Education is not the learning of facts, but the training of the mind to think.

— Albert Einstein

LEARNING JOURNEY

I believe ongoing education transforms lives and provides numerous personal and professional opportunities for learners. Using Maslow’s (1943) hierarchy of needs, self-actualisation and achieving growth through expanding my capacities, capabilities, and understandings have been a primary driver for me and I’m committed to modelling lifelong learning in informal and formal contexts. I draw on Boyer’s SoTL model (1990) to inform my professional development which compels me to consistently examine my values, purpose and practices as an educator and integrate new theoretical, practical and strategic approaches to improve my teaching and deliver better learning solutions.

Ongoing scholarship of discovery, integration, application, and teaching and learning reflection has improved my understanding of how others learn and informed how I develop, implement and assess innovative learning projects that respond to identified learner needs. I have most recently completed a Master of Education (Learning and Leadership) and am finalising my application for Senior Fellowship with Advance HE. This is awarded to Higher Education Professionals who effectively and inclusively lead or influence the high-quality learning and teaching practices of others.

In the future, I would like to explore a PhD that investigates the ethics and philosophy of Design.

Boyer, E. L., (1990). Scholarship reconsidered: Priorities of the professoriate, New York, The Carnegie Foundation for the Advancement of Teaching.

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370–396.
https://doi.org/10.1037/h0054346

amycommon-learning-journey

Learning Goals

Skill Acquisition

Develop innovative and practical technical and leadership skills that support high-quality teaching practices.

Curriculum Development

Deepen course development and curriculum knowledge and skills to improve course relevance and quality. 

Leadership Skills

Deepen leadership and mentoring skills that can be used within a pastoral care context as a Senior Lecturer. 

Broaden Career Opportunities

Explore and integrate transdisciplinary learning design and pedagogical best practices from outside higher education.

Network Building

Connect and collaborate with educational specialists from varying professional roles and backgrounds.

Professional Development

Develop research skills that can be utilised within further postgraduate studies. 

I am a dedicated education leader and design practitioner with over 17 years of tertiary teaching and industry experience.

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Advance HE Fellowship

Fellowship | Issued by Advance HE

Advance HE fellowship demonstrates a commitment to professionalism and provides recognition of practice, impact and leadership in teaching and learning. Fellowships are awarded based on evidence of personal professional practice that meets the requirements of the Professional Standards Framework 2023 (PSF 2023), the standards framework for the higher education sector.

Fellowship demonstrates a personal and institutional commitment to professionalism in learning and teaching in higher education.

“Participating in the Advance HE Fellowship program has been a transformative journey for me as an educator. It has provided a renewed sense of purpose, connecting me with a supportive community of like-minded professionals, and inspiring a continuous commitment to improving my teaching practice. Attaining FHEA, along with the framework of Navitas’ ‘Evidencing Professional Practice in HE’ microcredential, has enriched my dedication to education and my professional journey. It has provided an excellent opportunity for reflective analysis of my past experiences in the industry and has allowed me to focus my career aspirations toward the future.”

– Amy Common (FHEA)  |  Faculty Development Lead SAE Sydney

Teaching Excellence at Navitas

Learning and Teaching Online | Issued by Navitas

Earners of the Learning and Teaching Online module badge have demonstrated capability in describing their own needs and skills in relation to a range of online teaching strategies to engage students in learning, designing and facilitating a welcoming, well-organised and safe online learning environment, applying effective online engagement strategies. Earners can apply skills in a variety of online facilitation strategies to improve student outcomes.

Evidencing Professional Practice in Higher Education | Issued by Navitas

Earners of this badge participated in a Navitas mentoring program, building essential knowledge and skills in reflective practice, gathering evidence of their professional practice in higher education (HE). Participants reflect on their knowledge of HE pedagogy, their impact on students and colleagues, and how they implement/share best practice as lifelong learners. This microcredential empowers educators to continually reflect, progress, and create meaningful student learning experiences in HE.

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