Abstract
Background/context: Central Academic Developer (AD) groups operate within various third spaces and across university structures (Kensington-Miller et al., 2015; Potter & Devecchi, 2020; Whitchurch, 2008, 2012, 2015), however there has been limited investigation of the work of discipline-specific groups that must also cross multiple spaces (Sharif et al., 2019; Popovic &
Baume, 2016).
The initiative/practice: A Learning and Teaching group (LTG) was established within a Faculty in 2018 as a Faculty strategic initiative. The LTG operates in three modes, as a design studio, a consultancy and as a research group to deliver professional learning and initiatives that enhance the teaching practises of ongoing and sessional staff. The LTG operates in multiple third liminal spaces in which its heterogenous identity (Handal 2008; Mori et al. 2021) evolves to enhance academic practises. These third liminal spaces cross (Mori et al. 2021; Whitchurch 2012): Faculty Student and Staff needs and values; Research and Teaching practices and processes; and Academic and Professional group frameworks and operations.
Methods of evaluative data collection and analysis: Self reflections by LTG members and academic colleagues in an autoethnographic investigation of initiatives undertaken by LTG in various third spaces reveal relevant challenges and opportunities to operate optimally.
Evidence of outcomes and effectiveness: The nature of roles/identities of the LTG transforms due to the nature of the third liminal space in which the Group collaborates, and the evolution of its relationship to academic colleagues and the space/s of higher education. This in-person showcase presentation will share example outcomes from partnerships in each of the spaces outlined. Emerging findings related to the initiatives impact associated with perceived roles by the LTG will be of particular interest
to discipline- and faculty-specific AD Groups nationally and globally.
References.
Reference list can be found in a separate document list in this google drive link as advised by HERDSA Conference Manager.
Baume, 2016).
The initiative/practice: A Learning and Teaching group (LTG) was established within a Faculty in 2018 as a Faculty strategic initiative. The LTG operates in three modes, as a design studio, a consultancy and as a research group to deliver professional learning and initiatives that enhance the teaching practises of ongoing and sessional staff. The LTG operates in multiple third liminal spaces in which its heterogenous identity (Handal 2008; Mori et al. 2021) evolves to enhance academic practises. These third liminal spaces cross (Mori et al. 2021; Whitchurch 2012): Faculty Student and Staff needs and values; Research and Teaching practices and processes; and Academic and Professional group frameworks and operations.
Methods of evaluative data collection and analysis: Self reflections by LTG members and academic colleagues in an autoethnographic investigation of initiatives undertaken by LTG in various third spaces reveal relevant challenges and opportunities to operate optimally.
Evidence of outcomes and effectiveness: The nature of roles/identities of the LTG transforms due to the nature of the third liminal space in which the Group collaborates, and the evolution of its relationship to academic colleagues and the space/s of higher education. This in-person showcase presentation will share example outcomes from partnerships in each of the spaces outlined. Emerging findings related to the initiatives impact associated with perceived roles by the LTG will be of particular interest
to discipline- and faculty-specific AD Groups nationally and globally.
References.
Reference list can be found in a separate document list in this google drive link as advised by HERDSA Conference Manager.
| Original language | English |
|---|---|
| Type | Poster in HERDSA Conference 2023 |
| Media of output | In-Person Presented Poster |
| Publisher | HERDSA |
| Publication status | Published - 5 Jul 2023 |