HERDSA Notices 22 January 2020

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* Announcement of HERDSA Grants Scheme: Call for Grant Proposal
* ICED 2020 conference - second call for submissions
* Job vacancies at Centre for Innovation in Learning and Teaching Flinders University
* Second PHELC Symposium: Assessment for Large Classes
* Final Call for Papers in Special Issue ‘Advancing Non-Placement WIL Across the Curriculum’
* International Students as Partners Institute (ISaPI) 20-22 May 2020
* Women's Inclusion in Research Evaluation and the Impact Agenda
* Making news
* 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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Announcement of HERDSA Grants Scheme: Call for Grant Proposal
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: Further information: https://www.herdsa.org.au/herdsa-grants-scheme

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ICED 2020 conference - second call for submissions
3rd February 2020

REMINDER: the Second Call for ICED 2020 conference submissions closes at midnight CET (Central European Time) on 3 February 2020! ←

We invite abstract submissions for one of the following presentation formats:

• Presentations for parallel sessions (30 minutes)
• Workshops (90 minutes)
• Panel discussions (90 minutes)
• Posters
• New: Digital presentations (<20 minutes)

Please note the additional “Digital Presentations” format. For conference sub-themes, further information on the submission process and the submission link please see http://iced2020.ch/call/ .

We ask you kindly to disseminate this message to any other interested persons.

Sincerely,
(On behalf of the ICED 2020 organisation committee)
Katherine Hahn

→ Are you on Twitter? Help us spread the word by following @2020iced for the latest announcements. ←

Further information: katherine.hahn@let.ethz.ch

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Job vacancies at Centre for Innovation in Learning and Teaching Flinders University
All applications close February 3, 2020

Centre for Innovation in Learning and Teaching (Flinders University) has a number of positions available across academic development and student learning support areas.

Associate Director, Student Learning Support Service (Teaching Specialist - Academic)

A continuing, full time position (Academic Level D), the Associate Director, Student Learning Support Service is a Teaching Specialist (Academic) position with a primary focus on teaching and teaching-related activities and the leadership of the University’s Student Learning Support Service.

Academic Developer (Teaching Specialist - Academic)

A continuing, full time position (Academic Level B) with a primary focus on teaching and teaching-related activities, support for curriculum development and teaching which supports student learning, and the development of teaching skills of academic staff.

Student Learning Advisor (Teaching Specialist - Academic)

A continuing, full time position (Academic Level B) with a primary focus on teaching and teaching-related activities and on development and delivery of excellent student learning support. Visit Jobs @ Flinders.

Associate Student Learning Advisor (Teaching Specialist - Academic)

A continuing, full time position (Academic Level A) with a primary focus on teaching and teaching-related activities and the development and delivery of excellent student learning support.

English Language Coordinator

A continuing, full time position (HEO 8) this position is responsible for coordinating the delivery of high quality, contemporary and evidence-based English Language support programs which enhance students’ ability to achieve success in their studies.

Student Learning Support Coordinator

A continuing, full time position (HEO 8) this position is responsible for coordinating the delivery of student learning support programs which enhance students’ ability to achieve success in their studies.

For further details: https://jobs.flinders.edu.au/

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Second PHELC Symposium: Assessment for Large Classes
Call for papers deadline - 7th February 2020

We are writing to inform you of a forthcoming special interest pre-conference symposium at the Higher Education Advances (HEAd) conference (headconf.org)taking place at the Polytechnic University of Valencia, Spain in June 2020.

The special interest symposium is entitled Assessment for Large Classes and takes place on 2nd June 2020, between 13:30 and 18:00

It is organised by PHELC (Pedagogy for Higher Education Large Classes). The first PHELC symposium took place at last year's HEAd Conference in Valencia - Published proceedings available at https://zenodo.org/communities/phelc/?page=1&size=20

The call for submissions for the 2020 symposium is now open (deadline 7 Feb). Full details re submission and/or registration are outlined on the PHELC website.
The organisers are Ann Marie Farrell and Dr Anna Logan, School of Inclusive and Special Education, IoE, Dublin City University.
If you require further information, please contact us at annmarie.farrell@dcu.ie or anna.logan@dcu.ie
We would be grateful if you would forward this email to colleagues in other higher education institutions for whom this may be of interest. Please tweet also ... #PHELCprofessors @PHELCprofessors

Further information: https://sites.google.com/dcu.ie/phelc

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Final Call for Papers in Special Issue ‘Advancing Non-Placement WIL Across the Curriculum’
12th February 2020

In recent years, WIL activity has extended beyond just placement to include a range of simulated, authentic or industry-based activities. While these non-placement learning activities are growing, the research that underscores their utility, innovation and evaluation presents an opportunity for further investigation. By focusing on research that specifically advances non-placement WIL, this special issue seeks to contribute to a broad understanding of WIL, and the diverse and innovative teaching and learning practices designed to build student career readiness. Examples may include (but not limited to) program evaluation, analysis of student learning, larger scale research projects, or industry partner perspectives relative to:

• Authentic industry projects
• Simulations
• Field work
• Creative studio work
• Digitally enabled WIL
• Other non-placement WIL experiences

We welcome authors to contact the guest editors to discuss the appropriateness of other topics related to the themes of this special issue. Submit your paper to this Special Issue by 12th February 2020.

Guest Editors: Bonnie Amelia Dean* bonnie_dean@uow.edu.au , Venkata Yanamandram* venkaty@uow.edu.au and Michelle Eady * meady@uow.edu.au

Further information: https://ro.uow.edu.au/jutlp/latestnews.html

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International Students as Partners Institute (ISaPI) 20-22 May 2020

NB. The website for this event has been updated since the first call for participants was distributed last November. It now includes, for example, details for registration, the biographies of the facilitators, and a list of hotel accommodations. Remember the closing date for applications for the Change Institute is 24 February. The early bird registration for workshops and those accepted for the Change Institute is open until 3rd April.

The highly successful International Students as Partners Institute (ISaPI) will be held for the 5th time at McMaster University, Ontario, Canada (approx. 45 min south of Toronto Airport) from 20-22 May 2020. 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. The activities will be facilitated by a highly experienced international team of staff/faculty and students. Delegates may participate either in a series of workshops or the Change Institute:

• 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 a series of interactive workshops over three days, 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 three day ‘Change Institute’ at which they’ll develop a ‘students as partners’ initiative that they plan to implement in the coming year.

For further details about the change institute application process please go to: https://tinyurl.com/yzsvg6g2 Information on fees and registration can be found here: https://tinyurl.com/yzclxmok. Follow @McMaster_MI_SaP and #ISaPI20 on twitter for further updates.

Over 350 staff/faculty and students have participated in the last four years in roughly equal numbers.

Comments on the workshops:
• Thanks for this most challenging and rewarding experience, a very inspiring three days!
• The best thing about the Institute was having a chance to work with students and teachers from around the world and seeing the way they do things at their universities was really enlightening.
• Overall, I found the institute to be an eye-opening experience. As a student, it allowed me to learn from perspectives of those that I don’t often hear from (professors, educational developers, curriculum developers), and provided me with a growing sense of agency over my own education.

Comments on the Change Institute:
• Allowed our group to be surrounded with creative institutions and engage in conversations
• New ideas that will help us to sustain and mature our project
• We have now combined our enthusiasm with concrete plans, and we are now able to make real progress

Key Dates & Deadlines
• 2 December 2020: Registration for workshops open on a first come, first served basis.
• 24 February 2020: Change Institute applications due (Apply Here!)
• 9 March 2020: Change Institute teams notified of acceptance
• 3 April 2020: Early Bird Registration deadline
• 6 May 2020: Regular Registration deadline
• 20-22 May 2020: Institute held

Please direct any questions about the event to mi_sap@mcmaster.ca

Further information: https://macblog.mcmaster.ca/summer-institute/

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Women's Inclusion in Research Evaluation and the Impact Agenda

Dear Colleagues,

I would like to introduce myself, and my colleague Dr Julie Davies. Together we are doing some very exciting research on women's inclusion in research evaluation exercises and in the research impact agenda, primarily in the UK, but we believe it is and will be of interest, in the Australian context also. We're also keen to find collaborators and build our network in Australia.

Please see a recent paper on our work:
https://onlinelibrary.wiley.com/doi/epdf/10.1111/gwao.12409

For a quick summary:
https://www.natureindex.com/news-blog/women-left-out-of-impact-assessments

If you have any questions about our work or would like any further information, please don't hesitate to contact myself or indeed Julie. You can also follow us on twitter: @EmilyYarrow1 and @JulieDaviesUK and we'd love to be in touch.

Thank you and best regards,

Dr Emily Yarrow

Further information: https://onlinelibrary.wiley.com/doi/epdf/10.1111/gwao.12409

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Making news

Finishing isn’t everything, says dropout study: a ‘deficit-centric discourse’ is obscuring the benefits of partially completed courses, Australian research finds, John Ross, Times Higher Education, https://www.timeshighereducation.com/news/finishing-isnt-everything-says....

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New online first articles in Higher Education Research and Development

Higher education inclusivity: when the disability enriches the university, Anabel Moriña, Marta Sandoval & Fuensanta Carnerero, https://doi.org/10.1080/07294360.2020.1712676

Crossing the ‘bridges’ and navigating the ‘learning gaps’: Chinese students learning across two systems in a transnational higher education programme, Kun Dai, Kelly E. Matthews & Peter Renshaw, https://doi.org/10.1080/07294360.2020.1713731

Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study, Lina Xue, Bart Rienties, Wim Van Petegem & Astrid van Wieringen, https://doi.org/10.1080/07294360.2020.1712679