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Dean, Bonnie Amelia. Dr.

Senior Lecturer

  • Senior Lecturer, Curriculum Manager, School of Nursing - Faculty of Science, Medicine and Health 2019 -
  • Academic Developer - Learning, Teaching & Curriculum 2014 - 2018

Overview


With a background in academic development, curriculum design, marketing and creative arts, Bonnie complete a PhD in work integrated learning (WIL) investigating student learning on placement through a sociomaterial, practice-based lens. Since then, she has spent time designing, facilitating and researching work integrated learning and is currently leading WIL Governance for WIL Pedagogy at the University of Wollongong. Bonnie is Chair of the ACEN NSW/ACT State Chapter and sits on the ACEN Board of Directors. 


Bonnie has published in higher education journals including Assessment & Evaluation in HE, Studies in Continuing HE, The International Journal of Work Integrated Learning and The International Journal of Academic Development. She is co-editing a Special Issue in JUTLP on the topic of non-placement WIL in 2020. 

Currently on secondment to the School of Nursing at the University of Wollongong, Bonnie aims to enhance the learning outcomes and experiences of students through high-quality, innovative and technologically-rich curriculum design. Research interests include (i) work integrated learning pedagogy, (ii) SOTL, (iii) academic development programs and practices, and (iv) sustainable development goals and curriculum.

Top Publications


Research Overview


  • H-Index: 8
    39 documents
    Cited by 190 documents

Available as Research Supervisor

Selected Publications


Presentations


Impact Story


  • <p>For seven years, I was a casual teacher in the Faculty of Business at the University of Wollongong. On the first day, of the first class I ever taught, I remember feeling completely overwhelmed and out of my depth. This feeling was exacerbated by the fact that I felt I had very few people I could talk to about “what is university teaching?” and no information on where I could seek that kind of support – especially for the precarious role of the casual tutor.</p><p>Fast forward ten years and I land the dream role as an academic developer in Learning, Teaching and Curriculum, UOW, where my first task is to develop and teach into workshops and programs for casual teachers. Over the past three years, I have been researching the teaching support casual teachers receive and have published several times on the effectiveness of online programs (see Dean, Harden-Thew & Thomas, 2017; Dean, Zanko & Turbill, 2015).</p><p>The impact of these publications outside the university has led to a number of conversations from others looking to design their own programs for casual teachers. However, the impact that perhaps has even greater value comes from the authentic practice transformation from participants in the programs every year. In their words:</p><p>“Over the past 12 months, I have gone from a tutor standing in front of the class, reading from power point presentations, to a facilitator of active learning.  The learning experience from [the program] has enhanced my skills from just talking to students to involving them in workgroup discussions and taking the learning experience out of the classroom into their everyday lives”  </p><p>“I must say that this has been the best year I have had as a tutor and the expertise I have gained by undertaking [the program] has given me the confidence to continue past my retirement age.  It is a pleasure to share my time with students and I feel I get back far more than I give”  </p><p>While this impact is not international, it is deeply personal and transformative. Looking forward, our team in Learning, Teaching & Curriculum continue to offer effective programs for all teachers that build confidence, enhance teaching effectiveness and have a direct impact on the learning experiences of UOW students.</p>
  • <p>For the paper:</p><p>Perkiss, S., Dean. B. & Gibbons, B. (2019) Crowdsourcing Corporate Transparency through Social Accounting: Conceptualising the ‘Spotlight Account’, Social and Environmental Accountability Journal, 39:2, 81-99<br /><br /><a href="https://think.taylorandfrancis.com/journal-prize-reg-mathews-memorial-prize-social-and-environmental-accountability-journal/" target="_blank" rel="noopener">https://think.taylorandfrancis.com/journal-prize-reg-mathews-memorial-prize-social-and-environmental-accountability-journal/</a></p>
  • UN PRME PRiMEtime Blog, Giselle Weybrecht<br />'How Schools are using WikiRate to Engage Students in Sustainability', Feb 25, 2019<br /><br />This blog features the WikiRate Student Engagement Program global research group, lead by Dr Stephanie Perkiss, Dr Bonnie Dean and Dr Belinda Gibbons from the University of Wollongong. <br />Late last year the <a href="http://www.unprme.org/participants/view-participants.php?partid=746" target="_blank" rel="noopener">University of Wollongong</a><a href="https://ro.uow.edu.au/buspapers/1503/" target="_blank" rel="noopener"> released a report</a> exploring the multiple ways the WikiRate Student Engagement Project was being implemented in higher education institutions in diverse classrooms around the world. WikiRate is an open database and research tool that allows anyone to collaboratively research and analyse data on socio-environmental impacts of companies. It is a part of the PRME Student Engagement Platform as the team at WikiRate has set research scopes that align with learning objectives and curriculum of a course. Several universities around the world run projects with their students to create new open data sets on companies’ sustainability – environmental, social and governance (ESG) performance.<br />The report features seven international case studies from professors/educators who have implemented WikiRate in their subjects/units. Students who conduct research and analysis on WikiRate learn how difficult it is to find good, comparable public data to make assessments. They engage with challenging topics, critically assess current corporate reporting practices and develop real skills to influence corporate behaviour from the classroom, and in leadership roles beyond.
  • <a href="http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470" target="_blank" rel="noopener"></a><p>"The recent student-led climate protests reflect the need for schools to provide opportunities to nurture their students’ global, environmentally conscious minds. Modern education isn’t only about teaching kids the traditional concepts of say, English and Mathematics – it is also about helping to develop confident adults with sustainable mindsets and informed citizens."</p><a href="http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470" target="_blank" rel="noopener">http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470</a>

Available as Research Supervisor

Potential Supervision Topics


    • Work Integrated Learning
    • Higher Education Studies
    • Student Learning
    • University Teaching
    • Practice-based Studies
    • Ethnographies

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Technology, learning and work: Exploring sociomateriality in work-integrated learning Shalavin, Courtney
    Doctor of Philosophy Inclusion of the Sustainable Development Goals (SDGs) in Nursing Curricula - An Undergraduate Nursing Student Perspective Fields, Lorraine

Teaching Overview


  • As an Academic Developer my role is centered on the improvement, support and development of teaching, learning, assessment and curriculum. It includes investigation of and research into higher education, and promotion of the scholarship of teaching and learning into higher education goals and practices. I support a range of teaching staff from tutors and early career academics through to more experienced senior educators. I have taught programs online, blended and face-to-face, from short workshops through to year-long programs. I find my creativity in using technology-enhanced learning, developing resources, online modules and short videos, that actively engage teachers in the matter of student learning in a way that is interesting, dynamic and community building. Previous to this role, I designed and coordinated an internship program for business students and was a university teacher in a range of business and marketing subjects.

Keywords


  • Academic development
    Work Integrated Learning
    Teaching & learning
    Higher education studies

Full Name


  • Bonnie Amelia Dean

Mailing Address


  • Building 41, School of Nursing, Faculty of Science, Medicine & Health

    Northfields Avenue, University of Wollongong

    Wollongong

    NSW

    2500

    Australia

Top Publications


Research Overview


  • H-Index: 8
    39 documents
    Cited by 190 documents

Selected Publications


Presentations


Impact Story


  • <p>For seven years, I was a casual teacher in the Faculty of Business at the University of Wollongong. On the first day, of the first class I ever taught, I remember feeling completely overwhelmed and out of my depth. This feeling was exacerbated by the fact that I felt I had very few people I could talk to about “what is university teaching?” and no information on where I could seek that kind of support – especially for the precarious role of the casual tutor.</p><p>Fast forward ten years and I land the dream role as an academic developer in Learning, Teaching and Curriculum, UOW, where my first task is to develop and teach into workshops and programs for casual teachers. Over the past three years, I have been researching the teaching support casual teachers receive and have published several times on the effectiveness of online programs (see Dean, Harden-Thew & Thomas, 2017; Dean, Zanko & Turbill, 2015).</p><p>The impact of these publications outside the university has led to a number of conversations from others looking to design their own programs for casual teachers. However, the impact that perhaps has even greater value comes from the authentic practice transformation from participants in the programs every year. In their words:</p><p>“Over the past 12 months, I have gone from a tutor standing in front of the class, reading from power point presentations, to a facilitator of active learning.  The learning experience from [the program] has enhanced my skills from just talking to students to involving them in workgroup discussions and taking the learning experience out of the classroom into their everyday lives”  </p><p>“I must say that this has been the best year I have had as a tutor and the expertise I have gained by undertaking [the program] has given me the confidence to continue past my retirement age.  It is a pleasure to share my time with students and I feel I get back far more than I give”  </p><p>While this impact is not international, it is deeply personal and transformative. Looking forward, our team in Learning, Teaching & Curriculum continue to offer effective programs for all teachers that build confidence, enhance teaching effectiveness and have a direct impact on the learning experiences of UOW students.</p>
  • <p>For the paper:</p><p>Perkiss, S., Dean. B. & Gibbons, B. (2019) Crowdsourcing Corporate Transparency through Social Accounting: Conceptualising the ‘Spotlight Account’, Social and Environmental Accountability Journal, 39:2, 81-99<br /><br /><a href="https://think.taylorandfrancis.com/journal-prize-reg-mathews-memorial-prize-social-and-environmental-accountability-journal/" target="_blank" rel="noopener">https://think.taylorandfrancis.com/journal-prize-reg-mathews-memorial-prize-social-and-environmental-accountability-journal/</a></p>
  • UN PRME PRiMEtime Blog, Giselle Weybrecht<br />'How Schools are using WikiRate to Engage Students in Sustainability', Feb 25, 2019<br /><br />This blog features the WikiRate Student Engagement Program global research group, lead by Dr Stephanie Perkiss, Dr Bonnie Dean and Dr Belinda Gibbons from the University of Wollongong. <br />Late last year the <a href="http://www.unprme.org/participants/view-participants.php?partid=746" target="_blank" rel="noopener">University of Wollongong</a><a href="https://ro.uow.edu.au/buspapers/1503/" target="_blank" rel="noopener"> released a report</a> exploring the multiple ways the WikiRate Student Engagement Project was being implemented in higher education institutions in diverse classrooms around the world. WikiRate is an open database and research tool that allows anyone to collaboratively research and analyse data on socio-environmental impacts of companies. It is a part of the PRME Student Engagement Platform as the team at WikiRate has set research scopes that align with learning objectives and curriculum of a course. Several universities around the world run projects with their students to create new open data sets on companies’ sustainability – environmental, social and governance (ESG) performance.<br />The report features seven international case studies from professors/educators who have implemented WikiRate in their subjects/units. Students who conduct research and analysis on WikiRate learn how difficult it is to find good, comparable public data to make assessments. They engage with challenging topics, critically assess current corporate reporting practices and develop real skills to influence corporate behaviour from the classroom, and in leadership roles beyond.
  • <a href="http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470" target="_blank" rel="noopener"></a><p>"The recent student-led climate protests reflect the need for schools to provide opportunities to nurture their students’ global, environmentally conscious minds. Modern education isn’t only about teaching kids the traditional concepts of say, English and Mathematics – it is also about helping to develop confident adults with sustainable mindsets and informed citizens."</p><a href="http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470" target="_blank" rel="noopener">http://theconversation.com/involving-kids-in-making-schools-sustainable-spreads-the-message-beyond-the-classroom-119470</a>

Potential Supervision Topics


    • Work Integrated Learning
    • Higher Education Studies
    • Student Learning
    • University Teaching
    • Practice-based Studies
    • Ethnographies

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Technology, learning and work: Exploring sociomateriality in work-integrated learning Shalavin, Courtney
    Doctor of Philosophy Inclusion of the Sustainable Development Goals (SDGs) in Nursing Curricula - An Undergraduate Nursing Student Perspective Fields, Lorraine

Teaching Overview


  • As an Academic Developer my role is centered on the improvement, support and development of teaching, learning, assessment and curriculum. It includes investigation of and research into higher education, and promotion of the scholarship of teaching and learning into higher education goals and practices. I support a range of teaching staff from tutors and early career academics through to more experienced senior educators. I have taught programs online, blended and face-to-face, from short workshops through to year-long programs. I find my creativity in using technology-enhanced learning, developing resources, online modules and short videos, that actively engage teachers in the matter of student learning in a way that is interesting, dynamic and community building. Previous to this role, I designed and coordinated an internship program for business students and was a university teacher in a range of business and marketing subjects.

Keywords


  • Academic development
    Work Integrated Learning
    Teaching & learning
    Higher education studies

Full Name


  • Bonnie Amelia Dean

Mailing Address


  • Building 41, School of Nursing, Faculty of Science, Medicine & Health

    Northfields Avenue, University of Wollongong

    Wollongong

    NSW

    2500

    Australia

Geographic Focus