Scholarship of Teaching Symposium
The Scholarship of Teaching Symposium provides a conference style event for staff to share scholarly work on their teaching. This work may include research into teaching or critical reflection on teaching. Work may be at any stage - from the early stages of work in progress through to work already published.
The 2017 Scholarship of Teaching Symposium will be held on Wednesday 11 October at our Gold Coast Campus.
The theme for this year's Symposium, Transformation and Change, encompasses the wide range of work and practices undertaken in teaching and learning.
The Symposium provides an opportunity for us to share our problems, our challenges and solutions, our scholarly initiatives, and our reflective practice. You may choose to present published research, research in progress, reflections on practice, or put forward questions for discussion.
Details of the event and submission process are available at www.scu.edu.au/teachingsymposium.
Theme: Stories of Teaching and Learning - Exploring what works, when, how and why.
The SCU Scholarship of Teaching Symposium was held on Wednesday 12 October 2016, in A Block, Engineering, Lismore.
The annual Symposium presents an opportunity for staff to share their scholarly approach to teaching and network with peers.
In 2016 the program comprised 14 long presentations, 21 spotlight presentations, 3 poster presentations, 2 panel sessions and 2 roundtables.
It featured a keynote presenter Professor Franziska Trede, on the topic: Technology, culture and agency: learning professional practice in liquid times.
The presentation slides and Mediasite recording of Franziska's keynote presentation are available at our Visiting Scholars webpage.
We look forward to another exciting and stimulating Symposium in 2017.
2015 Symposium Resources
People's Choice Awards
These awards are decided by delegate vote.
Most Thought-Provoking Contribution
Is it time to dump the live lecture?
Raina Mason, Carolyn Seton, Graham Cooper and Barry Wilks
Developing a toolkit to improve "troublesome" units using Cognitive Load Theory