Bettina Kathrin Schwenger
I have been involved in tertiary and higher education learning and teaching for most of my working life, first in Europe and then in New Zealand. My research-based and pragmatic development approach is underpinned by an understanding gained from working with students and teaching staff as programme leader, teacher, academic developer and curriculum designer.
As academic developer and research leader prior to my current role, I led Learning and Teaching Enquiry Groups and mentored new teacher researchers. Central to my work is a belief that enhancing pedagogical practices can improve the quality of students' learning experiences. In workshops and consultations, I work on the assumption that many answers to questions are already in the room and encourage participants to bring their experiences into the discussion and take learning back into the course environment.
Research | Current
My current research investigates some of the points at which a range of contemporary learning and teaching issues are connecting: Sustained academic development, curriculum and learning design, digital literacies and learning development, integrating online with face-to-face learning
Schwenger, B. (2017). Research on training wheels - embedding academic literacy and numeracy in vocational education through action research. Educational Action Research. http://www.tandonline.com/eprint/cGyCesDtTwfdwa7QgcBA/full
Schwenger, B. (2017). Supporting whanaungatanga in blended learning. Proceedings of the National Tertiary Learning and Teaching Conference 2016, Toi Ohomai, Rotorua. https://toiohomai.ac.nz/research-toi-ohomai/ntlt-conference-proceedings-2016
Schwenger, B (2017). Designing blended leanring to foster students' digital information literacy: Developing an in(ter)vention. Journal of Perspectives in Applied Academic Practice, 5(1), pp. 75-58. doi:10.14297/jpaap.v5i1.247
Schwenger, B. (2016). Designing blended learning to support students' digital information literacy. Proceedings of the 3rd Biennal Conference of Foundation and Bridging Educators 2016, Auckland. http://fabenz.org.nz/proceeding-from-fabenz-conference-2016
Schwenger, B. (2016). Enhancing students' tertiary blended learning experience through embedding digital information literacy. Journal of Perspectives in Applied Academic Practice, 4(1), pp. 71-77. doi: 10.14297.v4i1.171
Terrell, J., Snell, D., Haines, K., Schwenger, B., Smith, M. & Hay, D. (2016). Getting it right: Guidelines for online assessment. https://akoaotearoa.ac.nz/research-register/list-getting-it-right-guidelines-online-assessment-new-zealand-tertiary-contexts
since 2014 Doctoral candidate EdD; Te Puna Wānanga and CLeaR;
University of Auckland (Kate Edger Scholarship, expected completion 2019)
2013 Postgraduate Diploma in Education; Unitec Institute of Technology
2010 Postgraduate Certificate in Distance and Online Education; Massey University
1996 MA in Literature and Linguistics (German and English),
Postgraduate Diploma in Teaching; Otto-Friedrich Universität Bamberg/Germany
At CLeaR, I work with all staff who wish to engage students face-to-face and online in an increasingly digital environment. My focus is on enabling the 2019 fellows and SEED grant recipients to develop their projects.
Impacting on curriculum, course and learning design are at the centre of what I do but I love to help teaching staff to enhance their teaching and learning practices, for example by achieving authentic assessment or by enhancing feedback for learning.
I review journal articles for several journals in Higher Education.
Areas of expertise
- designing learning environments and programmes of study;
- assesssing and giving feedback;
- curriculum and course design for learning;
- academic and research development;
- facilitating learning experiences in a digital world