Position

Academic Status
Education

Biography

Professor Heather Smigiel is Director of the Centre for University Teaching,  She provides strategic leadership and management of the Centre for University Teaching in the specific areas of leadership in teaching and learning, policy advice, consultation, and research into teaching and learning, within the framework of the University's Strategic Plan.  She is responsible for contributing to the institution's achievement of teaching excellence, implementing an academic development programme responsible to the needs of the University community, fostering capacity building through facilitating structures and activities such as communities of practice, networks and interest groups that encourage the sharing of expertise between individuals and organisational units and actively engaging in scholarship in the field of Higher Education in order to provide the University community with a source or research-based expertise about higher education on an institutional, national and international level.

Qualifications

Doctor of Philosophy, University of Tasmania, 1997, 'The use of educational drama in workplace and vocational training.'
Master of Education: Human Resource Management, University of South Australia, 1993.
Bachelor of Education, University of South Australia, 1987

Honours, awards and grants

Winner OLT Citations for Outstanding Contributions to Student Learning - Heather Smigiel and Ann Luzeckyj for Flinders Academic Internship Program 
Winner of National President's Award for Contribution to Educational Drama (2005)
Winner of Vice-Chancellor's Teaching Excellence Award, University of Tasmania (2003)

Key responsibilities

It is the mission of the Centre for University Teaching to influence learning through enhancing quality in teaching.  The Centre contributes to the implementation of strategic organisational change and development of teaching and learning in the University.  The Centre for University Teaching provides workshops and courses for staff; instigates and manages University-wide projects to address new strategic directions; consults with individual academics and provides individualised assistance for staff with specific needs; provides generic resources and self-directed learning packages for commonly felt needs;  works with Faculties and Schools to address specific concerns, and providing customise workshops and establishes special interest groups and forum for sharing expertise and fostering collaboration.

Research interests

Narrative enquiry
Arts Education
Teaching and learning
Higher Education

Supervisory interests

  • Arts education
  • Education, higher
  • Narrative inquiry
  • Teaching and learning

RHD research supervision

Current

Principal supervisor : On-line teaching, Adoption of new technology, Change, Case study (1) ;

Associate supervisor : Work-Integrated learning in health promotion (1) ; Nursing Education (1) ;

Completion

Associate supervisor : Language Teaching (Univ of Tasmania) (1) ; Staff selection at schools (Univ. of Tasmania) (1) ; Drama teaching (Univ. of Tasmania) (2) ; Teen mothers and education (Univ. of Tasmania) (1) ; Neuroscience - a bridge too far from education (Univ. of Tasmania) (1) ;

Publications

  • Smigiel, H.M., Macleod, C.A. and Stephenson, H.R. (2015). Managing competing demands in the delivery of work integrated learning: An institutional case study. In Monica Kennedy; Stephen Billett; Silvia Gherardi; Laurie Grealish, ed. Practice-based learning in higher education: Jostling cultures. The Netherlands: Springer, pp. 159-172.
  • Smigiel, H.M. (2011). Sustaining distributive leadershihp in learning and teaching: cascade and perpetual effectiveness of the faculty scholar model. Surry Hills: Australian Learning and Teaching Council.
  • Smigiel, H.M. (2010). Preparing Academics to Teach in Higher Educaiton. Surry Hills: Australian Learning and Teaching Council.
  • Smigiel, H. and Stephenson, H.R. (2012). Making improvements to WIL across an institution. In K Zegwaard, ed. Nurturing Good Practice: “Getting Stuck In Together” New Zealand Association for Cooperative Education 2012 Conference. Hamilton, New Zealand. Apr 2012.
  • Smigiel, H. (2012). Using and online resource to prepare academic developers teaching in foundation programs. In ICED. Across the globe higher education learning and teaching. Thailand. Jul 2012.
  • Smigiel, H. (2012). Getting everyone involved in work-integrated learning. In WACE International syposium. Where east meets west and theory meets practice. Istanbul, Turkey. Jun 2012.
  • Smigiel, H. (2012). Foundations Programs: Models that work. In ICED. Across the globe Higher Education learning and teaching. Thailand. Jul 2012.
  • Smigiel, H. (2011). Using Cognitive task analysis to improve learning outcomes in work integrated learning. In WACE 17th World Conference Proceedings. Online: WACE. WACE 17th World Conference: Historic challenges - Global solutions. Philadelphia, USA. Jul 2012.
  • Smigiel, H.M., HIcks, M. and Ryan, Y. (2010). Preparing to teach in in Higher education:The Australian Experience. In Hicks, M & Ryan, Y, ed. ICED Conference. Enhancing Strategies for Global Quality Learning in Higher Education. Barcelona, Spain. Jun 2010.
  • Smigiel, H.M. and Macleod, C.A.L. (2010). Focussing on the Outcomes. In International Conference on Work Integrated Learning in Hong Kong: Conference Proceedings. International Conference on WIL: University-industry Collaboration for real life education. Hong Kong, China. Feb 2010.
    [Web Link]
  • Smigiel, H.M. (2010). What WIL can learn from experiential education. In WACE symposium on Work-Integrated Learning. Best and next practices: Bridging the gap between Higher Education & employers through Work-Integrated Learning, Cooperative & Experiential Education. Jun 2010.
  • Maconachie, D., Smigiel, H.M. and Hicks, M. (2010). Benchmarking academic development. In ICED Conference. Institution of Mechanical Engineers. Enhancing Strategies for Global Quality Learning in Higher Education. Jun 2010.
  • Smigiel, H.M. (2009). Examining models of practice. In WACE symposium on Work-Integrated Learning. World conference. Vancouver, Canada.
  • Smigiel, H.M. and Barrett, M. (2008). From the mouths of babes: The importance of learning communities in arts education. In Annual conference of the American Educational Research Association. Research on Schools, Neighbourhoods and Communities: Toward civic responsibility. New York, USA. Mar 2008.
  • Smigiel, H.M. (2008). Teaching from the margins. In Society for teaching and learning in higher education. A world of learning. Ontario, Canada. Jun 2008.
  • Smigiel, H. (2008). Preparing doctoral students for academic practice. In CETL conference. Preparing for academic practice:disciplinary perspectives. Oxford, England.
    [Web Link]
  • Barrett, M.S. and Smigiel, H.M. (2008). From the Mouths of Babes: The importance of learning communities in Arts Education. In American Educational Research Association. American Educational Research Association. New York, USA.
  • Smigiel, H. (2008). Preparing adults to teach in higher education. In International Council of educational developers. Towards a global scholarship of educational development. Salt Lake City, USA.
  • Smigiel, H.M. (2007). The new innovators: supporting graduate students to become future faculty. In Proceedings of the fourth international workshop on higher education reforms. Dublin City University. Changing students - changing universities: developments and policies: fourth international workshop on higher education reforms. Dublin, Ireland. Sep 2007.
    [Web Link]
  • Smigiel, H.M. (2009). Fred Fawbert, 'Teaching in post-compulsory education: skills, standards and lifelong learning' (book review) Higher Education Research and Development (HERDSA) 28(2) pp. 243-244.
  • Smigiel, H.M., Pannan, L. and Deller-Evans, K.J. (2011). Sustaining distributive leadership and learning and teaching: cascade and perpetual effectiveness of the faculty scholar model, ALTC Final Report: Smigiel, H, Govin, K, Deller-Evans, K, (editor) Pannan, L, Szorenyi-Reischl, N, Donnan, P. LE8-691
    [Web Link]
  • Hicks, M., Smigiel, H., Wilson, G. and Luzeckyj, A. (2010). Final Report: Preparing Academics to Teach in Higher Education.
  • Smigiel, H., Macleod, C. and Stephenson, H. (2013). Using technology to prepare work ready graduates. In World Academy of Science, Engineering and Technology. Paris, France: WASET. World Academy of Science, Engineering and Technology Conference. Paris, France. Jun 2013, pp. 2192-2194.
  • Smigiel, H.M. (2013). Making Changes. In L Morris, ed. Research in Educational Technology: Development and Practice. ICITE. International Conference on Information Communication Technologies in Education. Crete, Greece. Jul 2013.
    [Web Link]
  • Smigiel, H.M. and Macleod, C.A.L. (2010). Maintaining the Momentum. In Matthew Campbell, ed. Work Integrated Learning (WIL): Responding to Challenges. Rockhampton, QLD: Australian Collaborative Education Network Inc.. ACEN National Conference. Perth, WA. Sep 2010, pp. 271-276.
    [Web Link]
  • Smigiel, H.M. and Macleod, C.A.L. (2008). Linking work and learning: pedagogical implications. In ACEN, ed. E-Proceedings: Work Integrated Learning (WIL). Practice... Pedagogy... Partnerships. Griffith University, Nathan Brisbane QLD 4111: The Australian Collaborative Education Network (ACEN). WACE Asia Pacific Conference. Manly Pacific Hotel, Sydney Australia. Oct 2008, pp. 508.
  • Lefoe, G., Smigiel, H.M. and Parrish, D. (2007). Enhancing higher education through leadership capacity development: Progressing the faculty scholar model. In Geoffrey Crisp &Margaret Hicks, ed. 30th HERDSA Annual Conference. Milperra NSW: Higher Education Research and Development Society of Australasia. 30th HERDSA Annual Conference. Adelaide, SA. Jul 2007.
    [Web Link]
  • Moss, T., Smigiel, H.M., thomas, S. and Trivett, N. (2005). Making the invisible visible. In Atkinson, R. and Hobson, J, ed. The Reflective Practitioner, 14th Annual Teaching Learning Forum. Perth, WA: Teaching and Learning Centre, Murdoch University. The Reflective Practitioner, 14th Annual Teaching Learning Forum. Murdoch, WA.
  • Glenn, D., Patel, F., Kutieleh, S., Robbins, E., Smigiel, H. and Wilson, A.J. (2012). Perceptions of optimal conditions for teaching and learning: a case study from Flinders University. Higher Education Research and Development (HERDSA) 31(2) pp. 201-215.
    [10.1080/07294360.2011.555390] [Scopus]
  • Barrett, M.S., Everett, M.C. and Smigiel, H.M. (2012). Meaning, Value and Engagement in the Arts: Findings from a Participatory Investigation of Young Australian Children's Perceptions of the Arts. International Journal of Early Childhood, 44(2) pp. 185-201.
    [10.1007/s13158-012-0059-9] [Scopus]
  • Bennett, P.N., Parker, S.J. and Smigiel, H.M. (2012). Paired peer review of university classroom teaching in a school of nursing and midwifery. Nurse Education Today, 32(6) pp. 665-668.
    [10.1016/j.nedt.2011.07.005] [Scopus]
  • Smigiel, H.M. (2008). Negotiating meaning between the page and the stage: a drama educator's perspective on Second Chair. Research Studies in Music Education, 30(2) pp. 199-201.
    [10.1177/1321103X08097509] [Scopus]
  • Barrett, M.S. and Smigiel, H.M. (2007). Children's perspectives of participation in music youth arts settings: Meaning, value and participation. Research Studies in Music Education, 28(1) pp. 39-50.
    [10.1177/1321103X070280010204] [Scopus]
  • Smigiel, H.M. and Barrett, M.S. (2005). Young voices: New perspectives. NJ (Drama Australia Journal) 29(2) pp. 5-16.
    [Web Link]
  • McCammon, L.A. and Smigiel, H.M. (2004). Whose narrative is it?: Ethical issues when using drama with teacher narratives. International Journal of Education and the Arts, 5(1)
  • Barrett, M.S. and Smigiel, H.M. (2003). Awakening the 'Sleeping Giants'?: The arts in the lives of Australian families. International Journal of Education and the Arts, 4(4)
    [Web Link]
  • Smigiel, H.M. (2013). Making Changes. In L Morris, ed. Research in Educational Technology: Development and Practice. ICITE. International Conference on Information Communication Technologies in Education. Crete, Greece. Jul 2013.
    [Web Link]
  • Barrett, M.S., Everett, M.C. and Smigiel, H.M. (2012). Meaning, Value and Engagement in the Arts: Findings from a Participatory Investigation of Young Australian Children's Perceptions of the Arts. International Journal of Early Childhood, 44(2) pp. 185-201.
    [10.1007/s13158-012-0059-9] [Scopus]
  • Bennett, P.N., Parker, S.J. and Smigiel, H.M. (2012). Paired peer review of university classroom teaching in a school of nursing and midwifery. Nurse Education Today, 32(6) pp. 665-668.
    [10.1016/j.nedt.2011.07.005] [Scopus]
  • Glenn, D., Patel, F., Kutieleh, S., Robbins, E., Smigiel, H. and Wilson, A.J. (2012). Perceptions of optimal conditions for teaching and learning: a case study from Flinders University. Higher Education Research and Development (HERDSA) 31(2) pp. 201-215.
    [10.1080/07294360.2011.555390] [Scopus]
  • Smigiel, H.M. (2008). Negotiating meaning between the page and the stage: a drama educator's perspective on Second Chair. Research Studies in Music Education, 30(2) pp. 199-201.
    [10.1177/1321103X08097509] [Scopus]
  • Barrett, M.S. and Smigiel, H.M. (2007). Children's perspectives of participation in music youth arts settings: Meaning, value and participation. Research Studies in Music Education, 28(1) pp. 39-50.
    [10.1177/1321103X070280010204] [Scopus]
  • Smigiel, H.M. and Barrett, M.S. (2005). Young voices: New perspectives. NJ (Drama Australia Journal) 29(2) pp. 5-16.
    [Web Link]
  • McCammon, L.A. and Smigiel, H.M. (2004). Whose narrative is it?: Ethical issues when using drama with teacher narratives. International Journal of Education and the Arts, 5(1)
  • Barrett, M.S. and Smigiel, H.M. (2003). Awakening the 'Sleeping Giants'?: The arts in the lives of Australian families. International Journal of Education and the Arts, 4(4)
    [Web Link]
  • Smigiel, H.M., Macleod, C.A. and Stephenson, H.R. (2015). Managing competing demands in the delivery of work integrated learning: An institutional case study. In Monica Kennedy; Stephen Billett; Silvia Gherardi; Laurie Grealish, ed. Practice-based learning in higher education: Jostling cultures. The Netherlands: Springer, pp. 159-172.

Contact

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Phone: +61 8 82013853
Email:
Location: Education Building (1301)
Postal address: GPO Box 2100, Adelaide 5001, South Australia
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