Michelle J Eady
University of Wollongong
Associate Professor Michelle J Eady lectures in Curriculum and Pedagogy in the Faculty of the Arts Social Science and the Humanities (ASSH) at the University of Wollongong, Australia. Michelle is a proud Fellow of the International Society of the Scholarship of Teaching and Learning (ISSOTL), a Fellow of HERDSA and a senior fellow of AdvanceHE (SFHEA). Awarded a national Office of Teaching and Learning (OLT) citation for excellence and innovation in teaching, her current research interests include teacher education, work-integrated learning (WIL), communities of practice, and Indigenous strengths. Most recently, she has served as a research lead at Elon University Centre for Engaged Learning (CEL) institute (2019-2021) researching connections between WIL and writing transfer. Professor Eady proudly serves as the current ISSOTL Asia-Pacific Vice-President and board member for the Australian Collaborative Education Network (ACEN) and looks forward to continuing advancing important SoTL work worldwide through collaborations with colleagues and students.
SOTL: Our Time is Now
Academics (i.e. educators, developers, researchers and administrators; and, any professional in Higher Education (HE) who tackles a combination of these roles) face real and imminent challenges fully embraced in the past only by the Scholarship of Teaching and Learning (SoTL). How many of us have been told that our work in teaching and learning was advanced thinking or “before your time”? I believe that this is the case of many experts in SoTL whose work and passion for the betterment of student learning was something that HE was not entirely ready for, but now so desperately needs. Case in point the work of Bass and Good (2004) who nearly twenty years ago asked if a balance in the education system was a possibility. In this keynote address I would like to suggest that the call for this balance in HE between a place of acquiring higher knowledge and a place for future proofing our graduates has never been as urgent. Our world, as it emerges post pandemos, has placed pressure on HE systems to address not only the learning of the student, but the cultivation of the student as a whole. We are asked to consider how we best serve a T-shaped student who is not only made stronger by deep knowledge and understanding of a specific discipline, but also gains skills in problem solving, team work, well-being management and life skills that are the result of the planning, design, implementation, analysis and critical reflection of our SoTL influenced worked as educators in HE. Let us discuss the possibilities that await those who journey this road less traveled and how together we can make all the difference in the HE of now.
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