HERDSA Notices 29 November 2017

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* I-MELT conference registrations close in 1 week
* Vacancy - Lecturer: Bachelor of Indigenous Languages and Linguistics
* Call for Proposals: 2018 University of Calgary Conference on Postsecondary Learning and Teaching
* Call for abstracts of book chapters: Reimagining curriculum: spaces for disruption
* Vale Dr Terry Hore
* Have thoughts about what makes online and on-campus learning meaningful (or not)?
* New NCSEHE publication: 'HEPPP Seven Years On'
* Call for papers: Widening Participation and Lifelong Learning Special Issue
* Higher Education in the Headlines

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I-MELT conference registrations close in 1 week
6 December 2017

One week left to register for I-MELT, the International Conference on Models of Engaged Learning and Teaching.
11-13 December at the National Wine Centre Adelaide.

(note: endorsing universities have early-bird rates extended until 6 December)

Full program www.i-melt.edu.au/program

I hope to see you there.

John Willison
University of Adelaide

Further information john.willison@adelaide.edu.au


Vacancy - Lecturer: Bachelor of Indigenous Languages and Linguistics
Closing date for applications is Sunday 17 December 2017

Batchelor Institute is currently seeking a suitably qualified Lecturer - Bachelor of Indigenous Languages and Linguistics. The successful applicant will participate in the preparation and delivery of the Bachelor of Indigenous Languages and Linguistics (WINLL) and other related courses through a mix of on-line, face-to-face, and workshop teaching and learning, as well as management of student progression and administration requirements. 
The role is expected to contribute to and/or lead research projects and engage in scholarship in the field of Aboriginal & Torres Strait Islander Knowledges and Studies - one of the Institute's key research concentrations. This position requires experience in Higher Education course delivery as well as a PhD in General Linguistics. Other responsibilities include contributing to the management and operations of the Division.

Further information www.batchelor.edu.au/people/current-vacancies


Call for Proposals: 2018 University of Calgary Conference on Postsecondary Learning and Teaching
December 18, 2017

2018 University of Calgary Conference on Postsecondary Learning and Teaching
Students as Creators, Drivers, Innovators and Collaborators
May 1 - 2, 2018

DEADLINE EXTENDED: Call for Proposals 
Submit your proposal by December 18, 2017

Whom do we send into the world? A world that faces significant challenges and presents endless opportunities. As teachers, we now recognize that we need to nurture kind, informed and courageous individuals — innovators, creators, collaborators, producers, scholars, designers, builders — capable of understanding multiple perspectives and solving problems in order to drive positive, enduring change. Acknowledgement of this need has triggered a transformative shift in postsecondary education from “teaching” to “learning” in the last 25 years.

The Taylor Institute for Teaching and Learning invites all members of the academic community – students, academic staff, staff, and postdoctoral scholars to explore student-directed learning — and the scholarship, approaches, practices and issues that surround it — in the postsecondary context. We invite you to submit a session proposal for the 2018 University of Calgary Conference on Postsecondary Learning and Teaching, Students as Creators, Drivers, Innovators and Collaborators.

Further information http://www.ucalgary.ca/taylorinstitute/ticonf2018/


Call for abstracts of book chapters: Reimagining curriculum: spaces for disruption
31 March 2018

Editor: Lynn Quinn

Target audience: Academic developers and academic leaders (possibly some ‘mainstream’ lecturers). 

Purpose: The purpose of the book is for academic developers whose work includes curriculum development to share theoretical perspectives and practical ideas for ways in which academic developers (and academic leaders) can work in partnership with lecturers (and maybe students) to respond to the urgent calls for curriculum transformation and decolonisation. The book is intended to make a scholarly contribution to the theory and practice of curriculum development. 

Chapters can focus predominantly on curriculum theory or on curriculum practice (or both). However, even those that focus on practice need to be informed by scholarly thinking. 

Although many of the chapters may focus on a specific context (institutional or national), it is important for authors to point out how the ideas in the chapter could be applied in other contexts. 

Themes/ideas that could be examined in each chapter: 
• The idea of thinking differently – re-imagining ways of doing things
• The idea of academic developers creating ‘spaces for disruption’ of common-sense, taken for granted ways of designing curricula. 
• Broad definition of curriculum (includes pedagogy, assessment, who is taught and by whom they are taught)
• The centrality of context for curriculum decisions .

Some of these themes come from a previous volume which I edited entitled: Reimaging academic staff development: Spaces for disruption http://www.africansunmedia.co.za/Sun-e-Shop/Product-Details/tabid/78/Pro... which seems to be being read and cited quite widely. 

As soon as the book has been properly conceptualised (after abstracts have been submitted) I will start looking for a publisher. I am hoping to find an international publisher, but failing that a reputable SA publisher will be found. 

• 500 word abstract by end of March 2018 (submit to L.quinn@ru.ac.za)
• Book chapters due by end of July 2019 (6000 to 8000 words)

All authors will be asked to undertake peer reviews of colleagues’ chapters. 

Prof Lynn Quinn
Centre for Higher Education Research, Teaching and Learning
Rhodes University, South Africa 


Vale Dr Terry Hore
26 October 2017

Dr Terry Hore, who directed the Higher Education Advisory & Research Unit (HEARU) at Monash University from 1973 to 1994, died in Melbourne on 11 October, aged 85. Terry was an active member of HERDSA during the early years of the Society and contributed an oral history to HERDSA's "Making a Place: An oral history of academic development in Australia".

The following notice was originally published in Monash Memos:

Dr Terry Hore joined Monash in 1968, as a lecturer then senior lecturer on Education, before transferring to HEARU in 1973. The unit operated outside faculty structures, aiming to improve learning and teaching across the university, conduct research into all aspects of tertiary education, encourage long term planning, and disseminate research findings.

Apart from numerous evaluations and reports for internal clients, Dr Hore and his HEARU colleagues carried out and published notable research on the mature age student experience, reasons for full-time students disconlinuing their studies, drink driving and the effectiveness of alcohol education programs, and aspects of teacher-student interaction, including non-verbal communication.

Beyond Monash HEARU conducted intensive teaching methodology workshops for universities in Papua New Guinea, Indonesia and Thailand.

Born in Lancashire, England in 1932, Dr Hore trained as a teacher, specialising in physical education. He taught for three years at a school in southern England before coming to Victoria, Australia in 1960 as a field officer with the National Fitness Council.

At the University of Alberta Canada from 1964 to 1968, Hore worked as warden of a large residential hall, and a student counsellor, while completing a B.Ed (1965), M.Ed (1967) and Ph.D. (1968) in educational psychology

He became a registered psychologist in Alberta in 1965, and in Victoria in 1969, soon after he came to Monash.


Have thoughts about what makes online and on-campus learning meaningful (or not)?

We are looking for Australian university students and university teachers to help us identify practices and innovations that enrich learning experiences through completion of this short survey: https://lnkd.in/fJpJc7u

To participate you must be at least 18 years old and currently enrolled or teaching at a university, but anyone can share!

Please share the link with your networks - we are relying on snowball sampling to reach a wide national audience.

Prof James Arvanitakis 
Dean, Graduate Research School
Western Sydney University 

Dr Trina Jorre de St Jorre
Lecturer, Graduate Employability
Deakin University

Further information trina.j@deakin.edu.au


New NCSEHE publication: 'HEPPP Seven Years On'

The National Centre for Student Equity in Higher Education (NCSEHE) has just released the third in a series of case study publications showcasing Australia-wide HEPPP funded university initiatives, 'Higher Education Participation and Partnerships: Seven Years On'. 

Thirty-five Australian universities have contributed to this print and online publication which recognises the opportunities created for disadvantaged students with the support of HEPPP funded initiatives. 

Professor Sue Trinidad and Dr Nadine Zacharias note in their Preface:

“This latest review of initiatives to support widening access and participation is a timely contribution to further developing a progressive and equitable higher education system in Australia.”

“The HEPPP funded programs showcased in this publication illustrate the diversity of institutional responses to HEPPP as well as some clear themes that have been consistent over time. They are a celebration of what has been achieved and a reminder of what remains to be done.”

The digital version is available here: https://www.ncsehe.edu.au/higher-education-participation-and-partnership...

Please pass this on to interested colleagues, and contact the Centre at ncsehe@curtin.edu.au if you would like to receive a hard copy.

Further information https://www.ncsehe.edu.au/higher-education-participation-and-partnership...


Call for papers: Widening Participation and Lifelong Learning Special Issue

The journal Widening Participation and Lifelong Learning is seeking contributions for a special issue, the title is ‘Students from refugee and asylum seeker backgrounds: towards meaningful participation in higher education’.

Key dates and full details can be found in the call for papers document- https://unsw.us16.list-manage.com/track/click?u=082e75bd58ab43144a31a2b2...

Please note that we are particularly interested in receiving articles from/ co-authored by people with lived experiences of being a refugee or an asylum seeker, and practitioners who do not necessarily have academic backgrounds or hold academic roles. We will be offering writing mentorship to anyone who wants to contribute but does not have much experience with academic writing (see the timeline below) as part of our intention to disrupt existing exclusions around who can speak into powerful spaces like academic journals. 

For any clarification, please contact sally.baker@unsw.edu.au


Higher Education in the Headlines

Students take their time | TIM DODD | Australian Higher Education | 29 November, 2017
New data on university completion rates points to students taking longer to complete degrees rather than dropping out.

What Professors Can Learn About Teaching From Their Students | Beckie Supiano | Chronicle of Higher Education | 24 November, 2017
Some classroom observations and other assessments at the University of California at Merced can be especially valuable because of who’s performing them: undergraduates.

EU’s ‘Bologna 2.0’ vision threatens to leave UK behind | Jack Grove | Times Higher Education | Date, 2017
British universities face potential challenges if they are left outside the ‘Sorbonne process’, experts warn