Publication Date

2016

Abstract

The Scholarship of Learning and Teaching (SoLT) should focus on evidence of student-centred learning, adjustment of teaching practice and responses to peer review feedback [1]. The aim of this paper is to reflect and report upon the experience of supervising a distance higher degree research student and colleague with diverse learning needs enrolled in a capstone unit of the Graduate Certificate in Higher Education at the Australian Catholic University (ACU) in 2013. The focus in this article is to share these case study findings and to seek and accommodate feedback from the global community. Effective communication processes and accommodation of diversity are important to consider carefully for supervisory practice based on integration of Scholarship of Learning and Teaching Models (SoLT) at the Australian Catholic University (ACU).

Document Type

Journal Article

Access Rights

ERA Access

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