Overview
ACSES is delighted to announce an upcoming webinar hosted by the Council of Australasian University Leaders in Teaching and Learning (CAULLT). The session will feature our own Patrick Broman and Patricia Vermillion Peirce, alongside Jenny Stokes from the University of South Australia. They will explore the critical topic of equity in higher education, focusing on the challenges of measuring progress in this area.
As the Australian Universities Accord and other significant equity initiatives gain momentum in Australia and New Zealand, there is renewed focus on advancing equity and participation across the sector. Yet, despite this surge of activity, achieving equity targets remains a formidable challenge.
CAULLT invited key equity practitioners to answer the question on whether our actions can have an impact and how we can measure impacts of our activities.
Event information
Online
About the speakers
Patrick Broman has most recently been HEPPP Evaluation Manager at Swinburne University of Technology and was previously Lead Adviser, Network at the New Zealand Ministry of Education. At present, he is the Manager, National Student Equity Evaluation within the Trials and Evaluations team at ACSES. His expertise lies in applying strong quantitative and statistical modelling skills to his research and evaluation practice
Patricia Vermillion Pierce is a credentialed evaluator (designated by the Canadian Evaluation Society), with expertise in experimental and quasi-experimental designs. Her professional experience is broad, with 20 years of experience delivering well over 100 independent evaluations for various international governments and agencies. Presently, she is the Trials lead at ACSES.
Jennifer Stokes is an Associate Director of the Teaching Innovation Unit and a Senior Lecturer in Education Futures at the University of South Australia. She is an experienced Lecturer with a demonstrated history of working in the higher education industry. In recent years, her research has focused on digital learning and enabling pedagogy.
