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Dean, Bonnie Dr.

Head, Academic Development & Recognition

Overview


Bonnie is the Head of Academic Development and Recognition at the University of Wollongong. She has a background in marketing and creative arts and has taught across the Schools of Business and Nursing. In 2008, Bonnie co-founded the Commerce Internship Program, which sparked her pursuit of work-integrated learning (WIL) research and curriculum development. In 2015, Bonnie completed a PhD in WIL investigating students’ transitions and learning practices. She now sits on the UOW WIL Advisory Committee and leads the UOW institutional approach to WIL Pedagogy. She is Chair of the Australian Collaborative Education Network (ACEN) NSW/ACT State Chapter and Director on the ACEN Board of Directors, the national network for WIL advocacy.

 Bonnie is a Higher Education scholar with 80 publications contributing to Higher Education journals, books and reports. Bonnie has published in higher education journals including Assessment & Evaluation in HE, Higher Education Research & Development, Studies in Continuing HE, The International Journal of Work Integrated Learning and The International Journal of Academic Development. She is an Associate Editor for the International Journal of Academic Development and has been a guest editor for special issues in the Journal of University Teaching & Learning Practice (JUTLP) on advancing non-placement WIL and The International Journal of Work Integrated Learning on Indigenous WIL (to be released June 2022). Her research interests include (i) work integrated learning pedagogy (ii) SOTL (iii) academic development programs and practices and (iv) sustainable development goals and curriculum.

 Bonnie has been an academic developer in LTC since 2015 and recently, she spent three years in the School of Nursing as the Curriculum Manger, designing quality, authentic assessments and enhancing teaching and learning practices and processes. Bonnie aims to collaborate, inspire an support academics in their teaching practices, curriculum design and educational recognition processes.

Top Publications


Research Overview


  • H-Index: 13
    81 documents
    Cited by 603 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 (Integrated) Tracing networks of learning, teaching and wellbeing in technology-enhanced work-integrated learning (WIL) Shalavin, Courtney
    Doctor of Philosophy (Integrated) Enabling inclusive employability: Designing work-integrated learning that supports students in uncovering who they are, and who they want to become. Jones, Emily
    Doctor of Philosophy Building a University Framework for Inclusive Global Collaborations in Work-Integrated Learning (WIL). Lasrado, Flevy
    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: 13
    81 documents
    Cited by 603 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 (Integrated) Tracing networks of learning, teaching and wellbeing in technology-enhanced work-integrated learning (WIL) Shalavin, Courtney
    Doctor of Philosophy (Integrated) Enabling inclusive employability: Designing work-integrated learning that supports students in uncovering who they are, and who they want to become. Jones, Emily
    Doctor of Philosophy Building a University Framework for Inclusive Global Collaborations in Work-Integrated Learning (WIL). Lasrado, Flevy
    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