a study entitled "Exploring the transition from practice to higher education". For more information about the conference visit http://www.informa.com.au/conference s/education-conference/nationallearning-and-teaching-forum

Hobart, Tasmania www.hobart.world-guides.com

Earlier this year, Tracey and Alison were successful in obtaining a CSU Scholarship in Teaching Grant for their study which seeks to develop a deeper and more sophisticated understanding of the transition from practitioner to academic. This study draws on experience within the Faculty of Arts by interviewing CSU staff about obstacles, challenges and opportunities for academic staff (across the transition period from practice to academia) in how they acquired teaching and learning wisdom in their career.

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EFPI Bulletin August 2012