VicTeach events 2020

Vic Teach events so far in 2020. See our main events page for details of upcoming events.

Expressions of interest

Expressions of interest are being sought throughout 2020 to develop a full calendar of VicTeach seminars, workshops, and activities that VicTeach can support with funding. From this list of interest areas a full calendar of activities, seminars, and workshops will be developed.

See Get Involved for further information, submission dates, and to access the application form.

2020 events

Online meet-ups

While we are working at home, we will be hosting a weekly VicTeach meet-up via Zoom and Office365 Teams on Wednesdays. This is for anyone who wants to chat about any and all teaching issues on our minds, and to share advice, experience and trouble-shooting tips.

The sessions will alternate between 12 pm and 4 pm and some weeks there will be topics for discussion. See the events calendar and events list in the side-bar for event details and times.

6 May

VicTeach considers the proposed new academic pathways

Facilitators: Rhian Salmon/Hazel Godfrey, Centre for Science in Society

This informal VicTeach Zoom get-together was designed for academic and professional staff and tutors interested in the new academic career pathways proposal, especially the teaching-intensive pathway.

Consultation around this proposal was unfortunately interrupted by the COVID-19 pandemic. This session brought this important issue back to our attention and helped us as individual staff members and members of the teaching community to think about the potential associated opportunities and challenges.

The Provost, Wendy Larner, agreed to join the first part of this session so that the community could clarify and ask questions about the proposal prior to an open discussion among participants. This session helped provide ideas and inspiration for VicTeach members to then submit their own individual, informed, feedback about the proposal.

We encouraged participants to review information about the proposal prior to this session, including Prof Larner’s presentation and slides, and the updated timeline.

25 June

Making classrooms rainbow inclusive

AProf JJ Eldridge

Department of Physics, The University of Auckland.

A School of Chemical and Physical Sciences event, supported with funding from VicTeach.

Assumptions of cisgender and heterosexual normativity in society and academia can lead to students in the LGBTQITakatāpui+ community feeling like they don’t fit in. In this seminar JJ introduced some of the terminology around rainbow identities and dispelled myths. JJ then highlighted the most important steps we can take in the classroom and led some brainstorming around what other steps we can take as educators and teachers to make LGBTQITakatāpui+ students safe in the learning environment and know they belong and are welcome in academia.

Watch the recording.

28 August

Crit-ing the crit: Decolonising and rethinking teaching and learning practice in Aotearoa New Zealand

Organised by: Rebecca Kiddle, Hannah Hopewell, and Maibritt Pedersen Zari, supported with funding from VicTeach.

Are you interested in critically evaluating your own teaching practice through a decolonisation lens? This wānanga considers this issue in the context of the design review/crit process, a pedagogical tool used extensively in design education. Through considering this learning and teaching tool, you will get a broader understanding of issues around decolonising of teaching and learning in Aotearoa NZ.

Design education and professional practice has utilised the crit or the design review as a tool to critique student work since the early nineteenth century. The crit involves a student presenting work to a panel of ‘experts’ with these experts responding with critical advice usually with a view to improving the work. This pedagogical tool has a number of benefits including the sharing and expanding of ideas through a social learning process. Equally though, the crit has been a source of angst, even pain for many setting up a dynamic between student and critic encouraging students to aggressively defend their work resulting in detrimental pedagogical and personal outcomes. El-Husseiny writes “the crit is frequently a playground for the display of intellectual superiority, arrogance, and occasional bullying”.

In the Aotearoa New Zealand context, additional questions around whether the practice of design review chimes with tikanga Māori remain uninterrogated. What indeed would a ‘Māori crit’ or a ‘decolonised crit’ look like? Or more fundamentally, do design reviews support the development of mātauranga Māori or do they channel knowledge towards the Eurocentric value sets and worldviews that much of architectural and design education is based on?

This wānanga explores these questions asking our six speakers to provide whakaaro, provocation or alternatives to stimulate thinking around how we better teach architecture and design in a way that supports successful student learning rooted in an Aotearoa New Zealand context.