Higher Education Research and Development Society of Australasia
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* Call for Nominations: HERDSA President
* 3 days to go!
* Announcement of HERDSA Grants Scheme: Call for Grant Proposals
* Latest issue of HERDSA Connect is now online
* Education for social justice: Public lecture by Professor Sue Ellis, University of Strathclyde
* Career Opportunity: Learning Advisor, Library Services at University of Southern Queensland
* Job Vacancies: Swinburne University of Technology
* Teaching and Learning in the Diverse Classroom: Free online course for anyone teaching in tertiary education
* Educational Development survey
* University Assessment, Learning and Teaching: New Research Directions for a Postdigital World
* Teaching and Learning Enquiry
* Reflection can be more than writing! A new scholarly practice guide is launched
* Call for Submissions: SoTL Around the World
* New online first articles in Higher Education Research and Development
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
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Call for Nominations: HERDSA President
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 2020 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 2021 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, Emeritus Professor Denise Chalmers [denise.chalmers@uwa.edu.au] or the HERDSA office manager, office@herdsa.org.au
The nominee, proposer and seconder MUST be HERDSA members and reside in the Australasian region
If more than one nomination is received, an election will be held.
The Nomination Form can be requested from HERDSA by emailing office@herdsa.org.au but it is not required that nominations must be on the nomination form. The following information must be included.
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 10, 2020
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3 days to go!
Abstract submissions close at midnight 7 February 2020 (AEST)
This is your last chance to submit an abstract for HERDSA 2020 Annual Conference. Don't miss out!
Further information: https://conference.herdsa.org.au/2020/abstracts/
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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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Latest issue of HERDSA Connect is now online
The latest issue of HERDSA Connect, Summer 2020, is now online at https://tinyurl.com/vsaw72x
Back issues are at http://herdsa.org.au/publications/herdsa-news and HERDSA Connect is on twitter at https://twitter.com/HerdsaNews
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Education for social justice: Public lecture by Professor Sue Ellis, University of Strathclyde
13 February
The National Centre for Student Equity in Higher Education (NCSEHE) is co-hosting Professor Sue Ellis for a public lecture on Thursday 13 February at Curtin University. Professor Ellis is Co-Director, Centre for Education and Social Policy at the University of Strathclyde and co-author of the influential Joseph Rowntree Foundation report on 'Closing The Attainment Gap In Scottish Education'.
Professor Ellis will draw on her work with teachers and communities in some of Scotland’s most deprived areas. The lecture will explore how the coordination of policy, practice and pedagogy can make a profound difference to the educational achievement of students in communities that are traditionally not noted for academic success.
This event is free and will be relevant to anyone who is concerned about social justice and equity.
Further information: https://www.ncsehe.edu.au/event/public-lecture-education-for-social-just...
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Career Opportunity: Learning Advisor, Library Services at University of Southern Queensland
Sunday 16 February 2020
The USQ Library supports the University’s commitment to the pursuit of excellence in learning, teaching, research and community service through the provision of high quality information services and environments. It is a partner in the educational, research and workplace achievements of the University. The Library provides a range of physical and virtual facilities and services, delivering information in a variety of formats and channels: online, print and face-to-face. Library Services’ programs are offered across three physical locations, Toowoomba, Ipswich, and Springfield with seventy-five percent of USQ students studying online or externally. Library Services reputation has been built on the principles of providing exceptional service and access to information.
A rewarding opportunity is currently available for a highly motivated Learning Advisor to deliver a range of support services, programs and resources for domestic and international undergraduate and postgraduate coursework students to enhance their academic study success.
Further information: https://www.usq.edu.au/about-usq/work-at-usq
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Job Vacancies: Swinburne University of Technology
Applications close at 5pm Wednesday 19 February 2020
Job Vacancy: Manager, Learning Technologies at Swinburne University of Technology
Swinburne University is seeking to appoint a Manager, Learning Technologies for the Learning Transformations Unit to support the transformative learning agenda by taking responsibility for our Learning Technologies activities and team. The Manager will build and maintain strong relationships with internal and external stakeholders, and working under direction, will develop, implement and review the strategy and governance of Learning Technologies. This will include working closely across learning design and technology domains, and providing broad oversight of the Learning Technology team.
For further information and a position description, go to : https://swinjobs.nga.net.au/?jati=7DEE663C-4106-67B7-7C5F-B6042F7B0ADD
Job Vacancy: Manager, Learning Design at Swinburne University of Technology
Swinburne University is seeking to appoint a Manager, Learning Design to provide learning design expertise and support for teaching staff in developing and integrating digital learning strategies and resources into students’ learning experiences, through a capability building approach, to achieve the objectives of the University’s Learning and Teaching strategy and the Swinburne 2025 Plan.
For further information and a position description, go to https://swinjobs.nga.net.au/?jati=991B79CB-B268-633D-9D8E-B6042F6C25C
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Teaching and Learning in the Diverse Classroom: Free online course for anyone teaching in tertiary education
February 17 - March 23, 2020
Cornell University’s Center for Teaching Innovation is offering a massive open online course (MOOC) for educators, Teaching & Learning in the Diverse Classroom, which guides instructors in exploring frameworks and strategies for building and sustaining inclusive learning environments. The course runs from February 17 – March 23, 2020 on edX.org.
U.S.-based and higher-education-centered, the five-week course is for anyone with teaching responsibilities, at any level of diversity expertise. Registration is open now (registration link: https://www.edx.org/course/teaching-learning-in-the-diverse-classroom).
The course features:
• compelling voices and stories from students and faculty
• opportunities to reflect on your own and students' social identities
• an introduction to key research on inclusion and student-centered learning
• emphasis on assessing your own course design through the lens of inclusion
• a learning community guide for forming a cohort at your institution.
Meet our instructors and learn about the course in this video (https://www.youtube.com/watch?v=UV30K7cCWBM&list=PLLFgUUk5Mc1EPdhcCaqqNJ...).
Please get in touch with questions at cornellcti@cornell.edu.
Further information: https://www.edx.org/course/teaching-learning-in-the-diverse-classroom
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Educational Development survey
15 March 2020
Dear colleagues,
We invite you to participate in a study of educational developers around the world. The short, anonymous survey will take approximately 10 minutes to complete.
If you are willing to participate, please click on the following link to complete the online consent form and access the
survey: https://www.surveymonkey.com/r/eddev2020
The survey remains open until 23:59 (Pacific Standard Time) on Sunday 15 March 2020.
Further details about the survey are given at the end of this message. We hope to present our initial findings at ICED 2020 in Zürich.
Thanks for giving this your consideration.
Best regards,
David A Green, PhD | Seattle University, WA, USA
Deandra Little, PhD | Elon University, NC, USA
FURTHER DETAILS
Definition:
EDUCATIONAL DEVELOPMENT (also known as academic or faculty development) is work focused on supporting university teachers to improve the quality of academic practice in higher education. This work might include improving learning and teaching, research practice, e-learning, academic leadership skills, organizational change, or other related areas.
Purpose:
We aim to identify ways in which the field of educational development and work as educational developers has changed since our previous survey in 2014, and to see what emerging or recurring issues ICED may wish to focus on in the coming years.
Ethics approval:
This study has been exempted by Seattle University’s Institutional Review Board. Full information is provided in the online consent form.
Further information: Deandra Little (dlittle@elon.edu)
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University Assessment, Learning and Teaching: New Research Directions for a Postdigital World
Call for papers close 23 March
To mark our fifth anniversary, Deakin University’s Centre for Research in Assessment and Digital Learning (CRADLE) is hosting a higher education research conference from 19 to 20 October 2020 in Melbourne. The conference aims to provide a focused forum for higher education research as a discipline. Cutting-edge conversations will centre around rigorous, high-quality conceptual and theoretical contributions exploring the future of higher education research in a postdigital age. Our keynote speakers are Professor Monika Nerland (University of Oslo) and Associate Professor Alyssa Wise (NYU).
We are calling for papers from researchers interested in conceptual, theoretical and empirical explorations of higher education in a postdigital world, aligned with CRADLE’s core themes:
• assessing for learning
• learning in a digital world
• learning through, and for, work.
We are particularly interested in research that advances theoretical, conceptual and methodological understandings. Categories: research papers, symposia, and rapid orals. See https://www.cradleconference2020.org/ for more details.
Further information: www.cradleconference2020.org
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Teaching and Learning Enquiry
As the journal of the International Society for the Scholarship of Teaching and Learning, Teaching & Learning Inquiry invites colleagues from regions or groups typically underrepresented in SoTL narratives to submit descriptions of SoTL from within their specific geographical, national, and/or regional contexts. The journal hopes to expand its representation of the diversity of SoTL experiences across the globe: SoTL’s origins and aims, the particularities of its practices and practitioners, and its successes and challenges. Any of the following prompts may guide such submissions:
What are the origins of SoTL in your context, and how has it developed or built on that foundation?
How does your geographical context (e.g., cultures, languages, histories, values) inform SoTL in your region? For example,
how SoTL is understood, interpreted or translated, conducted, received, and/or institutionalized
the most common areas of inquiry in SoTL
the roles of students in SoTL
how SoTL is made public
any theoretical approaches, frameworks, or models that are important for SoTL
how SoTL might expand
We hope this diverse representation and the resulting depth of understanding will facilitate substantive conversations about SoTL across a range of contexts.
We particularly invite submissions from areas where SoTL occurs in languages other than English, but in order to reach TLI readers, they will need to be written in (or translated into) English. These pieces, which may be short, may be submitted at any time, as they will be an ongoing feature in Teaching & Learning Inquiry.
We look forward to submissions to this ongoing feature,
The Teaching & Learning Inquiry Editorial Team
Co-Editors Nancy Chick & Katarina Mårtensson
Associate Editors Stephen Bloch-Schulman, Lucy Mercer-Mapstone, & Kelly Schrum
Further information: https://tlijournal.com/
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Reflection can be more than writing! A new scholarly practice guide is launched
Reflection for learning: a scholarly guide for educators is designed for those interested in supporting reflective practice for their students’ learning, and for their own learning and career development.
The guide is the work of the Reflection for Learning Circle (R4L), established in 2011 and comprising a transdisciplinary team of academics passionate about reflective practice. Associate Professor Marina Harvey,Director of Academic Development Services at the University of New South Wales (UNSW), together with Kate Lloyd, Kath McLachlan, Anne-Louise Semple and Greg Walkenden from Macquarie University, have created the guide to:
· introduce a spectrum of approaches to reflective practice spanning analytical, personalistic, critical and creative disciplines, and
· consider the scholarship underpinning good reflective practice in higher education.
Download the guide.
Further information: https://www.advance-he.ac.uk/knowledge-hub/reflection-learning-scholarly...
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Call for Submissions: SoTL Around the World
As the journal of the International Society for the Scholarship of Teaching and Learning, Teaching & Learning Inquiry invites colleagues from regions or groups typically underrepresented in SoTL narratives to submit descriptions of SoTL from within their specific geographical, national, and/or regional contexts. The journal hopes to expand its representation of the diversity of SoTL experiences across the globe: SoTL’s origins and aims, the particularities of its practices and practitioners, and its successes and challenges. Any of the following prompts may guide such submissions:
- What are the origins of SoTL in your context, and how has it developed or built on that foundation?
- How does your geographical context (e.g., cultures, languages, histories, values) inform SoTL in your region? For example,
- how SoTL is understood, interpreted or translated, conducted, received, and/or institutionalised
- the most common areas of inquiry in SoTL
- the roles of students in SoTL
- how SoTL is made public
- any theoretical approaches, frameworks, or models that are important for SoTL
- how SoTL might expand
We hope this diverse representation and the resulting depth of understanding will facilitate substantive conversations about SoTL across a range of contexts.
We particularly invite submissions from areas where SoTL occurs in languages other than English, but in order to reach TLI readers, they will need to be written in (or translated into) English. These pieces, which may be short, may be submitted at any time, as they will be an ongoing feature in Teaching & Learning Inquiry.
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New online first articles in Higher Education Research and Development
Safe but not safe: LGBTTIQA+ students’ experiences of a university campus, Louisa Allen, Lucy Cowie & John Fenaughty, https://doi.org/10.1080/07294360.2019.1706453
Gender differences in the Australian undergraduate STEM student experience: a systematic review, Camilla R. Fisher, Christopher D. Thompson & Rowan H. Brookes, https://doi.org/10.1080/07294360.2020.1721441
UK university part-time higher education: a corpus-assisted discourse analysis of undergraduate prospectuses, Adam Matthews & Ben Kotzee, https://doi.org/10.1080/07294360.2020.1713730
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