SCU Scholarship of Teaching Symposium 2018 text and image of world globe with speech bubbles and motar board hats on the globe

Scholarship of Teaching Symposium

Tuesday 16th October 2018, A Block/Enterprise Lab, Lismore campus

We invite all SCU staff to participate in our 2018 Scholarship of Teaching Symposium with the theme:


Southern Cross University has a rich history in working towards inclusion: we are committed to an inclusive and supportive teaching and learning environment for ALL students. We welcome students from far and wide; locally and globally, Indigenous and international.

The 2018 Scholarship of Teaching Symposium looks back at what teaching staff have achieved, looks around at what we are doing now, and looks forward to our next steps.

There are two key elements that impact on culturally inclusive and effective teaching practice. The first is Graduate Attribute 7, Cultural Competence: an ability to engage with diverse cultural and Indigenous perspectives in both global and local settings. All programs contain this GA, and it is expected that it is integrated in a way that is both meaningful and authentic in teaching practice, curriculum design and assessment for all students: international, Indigenous, mature age or school leaver.

The second is the Reconciliation Action Plan (RAP), which was ratified in 2017 after two years of consultation with Aboriginal Elders and the community. It is central to the University’s commitment to respectful and appropriate teaching practice that recognizes the value and importance of the Indigenous community and different ways of knowing and learning. 
These goals are central to the strong, clear commitment SCU has to inclusive, supportive and enriched teaching practice. We aim to inspire students to be effective global citizens whose values are informed, considered and respectful.

To inspire discussion on the theme, we invite contributions that consider the following questions:

  1. What appropriate and respectful teaching practices do you use when teaching diverse students?
  2. What culturally inclusive practices do you use when teaching students online?
  3. How do you draw on the diverse cultures students bring to the class to enrich the learning experience of all students?
  4. How have you implemented GA7 or the RAP in teaching practice or curricula?
  5. How do you support first year students with their transition into the university culture?

In line with culturally inclusive practice, the Symposium will provide space for participants to listen to stories of effective, culturally inclusive teaching and learning practice, and reflect on ways to deepen their own teaching practice.

Symposium Format

The Symposium will incorporate yarning circles. These model an Indigenous pedagogical approach and provide an opportunity to reflect and deliberate using formal dialogue.

The afternoon parallel sessions will each address one of the Symposium questions. Through two or three short presentations, selected staff will tell their story in response to the question. A yarning circle will follow, ensuring all participants can contribute and reflect.
Posters incorporating short answers to the questions will be on display across the day.


10.00 – 10.30am

Registration and morning tea

10.30 – 12.00am

Opening Plenary

  • Welcome to Country
  • Presentation of VC’s Citations
  • Keynote presentation
  • Student panel
12:00 – 1.00 Yarning circles to reflect and deliberate on the Keynote and Panel contributions
1.00 – 2.00 Lunch
2.00 – 3.45

Parallel sessions addressing each Symposium question

  • 2 or 3 short presentations
  • Yarning circles to reflect and deliberate on the question
3.50 – 4.30

Closing plenary

  • Report back and reflection from parallel sessions
  • Farewell


We invite short answers and abstracts that address the Symposium questions. Each answer or abstract will need to target one of the five Symposium questions.

Short answers (approx. 100-200 words) will be collated and displayed on posters at the Symposium. Responses to one or all five of the questions can be submitted using the online form.

Abstracts (max 400 words including references) will be reviewed by the Leadership Panel, with two or three selected that address each question. The Panel will aim to select abstracts that:

  • Present a reflective account of developing current effective practice and future directions
  • Are scholarly
  • Are likely to promote thoughtful yarning
  • Present diverse perspectives on the question
  • Address challenges in practice relating to students from international, Indigenous or other cultural groups.

Abstracts should be emailed to by 31 August 2018.

All selected abstracts and short answers will be available in the SoTL Blackboard workgroup both prior to and after the event.

Leadership Panel

The Leadership Panel consists of:
Janine Dunleavy, Gnibi College of Indigenous Australian Peoples
Will Davis, Gnibi College of Indigenous Australian Peoples
Dr Jean S Renouf, School of Arts and Social Sciences
Associate Professor Jo-Anne Ferreira, School of Education and Centre for Teaching and Learning
Cathryn McCormack, Centre for Teaching and Learning (Chair)
Dr Steve Turner, Centre for Teaching and Learning

The Leadership Panel provides guidance to the CTL in organising the event and is responsible for reviewing submissions.

Past Symposiums

Details about past events are available in the SoTL Blackboard workgroup. Details include program, abstracts, awards, and the symposium evaluation report.

Workgroup self-registration