Posted in Learning, Life, Melbourne

Is that a light I see before me?

It’s been a tough few months. Not anything health related I hasten to add.

Thankfully.

Although before I venture into the toughness, I’ll give a brief update.

If you’ve been following my journey, you’ll know that around a year ago I found a lump in my breast. It was cancer. I had it removed in January and then in February through March had radiotherapy. It wasn’t pleasant and I’m still feeling the after effects. Last week I had a checkup with my medical oncologist. My breast tissue is still swollen and still very tender. Of course I already knew that as I feel it every day. What I didn’t know is that it’ll continue for another year or so – both the swelling and the tenderness.

Other than that, everything is fine. I still get days of exhaustion – I went to work on Tuesday last week, worked for an hour or so, went to attend a meeting and just couldn’t. Instead, I went home and spent the day in bed. And that might have had to do with the toughness than any lingering after effects of radiotherapy.

So, to the toughness.

Tim started a new job in late June and in the time between jobs we spent a week in Tasmania, touring around to places we’d been before and places we hadn’t. It was cold and wonderful and punctuated with moments of family just to make it even better.

When I got back to work, I was asked to work on an undergrad ethics unit for financial professionals.

You’re right. I know nothing about financial professionals, but had taught ethics some years before and so knew some of the basics.

‘Work on’ initially meant working with the unit chair to develop materials to ensure students were more active in their learning during the seminars. I’m very familiar with the principles of active learning and with unit design and so this was something that spoke to my skillset.

Not so the unit chair.

He struggled.

He couldn’t fathom why you’d want to teach in any other way than through lecture.

He couldn’t fathom how you’d teach in any other way than through lecture.

He quit.

I became unit chair.

And learning designer. And developer of the materials – both online and for the on-campus seminars. And the builder of the online site.

I had help of course. A colleague would send me ‘content’ which equated to discipline-specific information on things like fraud and tax evasion and fiduciary duties.

I asked lots of questions (beyond the obvious: ‘what’s a fiduciary duty?’).

The question I asked most often was ‘what are students going to do with this information?’ Providing students with information is important. Learning doesn’t happen in the absence of information, but there are ways and ways of presenting information, some more effective for learning than others. And then there’s how students start to make that information real for them – for their personal and professional lives.

We’ve recently had a Royal Commission into Misconduct in the Banking, Superannuation and Financial Services Industry in Australia. It identified a lot of unethical – and illegal – conduct. It was a gold mine in terms exploring ethical issues, but it was outside the range of interest/thinking/relevance for many of the 662 second-year students in the unit, many of whom were international students.

So making ethics personal before we thought about professional ethical responsibilities was important to me. We started with a case study on ‘what she makes’ – a campaign involving comedian Sammy J and Kmart. He asked, through the medium of comic song, what the women who make the garmets Kmart sells make. Are they paid a living wage and was it ethical if they weren’t? We moved on from there. Some students couldn’t see the point of it and struggled from the start. These are, after all, mostly accounting students.

I’m not quite sure what I’m saying there, but I think my point is around the idea that they’ve been trained in a particular way to think about how university learning is done, and this wasn’t it. Some said it was ‘nonsensical’.

This work took all of my time, all of my energy, all of my intellectual capacity. I had to learn about the finance profession, about governance structures, executive and non-executive directors and organisational culture, the differences between tax minimisation, tax avoidance and tax evasion (which ones of those are il/legal and which are legal but unethical; which one is a tax agent obligated to do?); I had to learn about the ethical hierarchy and the AAA decision-making model, Baird’s four ethical lenses (apparently I sit squarely between the responsibilities lens and the results lens meaning I get the best of both of them, but also the worst), how deontology and teleology relate to ethical decisions in the finance sector; I learnt about APES110 and Chapter 7 of the Corporations Act, and I now have a much better understanding of the role ASIC and APRA play in regulating the finance sector.

And so much more.

SO much more.

I designed seminars the nine male tutors baulked at. This isn’t teaching. Where’s the lecture? Where’s the space for me to talk to students – to tell them what I know? Our students don’t/won’t work/learn this way.

It felt like a fight the whole time. A fight to get the materials up in time, a fight to wrestle some sense out of the information I was given, a fight to record videos and to see myself on the screen without wanting to get a professional makeup artist in to turn this old woman into someone others could stand to watch. It was a fight against time, against my own ignorance, against others’. It was 14 hour days and most of each weekend. It was responding to students’ requests for extensions – when there are 662 students, there tend to be a lot of extension requests. It was finding markers to mark student assignments and providing markers with ideas for giving feedback that was empathic and supportive rather than punitive. It was students coming to see me to ask about how to do a mind map (something I’d mentioned as a potentially useful tool for determining the links between the various bits of information they were engaging with). It was students emailing me to say they couldn’t see the point in what they were doing and ‘I don’t know what I’m supposed to be learning’. It was emails asking if [this] was going to be on the exam, even after I’d written in the unit materials that everything was going to be on the exam.

And then there was Charles.

Charles, a 24 year old international student, came to see me late one afternoon. He was struggling, not only with the unit but with life in general. He sat down, started to tell me his story and cried. His business had gone badly, he owed an eye-wateringly large sum of money, his girlfriend had dumped him. He felt that life wasn’t worth living. I sat and listened and thought, I don’t know how to help this young man, but it seemed all he needed was someone to listen. I could do that. He came to my office regularly after that, always just as I was packing up and we’d sit and he’d talk and cry. Over time, his voice began to change – there was more energy and more life in it. He’s back in China now and still writes to me. Life is still tough for him but he says I made a difference.

And then there was Rohit.

Rohit, a 22 year old international student, asked lots of questions in the online seminar. So many that another student asked him if he’d even engaged with the materials. He asked more questions via email. Eventually, I asked him to come and see me. He burst into my office, full of energy, and just as full of questions as he’d been online. He told me, quite proudly, that he was ‘immature’. I asked him how that was working out for him. That question stopped him in his tracks. He wrote that question down, and said how it was an important question for him to consider. He showed me a photo of his mother, who he loves dearly. I asked what he does to make her proud. He wrote that down too. He told me that the exam was on his birthday and so I sent him a happy birthday email the morning of the exam. He came to my office one day last week to give me a box of chocolates. He said that I had had a profound impact on him and that he felt blessed by God to have had a teacher like me.

Before the end of the trimester, when I was still trying to finish the ethics unit, under mounting pressure as the days ticked down to get the work completed but feeling like I was getting close to the end of the tunnel, I was asked to work on another ethics unit. This one was for those who are financial advisers. Sharon, you’ll be academic lead on a unit, taught in two different ways (so, effectively two different units). Please work with the learning designer and the subject matter expert to complete the work by the end of October.

The learning designer and subject matter expert did very little. My workload, which had been easing slightly (I was only working 12 hour days and fewer hours on weekends), skyrocketed again.

But it’s come to the end of November – or close to – and I can start to see a little light at the end of what’s felt like a long tunnel. I only have a few rubrics to write now, and some development work to do on one of the units – and I have my unit chair duties to do, but they don’t take too much time.

Was it worth it? Spending all my time and energy working on the development of the ethics units?

No.

And that’s not being as blunt as I could be about it. I’ve enjoyed some parts of it, don’t get me wrong. I had a great day on Thursday for instance. I had no meetings and sat at my computer and put together resources on the ethics involved in organisational culture and whistle blowing, and that felt satisfying.

But I haven’t been to Tasmania since June – unless you count the day I went down for Emma’s birthday in October. I did manage to get to my 40 year high school reunion and spend the weekend with my 40-year friend Michelle. I also managed to fit in a quick trip to Deb’s. But I haven’t seen Byron since he was a week old and now he’s just over 6 months. I haven’t seen Mum since July. I haven’t been north to see my sons and grandkids since April.

I haven’t written a blog post since August. I haven’t taken a photo of a flower in months. I haven’t been enjoying the little bits of photography I have been doing, and I wouldn’t have been doing any except that I’m doing a part-time photography course and that requires me to take some photographs.

I’m tired. All the time.

ALL the time.

It’s been a tough few months.

Bring on the light.

 

Posted in Learning, Life

A no-touch zone

I finished the workshop (I’d like to say to wild applause but that would be an inaccurate representation. It was ‘polite’ rather than ‘wild’ but I’ll take polite any day), packed up my things, and could see that one of the participants wanted to speak with me.

We stepped out of the seminar room, and he spoke to me about his Plan B for teaching in the upcoming trimester. I assured him that ‘talking more’ was not necessarily the best Plan B for an unresponsive class. Allow the silence to linger I said, and then our silence lingered as he physically squirmed at the idea of allowing silence to pervade the classroom.

It’s interesting, isn’t it, that many teachers don’t like the silence. They ask a question, seem to expect an immediate response from students, and if isn’t forthcoming they jump in to provide one.

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Photo by Shubham Sharan on Unsplash

This particular workshop participant is going to be teaching into the unit I’ve just been appointed Unit Chair of. A unit of around 700 students, 100 of whom will be online. I have warned the tutors that the teaching will possibly be different from what they’re used to, but I’m not sure how ready they are for how different it’s really going to be.

I’m also not sure of how ready I am for the challenge of convincing these tutors that teaching differently is a worthwhile endeavour.

They’ll be pushed, I’ve been reliably informed by a number of reliable sources, that they’ll feel out of their comfort zone.

I know something about being out of a comfort zone.

In the last month I’ve had two men push me further out of my comfort zone than I’ve been pushed in some time.

Both men put their hands on me.

Neither of them are my husband, my personal trainer or my physiotherapist or my doctor or anything to do with my health and wellbeing.

It’s okay for Tim, my husband, to put his hands on me because … well, because he’s my husband.

It’s okay for Tom, my personal trainer, to put his hands on me because he helps ensure my shoulders are in the right position for whatever exercise I’m doing.

It’s okay for Rob, my physiotherapist to do some manipulations of my shoulder or neck or knee or whatever body part is currently undergoing some issue that needs manipulation of some sort.

I don’t have any males on my medical/oncology team, so that’s not something I have to deal with.

In the last month though, two men, both alike in age and in not formerly knowing me in any way at all, felt it was okay to put their hands on me.

Now, I seem to be suggesting that they touched me inappropriately. If by ‘inappropriately’ we mean sexually, then that’s not what I mean at all.

There was no sexually inappropriate touching. Nor, I hasten to add, was there any sexually appropriate touching because I don’t know that there is such a thing between work colleagues.

From the outside, it could be seen as benign. One patted me on the shoulder a number of times, the other hugged me from the side.

Man A walked into my office for our second meeting and told me I had a lovely smile. He even told me that he’d thought that when he saw my profile photo (you know the one that shows up when you send or receive an email from a colleague?).

It might have looked benign, but it felt yukky. I didn’t ask either of them to touch me, I didn’t give any signals that touching me was okay, I didn’t touch them.

Did I invite their touch? Did I somehow give a signal that it was okay?

Is it okay to touch a colleague you’ve just met? To pat them, tell them they have a lovely smile, hug them?

Is it?

It might be for some people, but my body is a no-touch zone.

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Photo by Cristian Newman on Unsplash

I’m not for one moment suggesting they were doing something sordid or out of line.

Except it crossed a line for me.

I’m conflicted about this.

They were two well-meaning men who show their gratitude or appreciation in small, physical ways. They are exuberant characters and this sort of touching, much like a handshake, is part of who they are.

But it isn’t like a handshake, is it?

A handshake seems to be more equal somehow. If Man A had shaken my hand as an expression of his appreciation for the support I’d provided (for doing my job, basically), would I have felt/thought differently about it?

Yes, I believe I would. It would have seemed to have given a different message. A shoulder pat while saying ‘you’ve done a great job’ seems a bit off. I felt like I haven’t felt in a long while, and that’s like ‘the little woman’.

It brought to mind an incident that happened many years ago. I was at a dairy industry dinner (in the time I was married to Kim who worked in the dairy industry) and the man sitting next to me asked me in that horribly patronising tone some men spoke to women in those days: ‘And how much did you spend today Sharon?’

You see, while the men had been discussing important dairy industry things at a conference, the women (the wives) had been encouraged to spend the day shopping, or whatever wives did in those days. I hadn’t spent my time with any of the other wives, and I certainly hadn’t spent my day shopping. We had four young children and only one wage and shopping wasn’t something I did a lot of (apart, of course, from food shopping and I certainly wasn’t going to do that while I was away from the children for a day or two).

I had, on that day, actually made about 50c. Someone who had parked behind me asked if I had change for the parking meter. I did and so he gave me one dollar (it may even have been a note) while I handed over my 50 cents in a mix of coins so that he could feed his meter. I could have just given him the 50 cents, but he insisted on giving me a dollar.

I told my somewhat underwhelming story, while thinking ‘condescending pig’ (which I may have thought a bit too loudly), and my dinner companion soon found someone else to talk to.

But I had thought that between 1987 and now things had changed; that women weren’t ‘the little woman’ any longer. Yet that’s exactly how I felt.

And, quite frankly, I don’t need a man hugging me, even if that is from the side, and telling me how much he’d enjoyed the seminar.

Actually, tell me you enjoyed the seminar, but keep your hands to yourself while doing so.

My body is a no-touch zone!

Posted in Learning, Studying, Teaching

What I do and the value of what I do: A long read

We are asked to introduce ourselves. Most people give their name, title and something about the work they do. It’s my turn and I say ‘Hi, I’m Sharon. I do stuff.’

People laugh and then the next person introduces himself, gives his title, says something about what he does, and that continues around the table.

But … what?

Why did I respond in that way? Why didn’t I give my title and say something about what I do? Particularly as the people around the table are my colleagues. Most of them – if not all of them – know my title and what I do.

Weird.

Even weirder, now that I think about it some more in the cold hard light of day. And when I say ‘cold’ I mean freezing. It’s so cold today I’m sitting inside with a woollen hat on, a buff (a scarf without ends) around my neck, a warm cardigan, while the heater dribbles out heat in the background.

I went to see Cornelia (not her real name) yesterday afternoon. Cornelia is my onc-psych (yes, apparently there is such a thing) and I told her about this because I thought it was interesting and it fitted in with other things we were talking about.

Cornelia challenged me to describe what I do and the value of what I do to an imaginary audience of Grade 5 kids. Or Prep kids. Or people who aren’t in the same industry as me.

So here I am. I’m sure she didn’t mean for me to do this on my blog, but as you’re my audience and might be good enough to give me your time and possibly some feedback, I thought I may as well describe what I do and the value of what I do to you – a real, rather than an imagined audience.

Or perhaps you are an imagined audience. I’ll imagine you’re out there, sitting in the warmth, scrolling through your emails, finding one from Musings on the Cold, and saying to yourself ‘what the heck. I may as well see what Sharon has to say today.’ And here you are.

Grab a cuppa, this is a seriously long read.

What do I do in my professional life and what is its value?

I’m a Senior Lecturer (Student Engagement) in the Faculty of Business and Law at Deakin University.

I work with academic staff (those who teach undergraduate and postgraduate students) to help further develop their teaching practice. I also work with those who work with academic staff to help them further develop the work they do in working with academic staff in further developing their teaching practice.

That sounds a little convoluted, even to me. Hopefully, it will become a bit more clear as (if) you read on.

Academics have three main parts to their role:

  1. Research (that includes writing grant applications, conducting research – writing ethics applications, designing surveys/questionnaires/interview schedules, gathering and analysing data, writing peer reviewed journal articles …)
  2. Service (engage in committees that make decisions about important initiatives, take on leaderships roles …)
  3. Teach (prepare unit guides, design the structure of an 11 week unit/subject so that it has a coherent thread, design assessment tasks, record lectures and podcasts and be animated and lively as you do it, align assessment with learning outcomes, develop learning resources to scaffold student learning, determine ways of engaging students and tapping into their personal motivations and interest for studying this subject, liaise with library staff about library resources, liaise with language and literacy advisers on the best way to support students’ academic development, liaise with the work integrated learning team to determine how to incorporate some employability education into the unit, ensure compliance with the Higher Education Standards Framework in terms of discipline knowledge and also how to teach and assess, present information, meet with those teaching into their units to ensure there’s consistency in the information provided to students and in the ways students are being taught, respond to student requests for extensions, comply with standards for online learning (accessibility, etc), respond to student requests for information that was in the Week 3 notes but that the student hadn’t accessed, respond to student queries about whether this particular nugget of information will be in the exam, wonder why many students don’t turn up to class, mark student assignments, give feedback to students saying the same thing over and over ‘your work could be strengthened if you accessed the materials and attended more regularly’, conduct moderation meetings to ensure all markers are marking consistently and are providing positive and constructive feedback, write a unit review at the end of the semester to justify the high fail rates, ensure there’s a spread of grades consistent with a bell curve even though we do criterion-referenced assessment to which bell curves don’t apply, read student evaluations that often say hurtful things of a personal nature (Sharon is fat, Sharon has no sense of humour, Sharon’s hair is ridiculous), respond to student enquiries within 48 hours, ensure the unit is inclusive of those from rural and regional areas, those from a low socio-economic demographic, those who have a disability, those who work, those who have children and elderly parents, those who don’t really want to be in this subject, this course, this university, this country but they have to because their parents’ expectations are high, engage students in active learning, teach them about teamwork and self management and critical thinking and problem solving and global citizenship as well as disciplinary-specific content knowledge, be familiar with a range of technologies, pretend you can do all this … and more …).

A ‘balanced’ workload is 40/40/20. That is, an academic will have 40% of their workload allocation devoted to research, 40% to teaching and 20% to service.

Many academics come to universities as experts in their field. They are expert accountants, or financial planners, or foreign exchange traders. They are keen to undertake research. Research builds your profile nationally and internationally. Research builds a university’s profile nationally and internationally. There are university rankings and all universities want to be at or close to the top. You get close to the top primarily through research, although teaching evaluations from students plus success and retention rates are also part of the equation. But research is important.

Most academics have a PhD and so come to the academy knowing how to do research. Once at the university, they often get onto research teams and are mentored and supported by more experienced others in how to write grant applications, how to write ethics applications, how to write journal articles, how to get published (or they mentor and support those who are newer to academia). They publish in teams and so an academic might have their name on a dozen papers, along with a dozen other academics, all of whom contributed in some way to the research, although not necessarily to the writing of the paper. It’s very important to have your name on the paper. It’s how you and the university builds a national and international profile.

Photo by Jilbert Ebrahimi on Unsplash

Not many academics come to universities knowing how to teach. They’ve been in school, they’ve spent time in universities as students, but just as going to the dentist regularly doesn’t mean you know how to dentist, being a student doesn’t mean you know how to teach. Teaching is often something that is done individually. A unit chair will do much of the work I mentioned in point 3 above. On their own. Often with limited time, particularly in the initial stages of unit design and development.

Many academics come to teaching with the idea that teaching is about telling students what they need to know and then testing them on that at the end of the trimester to see how much they’ve ‘learnt’. Not many academics build their national or international profile through teaching. Not many universities get to the top of the league tables through teaching.

Teaching is often evaluated on the basis of what students have to say and when what they have to say is unhelpful (Sharon is fat. Sharon has no sense of humour. Sharon’s hair is ridiculous) then it’s difficult to know how to improve. Teaching tends not to be a team activity. There’s little mentoring and support from more experienced others. Research into your own teaching is called ‘scholarship of teaching and learning’ rather than research and isn’t valued as highly as ‘real’ research, even though there are grant applications to write, ethics applications to develop, data to be gathered and analysed, writing of a journal article that will be peer reviewed … it’s just like research but it’s called scholarship and so doesn’t count as much.

So for the academic who comes to university primarily to engage in research, teaching can be an uncomfortable space. An often unsupported space.

Photo by Edwin Andrade on Unsplash

Universities provide support for the technological aspects of teaching: how to record a lecture (as in, which buttons to push) but not so many resources on how to record a lecture (as in, how to engage students in the ways you present information, the structure of the lecture, ways to be your authentic self in front of the camera); how to develop a rubric (as in, which buttons to click to ensure it’s in the right place within the learning management system and that the numbers add up accurately) but there are fewer people employed to support academics in how to develop a rubric (as in, how do you develop criteria that align with the learning outcomes, what language do you use to differentiate between someone’s capacity to communicate at a Distinction level rather than a High Distinction level; how to assess quality rather than quantity – how well the references were used to suppport the writer’s argument or analysis rather than how many were used).

I am a teacher. I’ve been a qualified teacher since 1997. I’ve spent over 22 years in classrooms of one sort or another and/or supporting those who teach. I started out teaching English and Drama to senior secondary students. English teaching (and preparing to be an English teacher) meant that I learnt about language and purpose and audience and structure and communicating in writing as well as verbally. It taught me about nuances in language and about the formalities of language – about register and tone and semiotics and syntax. And about deliberate communicative structures and when it’s okay to break rules and why apostrophes are important.

Drama teaching (and preparing to be a Drama teacher) taught me about embodied learning, about authentic learning, about experiential learning, about giving feedback, about being in the moment, about jumping in and doing rather than sitting back and thinking, about experiences and ways of communicating them through real and imagined events, about emotionality and how to make a scream with your body rather than your voice, and about experimentation and trying things out, about flexible and creative thinking, about the importance of reflection to the learning process, and the importance of breath and movement and of voice – of using it and supporting it.

Photo by João Silas on Unsplash

And for many years I worked in radio. Working in radio taught me about time – time management, time use, how to fill it, how to structure it. It taught me about audience – communicating with the audience, listening to the audience, speaking to one person rather than to many, imagining your listener and speaking directly to that person. It taught me about structure, how to use music to carry the program through an hour of ups and downs, of melodies and rhythms; how to use pace, when to speed up and when to slow down; how to edit an interview and to structure it to make it flow; how to present information, how to ask open questions, how to encourage people to tell their story, how to build relationships quickly, how to use humour to add light and shade to an interview (Sharon has no sense of humour), how a smile warms up your voice. It also taught me the importance of preparation, whether that’s preparing for a music program, a talk program, a panel interview, an interview with a member of parliament, for talkback with Peter Cundall, for dealing with technical issues in a dignified way on air and ensuring your microphone is off before you fall to pieces.

For many years I was a teacher educator, teaching those preparing to become primary and secondary school teachers. Teaching and learning, assessment and planning, curriculum and pedagogy were what I taught – they were my disciplines. I was teaching people about teaching – asking them endless questions about the role of schools in society, the role of teachers, the reason we teach what we teach in schools. I encouraged students to think about who they were as teachers, why they were teaching, why they were teaching in the way they were teaching, encouraging them to think about how they use their time, how they structure it in the classroom, how they plan for learning, how they know that learning has happened. I was also teaching about self-management – about planning, monitoring and evaluating your own learning, critical thinking, communicating to diverse audiences, working as a member of a team, ethical practice. In addition, I taught Drama and Literacy and encouraged students to keep their teaching real and authentic and embodied and experiential. I developed as a teacher-educator over time, just as, years before, I had developed as a teacher over time.

And so now I know something about teaching and learning and engagement and assessment. About how to structure the presentation of information, how to communicate with an audience you’re not in front of, how to ask questions that elicit responses that go beyond yes/no answers. I know about unit design for oncampus and online teaching and learning; I know what strategies will encourage active learning; I can use language effectively in the development of rubrics; I know how to design a unit to encourage intellectual engagement as well as professional and academic engagement. I have written articles and conference papers about teaching and learning, I have developed my knowledge and understanding and practice from a myriad of authors who engage in the scholarship of teaching and learning. I attend conferences and listen to how others enact their teaching and how they encourage students to engage in learning. My ideas about teaching are built on experience and reflection and scholarship and research and reading and interacting with others. And, if I’m honest, my ideas about teaching are also built on my experience as an educational leader.

And so, I do more than ‘stuff’. I work with academic staff (those involved in teaching) to further develop their teaching practice. I encourage them to reconsider the ‘teaching as telling’ approach; to think about teaching as an embodied, experiential, authentic endeavour that leads to students being more effective communicators and critical thinkers and team members and problem solvers.

And I work with those others in the team (colleagues employed as learning designers or educational technologists or educational developers or project managers) who also work with academic staff, to further my colleagues’ understanding of teaching and learning and how best to work with academics in helping them further develop their practice.

As well as the many failures I’ve had, I’ve also had some successes. My office is littered with Teaching Merit Certificates from my years at the University of Tasmania. Last year I was awarded Senior Fellow of the Higher Education Academy. HEA Fellowship ‘demonstrates a personal and institutional commitment to professionalism in learning and teaching in higher education’. Senior Fellows need to provide evidence of a sustained record of effectiveness in relation to teaching and learning, and so it was an honour to be successful in my application.

Most recently, I was part of a team awarded an Australian Award for University Teaching (AAUT) ‘Citation for Outstanding Contribution to Student Learning’. Only 30 were awarded across Australia and again, I felt very honoured to have been part of a successful team.

Here I am with fellow team member, Assoc. Prof Victor Fang and Vice-Chancellor of Deakin University Professor Jane den Hollander AO at the AAUT awards presentation earlier this month.

So perhaps I need to acknowledge that I do know stuff, and that it’s quite valuable stuff to know, and that I can add value to others’ practice and ultimately to the student experience.


I tend to think I lost the Prep audience some time ago, and possibly the Grade 5 audience too.

But what about you? Did you make it this far?

If so, do you consider what I do to have value?

Any comments are most welcome, apart from the ‘Sharon’s hair is ridiculous’ type 🙂