Professor Birgit Loch
Pro Vice-Chancellor, Learning and Teaching and the Institute of Education, Arts and Community
Campus
Biography
Birgit Loch is the Pro Vice-Chancellor, Learning & Teaching and the Executive Dean, Institute of Education, Arts and Community at Federation University Australia. She is a Principal Fellow of AdvanceHE (PFHEA) and Fellow of the Australian Mathematical Society.
Birgit joined Federation from the University of New England in 2024 where she was Executive Dean of the Faculty of Science, Agriculture, Business and Law and oversaw a culture transformation including the implementation of values and staff support programs. She brings extensive experience leading learning and teaching innovation programs and bringing academics along. As an expert in educational technologies she has widely published on open educational resources, blended and online learning, pen-enabled technologies, mathematics education and mathematics support, students as partners as well as building teaching focused academic models and communities of practice. She is very passionate about improving the student and staff experience, and about achieving excellence in all that we do.
Birgit is a co-founder of the WATTLE women’s leadership development program and has served on the In2Science Advisory Board, the Council of the Australian Mathematical Society and the Executive of the Australian Council of Deans of Science.
Find me on
- Publications
Why academics in an Australian university want teaching-focused roles: a qualitative summative analysis
- Journals
- DOI reference: 10.1080/1360080X.2025.2579372
Takeaways from Teaching through a Pandemic: Practical Examples of Lasting Value in Tertiary Mathematics Education
Building the Status of Teaching-Focused Positions as Prestigious Roles to Improve Teaching Quality
- Journals
- DOI reference: 10.59197/asrhe.v5i1.8145
Making the Student Experience Everybodys Business: Cultivating Collaboration in the Exosphere
- Journals
- DOI reference: 10.5204/ssj.3434
Could flipping professional development engage teaching academics? Perceptions of authenticity and relevance
- Journals
- DOI reference: 10.1080/07294360.2024.2407079
All things are ready, if our mind be so: Attitudes to STEM assessment redesign in the age of genAI
- Conference Proceedings
- DOI reference: 10.14742/apubs.2024.1426
Reliability and Validity of a Novel Instrument to Quantify Psychology Students' Perception of Statistics Learning
- Journals
- DOI reference: 10.30722/IJISME.32.04.003
Reducing statistics anxiety for psychology students during the global pandemic: a methodology approach
- Journals
- DOI reference: 10.1080/0020739X.2022.2059716
Who wants to be a teaching innovator?
- Conference Proceedings
- DOI reference: 10.14742/apubs.2023.497
A multidisciplinary STEM and liberal arts students-as-partners project promoted the development of employability skills and embodied partnership values
- Journals
- DOI reference: 10.15173/ijsap.v7i1.5032
Teacher perspectives on adoption of student-made screencasts as a peer learning approach in secondary school mathematics
- Journals
- DOI reference: 10.1080/0020739X.2023.2204106
From Knowledge Curator to Knowledge Creator: Academic Libraries and Open Access Textbook Publishing
- Journals
- DOI reference: 10.31274/jlsc.14074
The impact of an innovators group on the development of a culture of innovation in the use of educational technologies
- Journals
- DOI reference: 10.14742/ajet.8575
'Theres a pandemic coming, get yourselves some tablets': Lessons from the pandemic on a community of practice approach to learning technology diffusion
- Conference Proceedings
- DOI reference: 10.14742/apubs.2022.100
Are we failing the repeating students? Characteristics associated with students who repeat first-year university mathematics
- Journals
- DOI reference: 10.1080/0020739X.2021.1961899
Takeaways from teaching through a global pandemic–practical examples of lasting value in tertiary mathematics education
- Journals
- DOI reference: 10.1080/0020739X.2022.2008551
Building belonging: A grassroots peer-support network for academic women
- Book Chapters
- DOI reference: 10.4324/9781003144984-8
Building a culture of innovation in learning and teaching technologies through an innovators group
- Conference Proceedings
- DOI reference: 10.14742/ascilite2021.0122
Back to what? What STEM and Health teaching academics learnt from COVID
- Conference Proceedings
- DOI reference: 10.14742/ascilite2021.0140
Survey on Research in University Mathematics Education at ICME 14
- Journals
- DOI reference: 10.4171/MAG-42
Diverse students and lecture recording technology: can lecture recording replace lectures?
The effectiveness of resources created by students as partners in explaining the relevance of mathematics in engineering education
- Journals
- DOI reference: 10.1080/0020739X.2017.1338771
How useful are closed captions for learning mathematics via online video?
- Journals
- DOI reference: 10.1080/0020739X.2016.1238518
Games and simulation in higher education
- Journals
- DOI reference: 10.1186/s41239-017-0075-9
Adopting synchronous audiographic web conferencing: A tale from two regional universities in Australia
- Book Chapters
- DOI reference: 10.4018/978-1-61520-751-0.ch004
Go WEST - Supporting women in engineering, science and technology: An Australian higher education case study
- Book Chapters
- DOI reference: 10.4018/978-1-61520-657-5.ch006
Screencasting for mathematics online learning: A case study of a first year operations research course at a dual delivery mode Australian University
- Book Chapters
- DOI reference: 10.4018/978-1-60960-875-0.ch003
Conceptualising, Implementing and Evaluating the use of Digital Technologies to Enhance Mathematical Understanding: Reflections on an Innovation-Development Cycle
- Book Chapters
- DOI reference: 10.1057/9781137469939_8
Boundary treatment for virtual leaf surfaces
- Conference Proceedings
- DOI reference: 10.1145/604471.604525
Application of surface fitting techniques for the representation of leaf surfaces
An innovative learning model for computation in first year mathematics
- Journals
- DOI reference: 10.1080/00207390500271677
A hybrid Clough-Tocher radial basis function method for modelling leaf surfaces
Adjusting the community of inquiry approach to a synchronous mathematical context
Facilitating change: Tablet PC trials across two distance education focused universities
Preparedness for flexible access to learning materials: How ready are university students and staff?
An instructional design model for screencasting: Engaging students in self-regulated learning
Improving retention in first-year mathematics using learning analytics
Enablers and barriers to academic’s acceptance of technology: Can “individual differences” make a difference?
The transition from traditional face-to-face teaching to blended learning – implications and challenges from a mathematics discipline perspective
How to engage students in blended learning in a mathematics course: The students’ views
Building cognitive bridges in mathematics: Exploring the role of screencasting in scaffolding flexible learning and engagement
Implementing blended learning at faculty level: Supporting staff, and the 'ripple effect'
A preliminary analysis of the effectiveness of student produced videos on the relevance of mathematics in engineering
Student perceptions of screencast feedback on mathematics assessment
- Journals
- DOI reference: 10.1007/s40753-015-0018-6
A preliminary categorization of what mathematics undergraduate students include on exam “crib sheets”
A preliminary investigation of student collaboration to create resources that motivate the relevance of mathematics to first year engineers
Demonstrating the relevance of mathematics to first year students in engineering courses: what are the critical elements for a successful project?
Perceptions of feedback in mathematics – results from a preliminary investigation at three Australian universities
StatsCasts: supporting student learning of introductory statistics
Scaffolding conceptual learning in mathematics with technology enhanced pedagogy - A preliminary evaluation of student engagement with screencasts
Tablet Technology to Facilitate Improved Interaction and Communication with Students Studying Mathematics at a Distance
Prototype of an intervention strategy with a focus on mathematics support for first year civil engineering students "at risk"
Teaching threshold concepts in engineering mathematics using MathsCasts
Engaging students in cognitive and metacognitive processes using screencasts
Building academic numeracy in a first year nursing course using an evaluative model of program development
Spectral schemes on triangular elements
- Journals
- DOI reference: 10.1006/jcph.2001.6876
A roadmap for forming successful interdisciplinary education research collaborations: a reflective approach
- Journals
- DOI reference: 10.1080/07294360.2013.832167
Do screencasts help to revise prerequisite mathematics? An investigation of student performance and perception
- Journals
- DOI reference: 10.1080/0020739X.2013.822581
Master's students' perceptions of Microsoft Word for mathematical typesetting
- Journals
- DOI reference: 10.1093/teamat/hru020
StatsCasts: screencasts for complementing lectures in statistics classes
- Journals
- DOI reference: 10.1080/0020739X.2014.990530
How to make mathematics relevant to first-year engineering students: perceptions of students on student-produced resources
- Journals
- DOI reference: 10.1080/0020739X.2015.1044043
Conducting a trial of web conferencing software: Why, how, and perceptions from the coalface
Reframing e-assessment: Building professional nursing and academic attributes in a first year nursing course
- Journals
- DOI reference: 10.1080/17439880802324020
Building lectures and building bridges with socio-economically disadvantaged students
Learner-centred mathematics and statistics education using netbook tablet PCs
- Journals
- DOI reference: 10.1080/0020739X.2011.611910
Professional development for teaching in higher education
- Journals
- DOI reference: 10.1080/0020739X.2011.608864
Closing the feedback loop: engaging students in large first-year mathematics test revision sessions using pen-enabled screens
- Journals
- DOI reference: 10.1080/0020739X.2012.678898
'I'm worried about the correctness': Undergraduate students as producers of screencasts of mathematical explanations for their peers - lecturer and student perceptions
- Journals
- DOI reference: 10.1080/0020739X.2013.823252