HERDSA Notices 08 January 2020

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* Announcement of HERDSA Grants Scheme: Call for Grant Proposals
* Re-valuing Higher Education: Learning(s) and teaching(s) in contested spaces now available online. 
* Position Vacant: Academic Developer and Senior Lecturer, University of Notre Dame
* Study on the use of smartphones for English language teaching
* New online first articles in Higher Education Research and Development

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Announcement of HERDSA Grants Scheme: Call for Grant Proposals
29 February 2020

HERDSA offers grants to HERDSA members to fund research and/or development projects on teaching and learning in higher education that directly align to the mission of HERDSA.

Four (4) grants of AUD$5000 each are available. Priority for one grant will be given to applicants identifying as Indigenous/First Nations (e.g. Aboriginal, Torres Strait Islander, Māori or Pacific Nations).

The call for HERDSA Grant applications is made in November/December. Applications close at the end of February. Successful applicants will be announced by the end of April. Grant applicants have one year to complete the project. Final Grant Project reports will be due by the end of April 2021. Project grant holders are expected to present their findings at the first HERDSA Conference (June/July) following completion of the project and publication in, e.g. HERDSA Connect, RDHE or the HERD journal.

For more information about the Grants Scheme (Timeline, Eligibility, Expectations, Grant Funds Guide, Application and Assessment Process, Application Form and Templates) see the HERDSA website: https://www.herdsa.org.au/herdsa-grants-scheme
The link to the 2020 ‘Grant Application Form’ and other templates are available on this page.

Further information: https://www.herdsa.org.au/herdsa-grants-scheme

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Re-valuing Higher Education: Learning(s) and teaching(s) in contested spaces now available online. 

The 2020 special issue of Higher Education Research & Development, v.39 n.1, is now available from the HERDSA website at http://www.herdsa.org.au/higher-education-research-development-vol-39-no-1

Free online access is available to HERDSA members through your member dashboard.
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Position Vacant: Academic Developer and Senior Lecturer, University of Notre Dame
Closing date: Monday 3 February 2020

This is a national position located on the Fremantle campus and reports to the Manager, Learning & Teaching Office (LTO). The position plays a key leadership role in enriching learning and teaching practices across the University. It also contributes to the University’s postgraduate qualification in learning and teaching for higher education and to the scholarship of learning and teaching.

For further information about this position, please contact:
Associate Professor Kathie Ardzejewska, Manager, Learning and Teaching on 02 8204 4151 kathie.ardzejewska@nd.edu.au

For further information on how to prepare your application visit notredame.edu.au/about/employment/how-to-apply

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Study on the use of smartphones for English language teaching

Dear Colleagues

This is an invitation to those involved in English language teaching to adults to take part in a research study about the use of smartphones for English language teaching. The study is being carried out by Mrs Shila Panadgoo and will form the basis for her PhD degree at the University of Adelaide, Australia. Please note that participation in the study is entirely voluntary, and there will be no impact on participants’ relationship with the institution where they work if they decide not to take part. More details about the study are available at the beginning of the online questionnaire available here: https://tinyurl.com/vh2j935

Please contact the researcher directly using her email address (shila.panadgoo@adelaide.edu.au) if you have any concerns or questions.

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New online first articles in Higher Education Research and Development

The PhD – is it out of alignment? Sharon Sharmini & Rachel Spronken-Smith, https://doi.org/10.1080/07294360.2019.1693514

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities, Pat Strauss, https://doi.org/10.1080/07294360.2019.1699030

Writing for professional recognition in higher education: understanding genre and expertise, Marion Heron & Erika Corradini, https://doi.org/10.1080/07294360.2019.1705256

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners, Andrew Youde, https://doi.org/10.1080/07294360.2019.1704692

Make or break: the role and support needs of academic advisors in work-integrated learning courses, Kathryn E. Wenham, Faith Valencia-Forrester & Bridget Backhaus, https://doi.org/10.1080/07294360.2019.1705254

The impact of social capital on student wellbeing and university life satisfaction: a semester-long repeated measures study, Lee-anne Bye, Frank Muller & Florin Oprescu, https://doi.org/10.1080/07294360.2019.1705253

Framing the benefits of higher education participation from the perspective of non-completers, Ian Cunninghame & Tim Pitman, https://doi.org/10.1080/07294360.2019.1705255

Constructing academic identity in the changing Russian higher education context: preliminary perspectives, Zhanna Anikina, Liubov Goncharova & Arina Evseeva, https://doi.org/10.1080/07294360.2019.1704690

Advocating and administering critical realism in a study of transnational educational collaborative partnerships, Claudia M. Bordogna, https://doi.org/10.1080/07294360.2019.1704691

Designing for learning in the Yellow House: a comparison of instructional and learning design origins and practices, Gale Parchoma, Marguerite Koole, Dirk Morrison, Dorothea Nelson & Kristine Dreaver-Charles, https://doi.org/10.1080/07294360.2019.1704693

All this and more on the Higher Education Research and Development twitter feed at https://twitter.com/HERDJournal and facebook page at https://www.facebook.com/HERDJournal