* HERDSA President Call for Nominations
* Call for Papers: Special Issue of HERD 2019: New Perspectives on Reading and Writing Across the Disciplines
* Call for papers: Gender & Education special issue on conferences
* International Students as Partners Institute (ISaPI) 2018
* Senior Educational Development Officer Role at The Hong Kong Polytechnic University
* AJET Special Issue Call for papers: "Re-Examining Cognitive Tools"
* Higher Education in the Headlines

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa

===========================================================================

HERDSA President Call for Nominations
March 5, 2018

Nominations for the position of HERDSA President are now open. The position of HERDSA President requires a three year commitment. For the first year, beginning at the 2018 conference in July, the successful candidate serves as President-elect. This one-year position enables the full induction of the incoming president into the current practices and systems of the Society before the full role of President is assumed at the conclusion of the 2019 conference. 

The President of HERDSA is an important voluntary role which has major responsibility for governance of the Society and effective leadership of the Executive Committee. The role includes strategic guidance of the various Executive portfolios (Secretariat, Publications, Professional Learning, Networks), chairing of Executive meetings and oversight of the various society activities. The President represents HERDSA at international and national forums and liaises with senior leaders. The nurturing of collaborative alliances with government authorities and other higher education societies forms a further part of the role. 

HERDSA is seeking an individual who has a strong association with the Society, experience in leadership and effective communication skills. An understanding of higher education and its development is an advantage. Sponsorship from the candidate’s institution is recommended, as the position requires considerable time commitment and requires a dedicated leader who takes strong responsibility for the role. Potential candidates are welcome to speak with the current President Dr Allan Goody [agoody56@gmail.com].

The nominee, proposer and seconder must be HERDSA members.

If more than one nomination is received, an election will be held.

The current President Dr Allan Goody is not eligible to serve another term as President.

The Nomination Form can be requested from HERDSA by emailing office@herdsa.org.au. 

Nominations should be in the following format.

• Name, Email and signature of Nominee
• Name, Email and signature of Proposer
• Name, Email and signature of Seconder

The nominee should also provide a single page statement outlining: 

• Name, role and institutional affiliation
• Short biography (100 words maximum)
• Personal statement 

Please forward to office@herdsa.org.au by March 5, 2018

Further information office@herdsa.org.au

---------------------------------------------------------------------------

Call for Papers: Special Issue of HERD 2019: New Perspectives on Reading and Writing Across the Disciplines
Full papers due 31 March 2018

Guest editors: Judith Seaboyer (University of Queensland) and Tully Barnett (Flinders University)

This special issue connects a growing body of work on and interest in reading and writing across the disciplines, including cognitive science, the text-based foundations of much of new media and digitisation, and the widening international participation agenda in the tertiary sector.

Deep reading and its concomitant good writing are essential both to the mastery of content across disciplines and across cultures, and to the transformative potential of higher education. This special issue seeks inventive papers that consider reading and writing from practical, theoretical, and political perspectives. What are the challenges, difficulties, and pleasures of reading for students and teachers? What strategies best help students learn to de-code complex texts and enter into meaning-making dialogue?

We are interested, too, in papers that consider how twenty-first-century technologies and modes of knowledge production and dissemination influence how as well as what students do and don’t read. What reading platforms are students using? What are the intersections and tensions between digital and traditional ways of reading and writing? What are their implications?

Does constant hyperlinking, as Naomi Baron, Nicholas Carr and others have suggested, undermine the brain’s capacity to process long-form text? How might we foster what Maryanne Wolf has termed bi-literacy, the capacity to shift between two activities: the efficient rapid reading-for-information that involves scanning, clicking, linking and the “slower, more time-consuming cognitive processes ... vital for contemplative life.”

Submissions might address the following:
• What is the case for the core importance of reading and writing across the disciplines, or within specific disciplines, in an increasingly marketised university?
• Might a tertiary education that fosters imaginative, thoughtful, hospitable, adaptable reading be reflected in a democratized citizenry? Or is this a consolatory narrative?
• What role might deep reading play in developing the creative thinking necessary for success in an AI world?
• To what extent are programs that create a space for reading and writing shaped by outside forces? What pressures are shrinking budgets, the massification of tertiary education, job markets in crisis, and political influences placing on different programs across different geopolitical locations?
• What are the affordances of technologies? How are they changing the way students read and write? How might students benefit from a range of platforms for both activities?

HERD seeks articles of between 5000 and 7000 words (all inclusive) that engage with these issues in some way. Full articles are due by 31 March 2018. The special issue is slated for publication in early 2019. For more information or to seek feedback on an idea, please contact the special issue editors Judith Seaboyer j.seaboyer@uq.edu.au and Tully Barnett tully.barnett@flinders.edu.au

A guide for authors, along with other relevant information, can be found on the journal’s homepage: http://www.tandfonline.com/herd Submissions should be made online at HERD’s Scholar One site: https://mc.manuscriptcentral.com/cher

Further information j.seaboyer@uq.edu.au

---------------------------------------------------------------------------

Call for papers: Gender & Education special issue on conferences
DEADLINE for abstracts: 5 February 2018

Gender and Education is currently advertising a call for papers for a special issue on conferences. The special issue explores the intersection between conferences, education and gender in relation to three key themes: (i) learning, (ii) knowledge and (iii) community. Abstracts are due by 5 February 2018. Please send abstracts and inquiries to Emily F. Henderson (e.henderson@warwick.ac.uk) and James Burford (jburford@tu.ac.th).

Please follow the following link to the call for papers: http://www.genderandeducation.com/call-for-papers/call-for-papers-for-a-...

---------------------------------------------------------------------------

International Students as Partners Institute (ISaPI) 2018
16 February

Just a reminder that the deadline for ISaPI Change Institute is 16 February and the deadline for early bird registration is 30 March. Registrations are accepted on a first come first served basis.

The 3rd International Students as Partners Institute (ISaPI) will be held at McMaster University, Ontario, Canada (approx. 45 min south of Toronto Airport) from 11-14 June 2018 (http://tinyurl.com/ISAPI2018). This is the week after the International Consortium of Educational Developers (ICED) conference in Atlanta (https://www.iced2018.com/). Why not come for both? Please pass this message on to any colleagues you think may be interested in ISaPI.

The overall aim of ISaPI is to build the capacity and understanding of faculty, staff, and students to develop, design, implement, and disseminate initiatives that promote the practice of students as partners in learning and teaching in higher education.

Close to 200 staff/faculty and students have participated in the last two years in roughly equal numbers. Here are some comments:
“Thanks for this most challenging and rewarding experience, a very inspiring three days! We very much appreciated both the balance between systematic impetus, drawing on the community present and focusing on our own issues.” 

“By far the most beneficial and enjoyable aspects … were the networking opportunities which led to collaboration and collective knowledge building. The international nature of these discussions really helped me to reconsider my assumptions about partnership.”

In 2018, staff and faculty are encouraged, where possible, to bring a student with them, or students to bring a member of staff/faculty with them to participate in one or two consecutive two-day interactive workshops:
• Doing students as partners well: Exploring powerful in-class and extra-curricular practices 
• Being a good partner: Understanding the dynamics of power-sharing partnership practices
These are new topics, run by a new team, so previous participants are encouraged to join us again.

Alternatively, teams of 4-6 faculty/staff and students (at least two of each) from an institution can apply to join a 3.5 day ‘Change Institute’ at which they’ll develop a ‘students as partners’ initiative they hope to implement in the coming year. 

The activities will be facilitated by a highly experienced international team of staff/faculty and students from Australia, Canada, UK and US. 

One of the outcomes of the first ISaPI was the establishment of the International Journal for Students as Partners, which publishes research articles, case studies, reflective essays and opinion pieces. It is run, like ISaPI, by an international team of faculty/staff and students. The third issue is due to be published in April.

For further details and booking please go to: http://tinyurl.com/ISAPI2018

---------------------------------------------------------------------------

Senior Educational Development Officer Role at The Hong Kong Polytechnic University

The mission of the Educational Development Centre is to enhance the quality of teaching and learning at the University and support its strategic initiatives in nurturing the development of all-round students with excellent professional competence. The Centre offers a variety of services, including short courses and workshops on teaching and learning, individual consultations, teaching evaluation services and activities which promote and support the use of educational technologies to enhance student learning. For details, please visit the website at http://edc.polyu.edu.hk/ for more information about the Centre.

Duties

The appointee will be required to:

(a) contribute as a core member of the Centre to promote the effective and integrative use of educational technologies for enhancing teaching and learning in the University;

(b) provide consultation and expert advice to subject and e-learning project teams on effective application of online pedagogy and instructional design;

(c) support the University in promoting and implementing strategic initiatives in teaching and learning, including support for designing and implementing student-centred learning strategies;

(d) plan, develop and offer professional development opportunities for staff in the areas of online pedagogies and instructional design;

(e) contribute to other educational development activities and services of the Centre, including the Scholarship of Teaching and Learning and other key University initiatives;

(f) take up managerial duties, and establish proactive liaison with academic and non- academic staff; and

(g) perform any other duties as assigned by the Director of the Centre or her delegates.

Applicants should include a cover letter in which they address the job responsibilities and qualifications above, a CV, an HR application form downloadable at http://www.polyu.edu.hk/hro/job/en/form/hrform72b.doc with a list of two or more referees, and their current and expected salary on the form. 

Please submit application form via email to hrstaff@polyu.edu.hk; by fax at (852) 2764 3374; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process.

Shortlisted candidates will be required to attend an interview and to present a portfolio of work they have undertaken relevant to this post.

Further information http://www.polyu.edu.hk/hro/postspec/17120106-IE.pdf

---------------------------------------------------------------------------

AJET Special Issue Call for papers: "Re-Examining Cognitive Tools"
1 August 2018

Submissions are invited for a forthcoming special issue of the Australasian Journal of Educational Technology (AJET) to be published in early 2019, entitled "Re-Examining Cognitive Tools: New Developments, New Perspectives, and New Opportunities for Educational Technology Research". This special issue seeks to rekindle and re-energise scholarly interest in, and dialogue around, the concept of educational technologies as cognitive tools for learning, with a particular focus on higher education and other post-secondary education contexts. A major goal is to encourage researchers and practitioners to take a fresh look at the concept and its possible applications in light of developments in technology, learning theory, pedagogy, instructional design, cognitive science, and psychology that have taken place since it was first popularised in the early 1990s.

While full manuscripts are not due until 1 August 2018, prospective authors are strongly encouraged to make initial contact with the guest editors, Christopher Drew and Mark J. W. Lee, well ahead of that date (ideally prior to June 2018), providing them with a brief proposal or abstract outlining the nature, content, and aims of the article they intend to submit.

The full Call for Papers is available at https://goo.gl/UK3tTg (HTML version) and https://goo.gl/7mc7Uh (PDF version), and the guest editors may be reached at ajet.cogtools@gmail.com .

Further information ajet.cogtools@gmail.com

---------------------------------------------------------------------------

Higher Education in the Headlines

Study Group loses registration | John Ross | Australian Higher Education | 17 January, 2017
The training regulator has moved against a major chain operating in both vocational and higher education
http://www.theaustralian.com.au/higher-education/study-group-rego-cancel...

The Fight to Rebuild a Ravaged University | Fernanda Zamudio-Suaréz | Chronicle of Higher Education | 12 January, 2017
When Hurricane Maria plunged the University of Puerto Rico into gloom, professors and students had no choice but to bring back the light.
https://www.chronicle.com/article/The-Fight-to-Rebuild-a-Ravaged/242160

Overseas students ‘worth 10 times the cost’ to UK, says report | Simon Baker | Times Higher Education | 11 January, 2017
New in-depth look at the price of hosting EU and non-EU students shows benefits far outweigh cost to taxpayer
https://www.timeshighereducation.com/news/overseas-students-worth-10-tim...