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BEGIN:VEVENT
DTSTART;VALUE=DATE:20221123
DTEND;VALUE=DATE:20221126
DTSTAMP:20220411T220631Z
CREATED:20220411T220631Z
LAST-MODIFIED:20220411T220631Z
UID:1477-1669161600-1669420799@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Educational Research Association (SERA) Conference 2022
DESCRIPTION:[From the website] \nThe SERA Annual conference is an important event for the educational research community in Scotland. The three-day conference\, to be held at the Ayr campus of the University of the West of Scotland (UWS) invites researchers and practitioners working in Scottish and international research contexts to share their insights under the theme of Reconnecting educational research\, policy\, and practice. Contributions discussing new research possibilities\, new forms of contexts for learning\, and new types of collaboration among academics and practitioners are welcomed. \n\n\nSERA Conference 2022 – Conference strands\n\n\n\nKey organizing strands for this year’s SERA conference will include: \nSocial Justice and Inclusion: How might education reach out to all? How might education respond to the challenge of competition\, distribution\, and access to educational services supporting our communities? Is the gender divide in education increasing? How might education foster awareness that our lives depend on the natural environments and that ecology can only be achieved through equity? How might we learn to live peacefully with one another within the limits of the Earth supporting us? \nProfessional and Vocational Learning (including teacher education and higher education): What new challenges in workspaces and practices are impacting on professional and vocational learning? How is knowledge generated and shared in occupational and professional contexts and across professional boundaries? How might professional education and development be reconceptualised? How are inter-professional work practices shaping new demands for pedagogical response? What new possibilities could be explored around leadership “education”? \nPolicy and Education: How might policy at global\, national\, and local levels shape education and lifelong learning? How might educational actors (regardless of sector) respond to\, and inform policy directions? How might new partnerships enhance or inhibit educational initiatives and the mobilization of research? \nCurriculum: How might curriculum engage with a constantly changing and evolving world? To what extent might the curriculum support interdisciplinary learning and reflection on key themes of human development? What insights might be gleaned from different theoretical perspective on curriculum? How might educational practitioners engage with the process of curriculum reform? \nAssessment and Evaluation: In what ways might national testing/assessment evidence be used to improve educational attainment in the short term? What issues might arise from national and international testing/assessment regimes? \nDigital Learning: How might the infusion of new technologies impact learning experiences in/out of formal educational settings? What new spaces are emerging to enable more sustainable forms of pedagogy and learning? How might the open education movement support or inhibit inclusion/exclusion locally and globally? \nInnovative Research Methods: What challenges face educational researchers and how might new research methods innovate in response? What new questions need to be asked and examined? How might different theoretical perspectives and paradigms create openings for new questions\, new forms of research\, and offer critical insights? How might more innovative research methods contribute to supporting learning and change in challenging times and spaces? \n\n\n\n\n\n\nSERA Submission Dates\n\nCall for proposals opens Friday 25th March 2022.\nAll proposals to be sent to conference@gmail.com by Friday 6th May 2022.\nPeer review of abstracts will be completed by the end of June 2022.\nNotification of acceptance will be given on or before week beginning 11th July 2022.\n\nSERA Conference registration arrangements\nSERA Conference registration will open at the beginning of May and will be available at https://www.sera.ac.uk/conference/how-to-book/
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-educational-research-association-sera-conference-2022/
LOCATION:University of the West of Scotland: Ayr Campus\, Ayr\, United Kingdom
CATEGORIES:Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SERA-banner.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220608
DTEND;VALUE=DATE:20220610
DTSTAMP:20220411T224745Z
CREATED:20220608T000000Z
LAST-MODIFIED:20220411T224745Z
UID:1493-1654646400-1654819199@cher.wp.st-andrews.ac.uk
SUMMARY:Enhancement Conference 2022 [Hybrid]: Resilient Learning Communities - inclusive\, flexible\, and accessible
DESCRIPTION:[From the Website] \nQAA Scotland’s Enhancement Conference\, the UK’s largest dedicated to learning and teaching and the student experience\, will be held in Glasgow on 8 and 9 June 2022. For the first time\, the conference will take place in a hybrid format\, with the opportunity to attend in person (subject to guidance) or watch online. \nWe are expecting at least 300-500 delegates\, including students and staff from across our universities and colleges\, from both academic and student support roles. \nCONFERENCE PROGRAMME\n  \nThe programme features a refreshing and versatile mix of live and pre-prepared content to allow both synchronous and asynchronous engagement. It features a range of speakers and activities relating to our current Enhancement Theme\, Resilient Learning Communities\, following two main strands: \nDay 1 – Equality\, Diversity and Inclusion\n\nLearners have a wide range of characteristics\, experience\, needs and expectations. How do we support our diverse learning communities in 2022 and beyond\, ensuring that individual learners have equity of opportunity and that all learning environments are inclusive? \nDay 2 – Flexible and Accessible Learning \nFlexible and accessible approaches to learning and teaching\, as well as flexible pathways into and through higher education are more important than ever recognising individual learner journeys across students lifetimes. The pandemic has accelerated changes across the sector faster than ever before. What changes are here to stay and what can be improved? \nVisit the event booking site for the full conference programme: \nDay 1 programme\nDay 2 programme \nCONFERENCE REGISTRATION\n  \nOur hybrid conference programme offers the opportunity to attend in person\, or participate digitally with all of the plenary sessions and many other sessions streaming live on the conference platform. \nDelegates are able to attend in person (subject to capacity) for one or both days\, or can participate in the conference online on one or both days. Please note that due to restrictions\, in-person places are limited and available on a first-come first-served basis. \nTo enable us to be equitable in the distribution of conference spaces\, we are asking that delegates register for each day separately. \nWe know that will take you a few minutes longer\, but it does allow us to offer places across the conference programme to meet the needs of delegates who can only attend in person or online for part of the time. \nDay 1 registration\nDay 2 registration \nIf you have any questions\, please email the QAA Scotland team.
URL:https://cher.wp.st-andrews.ac.uk/event/enhancement-conference-2022-hybrid-resilient-learning-communities-inclusive-flexible-and-accessible/
LOCATION:thestudio Glasgow\, 67 Hope Street\, Glasgow\, United Kingdom
CATEGORIES:Conference,Online,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/02/Enhancement-Themes2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220506
DTEND;VALUE=DATE:20220507
DTSTAMP:20220411T214738Z
CREATED:20220411T214738Z
LAST-MODIFIED:20220411T214738Z
UID:1474-1651795200-1651881599@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Educational Research Association (SERA) Conference 2022: Call for Papers
DESCRIPTION:[From the website] \nThe SERA Annual conference is an important event for the educational research community in Scotland. The three-day conference\, to be held at the Ayr campus of the University of the West of Scotland (UWS) invites researchers and practitioners working in Scottish and international research contexts to share their insights under the theme of Reconnecting educational research\, policy\, and practice. Contributions discussing new research possibilities\, new forms of contexts for learning\, and new types of collaboration among academics and practitioners are welcomed. \n  \n\n\nSERA Conference 2022 – Call for papers\n\n\n\nThe conference will accept individual papers\, short presentations\, symposia\, poster presentations\, as well as suggestions for roundtable discussions and workshops. \nDownload: SERA Conference 2022 – Call for Papers \nIndividual papers and poster presentations\nIndividual papers and poster proposals require a 250-word abstract. Please note that authors must identify the theme (above) that their abstract addresses. Abstracts should include: \n\ntheme (best fit from the list above);\ntitle of paper;\nauthor name(s)\, affiliation(s)\, contact email address;\n4 keywords.\n\nThe abstract should be structured to cover: \n\naims;\nmethods;\nmain findings;\n\nEach paper will be allocated a 20-minute slot (Fifteen minutes to present with five minutes for questions). Please note: You are allowed to submit as many abstracts as practical but normally each person is limited to two presentations within the conference. \nShort presentations\nA short presentation is an engaging and highly visual presentation of 15 slides for a maximum of 20 seconds each (300 seconds or five minutes in total). The format keeps presentations concise and fast-paced and is useful when wanting to highlight key points\, pose questions\, present evocative insights\, and/or share research in-progress efficiently. \nShort proposals require a 250-word abstract. Please note that authors must identify the theme (above) that their abstract addresses. Abstracts should include: \n\ntheme (best fit from the list above);\ntitle of paper;\nname(s)\, affiliation(s)\, contact\nemail address;\n4 keywords.\n\nThe abstract should be structured to cover \n\naims;\nmethods;\nmain findings;\n\nSymposia\nProposals for self-organised symposium are welcome. A symposium is a planned event lasting 60 minutes with between two and four individual contributions on a theme. Symposia organisers are free to decide on how their symposium is run. They should provide a chairperson who will introduce the session and highlight relationships amongst the contributions. Symposia organizers should also provide a discussant to offer a critique of the whole symposium. The contact person identified on the proposal must act as a link between the conference organizers and other contributors. Proposals should include: \n\ntitle of symposium;\nname(s)\, affiliation(s)\, contact email address of the symposium organiser;\nname of chairperson/discussant;\nan outline of 200 words describing the purpose of symposium and relationship between papers.\nsymposium presenters;\n250-word abstracts for each paper in the symposium\, including: title of paper\, name(s)\, affiliation(s)\, contact email address\, 4 keywords.\n\nEach abstract should be structured to cover \n\naims;\nmethods;\nmain findings;\n\nWorkshops and Round tables\nWorkshops and round tables will be scheduled as 60-minute events. Proposals for workshops should include the design and delivery of a learning activity that engages participants directly both in experience and subsequent reflection. Workshop proposals can centre on the analysis of a research methodology/approach or a teaching and learning method. A descriptor of 250 words should include: \n\ntheme (best fit from the list above);\ntitle\,\nname(s)\, affiliation(s)\, contact email address for the organiser\n4 keywords;\nrationale and/or theoretical background;\naims and methods of the proposed activity.\n\nProposals for round tables will indicate the theme to be discussed by a range of stakeholders sharing a range of views and experiences. Cross-cutting themes that \nare of interest to a range of educational stakeholders. \nPerformance/Arts-based Sessions\nA performance-based or arts-based session aims to involve participants to work \nexperientially to explore and to reflect on a particular theme. All forms of performance-based activities (i.e. spoken word poetry or narratives\, oral storytelling\, art forms (including paintings\, drawings\, sculpture\, etc.)\, drama\, dance\, walking\, digital multimedia presentations\, etc.) are welcome. A descriptor of 250 words should include: \n\ntheme (best fit from the list above);\ntitle\, name(s); affiliation(s)\, contact email address;\nindication about spaces\, any special equipment that might be required and maximum number of participants.\n\nPrizes and awards\nRapid-thesis competition \nThis year\, SERA will hold a Rapid thesis competition. SERA welcome applications from masters and doctoral students\, at any stage of study. Participants will be asked to present their dissertation or thesis verbally in three minutes to an audience with the help of one static PowerPoint slide. Presentations will be judged on comprehension\, engagement\, and communication style. First prize will be awarded to the most effective presentation. \nThere are many benefits to squeezing your thesis into a rapid-thesis 3-minute presentation. It challenges students to consolidate and communicate complex ideas in a creative succinct manner\, which requires in-depth knowledge of the research and its relevance to education. It is also lot of fun\, and great preparation for what is the most commonly asked first viva question! \nTo apply\, please send your name\, email address\, area of research\, course\, university and title of your presentation to sera.conference@gmail.com. Please include “rapid-thesis competition” in the subject line and clearly indicate in your email that you intend to participate in the ‘rapid thesis competition’. \n\nSERA Submission Dates\n\nCall for proposals opens Friday 25th March 2022.\nAll proposals to be sent to conference@gmail.com by Friday 6th May 2022.\nPeer review of abstracts will be completed by the end of June 2022.\nNotification of acceptance will be given on or before week beginning 11th July 2022.\n\nSERA Conference registration arrangements\nSERA Conference registration will open at the beginning of May and will be available at https://www.sera.ac.uk/conference/how-to-book/
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-educational-research-association-sera-conference-2022-call-for-papers/
LOCATION:University of the West of Scotland: Ayr Campus\, Ayr\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SERA-banner.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200825
DTEND;VALUE=DATE:20200829
DTSTAMP:20200422T211432Z
CREATED:20190923T171828Z
LAST-MODIFIED:20200422T211432Z
UID:515-1598313600-1598659199@cher.wp.st-andrews.ac.uk
SUMMARY:CANCELLED: European Conference on Educational Research (Glasgow)
DESCRIPTION:UPDATE:\nhttps://eera-ecer.de/news/cancelation-of-ecer-2020/\n\n\nConference Theme: Educational Research (Re)connecting Communities\n\n\n\n\n\n\n\n\n\n\nMain Content \n\n\n\n\n\n\nThe ECER 2020 in Glasgow intends to interrogate the capacity of educational research to address the complexity of the challenges that are encountered in connecting and reconnecting communities in contemporary Europe. \nThe concept of community is a complex one open to many different\, and often contradictory\, interpretations and operationalisations. As citizens and researchers we are members of a diverse range of often overlapping communities at local\, national\, international\, disciplinary and institutional levels. How we choose to conceptualise community and how this interacts with the views and values of researchers and practitioners is at the heart of many strands of educational research.  The diverse web of relationships and meanings that link education and community is reflected in valuable and socially relevant educational research that has generative potential to address the challenges of (re)connecting communities. \nIn this context\, it can be argued that education and educational research have the potential to help make sense of what is happening in Europe and the communities of Europe. They might also provide resources to think in a different way\, and possibly\, generate resources to imagine solutions to fractures in communities. These fractures include: fragmentation\, anti-intellectualism and mistrust of establishments\, institutions and politicians. The threat of fragmentation can be perceived in the debates about nationalism in Europe and Brexit in the UK. These debates have relied on simplistic binary positions that have arguably led to unwelcome divisions and are closing down communities. There is a rise in anti-intellectualism in public life and a deep-rooted mistrust of establishments\, institutions and of politicians in many communities. Education and educational research challenge these narratives and offer alternatives that contribute to the building of a ‘social Europe’ that prioritises the needs of citizens\, acknowledges importance of emerging reconceptualisations of the nature of citizenship and identity driven by increasing diversity\, the emergence of digital technologies\, the fragmentation of traditional social structures and the recognition of centrality of educational communities to the rebuilding of a shared social space. \nECER 2020 suggests that the role of educational research is to establish the position or place of education in the recurrent debates and tensions between the local and global dimensions of life and help to connect and reconnect communities. Participants are invited to interrogate this contention\, in order to examine the potential of educational research to (re)connect communities across Europe and beyond. \n\n\nECER Venue University of Glasgow\n\n\n\n\n\n\n\n\n\n\nECER 2020 will take place on the beautiful Gilmorehill Campus of the University of Glasgow. \nFounded in 1451\, the University of Glasgow is the fourth oldest university in the English-speaking world. Today our University is ranked in the top 1% of the world’s universities\, welcoming over 25\,000 undergraduate and postgraduate students from 140 countries worldwide. \nWidely recognised as one of the most stunning campuses in the UK\, Gilmorehill in the vibrant West End of the city\, boasts one of Glasgow’s most famous landmarks\, the University tower which sits at the heart of our campus along with the iconic Cloisters and quadrangles.
URL:https://cher.wp.st-andrews.ac.uk/event/european-conference-on-educational-research-glasgow/
LOCATION:Gilmorehill Campus of the University of Glasgow\, University Avenue\, Glasgow\, G12 8QQ\, United Kingdom
CATEGORIES:Conference,International,Regional
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200824
DTEND;VALUE=DATE:20200828
DTSTAMP:20200825T232425Z
CREATED:20200825T232402Z
LAST-MODIFIED:20200825T232425Z
UID:833-1598227200-1598572799@cher.wp.st-andrews.ac.uk
SUMMARY:'Reconnecting EERA' 23 - 28 August Online
DESCRIPTION:EERA President Joe O’Hara on ‘Reconnecting EERA’\nWhy the title ‘Reconnecting EERA’?\nAs part of its ongoing commitment to providing opportunities for educational researchers throughout Europe and beyond to share their work\, ideas and experiences\, EERA is organising a week of online events in August 2020. The title chosen for this series of events is ‘Reconnecting EERA” and it is one that seeks to connect to the theme of the sadly canceled ECER 2020 in Glasgow. It also recognises the need for a focal point for the different constituencies that make up EERA – Networks\, National Associations\, EERJ etc which will allow them to maintain the conversation that is at the heart of the work of the Association. \nWhat will be happening during the week?\nAt the centre of the ‘Reconnecting EERA’ week will be a series of recorded presentations by the ECER 2020 keynote speakers. These will be streamed throughout the week and on Friday a live Keynote Panel discussion hosted by the EERA President and including all participating keynotes will be held. In addition to these presentations and conversations\, EERA networks will host a series of seminars and other online fora throughout the week. EERA hopes that these events will provide a platform for educational researchers to engage with new ideas\, connect with EERA and its networks and ultimately to continue the process of engaging in research for the benefit of society. \nAll are welcome\, and all events are free of charge. \nSee details here: https://eera-ecer.de/ecer-2020-glasgow/reconnecting-eera-23-28-august-online/
URL:https://cher.wp.st-andrews.ac.uk/event/online-european-conference-on-educational-research/
LOCATION:Online Webinar\, United Kingdom
CATEGORIES:Conference,International,Regional
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200402
DTEND;VALUE=DATE:20200404
DTSTAMP:20191013T132045Z
CREATED:20191007T095240Z
LAST-MODIFIED:20191013T132045Z
UID:532-1585785600-1585958399@cher.wp.st-andrews.ac.uk
SUMMARY:SEDA Teaching\, Learning and Assessment Conference 2020
DESCRIPTION:Rethinking the Remit of the University in Uncertain Times\nContext and themes\nIn an age of supercomplexity\, a new epistemology for the university awaits\, one that is open\, bold\, engaging\, accessible\, and conscious of its own insecurity. It is an epistemology for living amid uncertainty. (Barnett\, 2000: 420) (1) \nThis quotation\, by Ron Barnett at the turn of the century\, is an important one to revisit twenty years on. It is an appropriate starting point for this conference which will explore how we have been able to ‘live amid uncertainty’\, if indeed we have. We need to examine whether/how we have been ‘bold\, engaging\, accessible’ as well as probing ongoing questions of academic identities as we are increasingly held accountable by media and society. Quality\, freedom of speech\, wellbeing and metrics dominate headlines but how much do these headlines really shape the ‘business’ of ‘being’ in a university?\n\nMany of these headlines from the media – both social and broadcast – adopt a critical or negative stance. A sample of recent UK media reports illustrates some of the issues which this conference can address:\n\n\nthe quality and focus of undergraduate degrees\, challenging the Education Secretary’s evaluation of “’low-value low quality degrees’” (2) and the continuing characterisations of ‘Mickey Mouse degrees’. (3).\nfreedom of speech on university campuses\, with obvious implications for the development of students’ critical skills. Complaints of online abuse have fueled suggestions that “critical thinking is becoming an unwanted skill.” (4)\n‘spiraling grade inflation’ (5\, 9)\, following the OfS reporting a “significant unexplained increase in first-class degree awards” (6).\nincreasing debates about student well-being and mental health (7) alongside accounts of “the crippling stress university lecturers face” (8).\n\nThis conference will enable delegates to demonstrate through research and innovation how we (Institutions and individuals) can rise to these challenges and respond to them.\n\nSome challenges may be especially important. For example\, the rising diversity of students across the board is a very positive challenge to have. This has implications for offering flexible learner pathways\, supporting students from a variety of backgrounds\, and demands a more acute awareness of student transitions. And we cannot ignore the ways in which technology is disrupting many taken-for-granted approaches to research and teaching as well as providing opportunities for more flexible approaches to teaching and learning.\n\nPerhaps the most fundamental question is how we define and/or measure the value of undergraduate and postgraduate degrees. For example\, recent changes to the TEF metrics place increased emphasis on career and employment outcomes as opposed to other outcomes/values of university education.\n\n\nAnd so this conference will focus on what a university education could/should achieve and what we need to do to confront and resolve these questions.\n\nThe conference will be useful for all staff involved in some level of academic development at higher education\, whether as individual academic\, course/programme leader\, learning developer\, learning technologist\, library professional and/or member of an educational development unit or service.\n\nThanks to the collaboration between SEDA and SHED (Scottish Higher Education Developers)\, this conference also provides a unique opportunity to compare policies and practice across the UK and learn from others’ experience.\n\nProposals are invited\nWithin the general theme and more specific issues identified above\, we welcome proposals from HE (and HE in FE) which analyse/demonstrate/explain how we can best meet current and likely future challenges. Proposals should focus on innovation/developments and/or evaluation/research in one or more of the following areas:\n\n\n\nProgramme design\nModule and learning design\nCourse/programme assessment and feedback strategies/initiatives\nProfessional development for staff\nLearning and mobile technologies\nDigital capability and institutional support\nCurriculum leadership and staff roles\nInitiatives relating to student and staff ‘wellbeing’\nEffective pedagogy/support for students with Specific Learning Difficulties\nApprenticeships\nDevelopment of students’ critical abilities and capacities\nChanging student perceptions about the nature and value of university education\nTransnational/online education\nLearning analytics\nStaff/student partnerships\nWidening participation\n\n\nReferences\n\n\n\n1. Barnett\, R. Higher Education (2000) 40: 409. \nhttps://doi.org/10.1023/A:1004159513741 \n2. Quoted in iNews\, 23/5/2019.  \nhttps://inews.co.uk/news/education/damian-hinds-low-value-low-quality-universities/ \n3. For example\, see the article in iNews\, 12/8/2019. \nhttps://inews.co.uk/news/education/a-levels-2019-science-grades-subjects/ \n4. See article in THE\, 2410\, 30 May- 5 June 2019\, p.24 \nhttps://www.timeshighereducation.com/opinion/are-these-dying-days-genuine-liberal-arts-education \n5. Reported on BBC News\, 11/7/2019 \nhttps://www.bbc.co.uk/news/education-48951653 \n6. Report available from Office for Students \nhttps://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/universities-must-get-to-grips-with-spiralling-grade-inflation/ \n7. See recent work by Jisc which both summarises problems and offers potential solutions \nhttps://www.jisc.ac.uk/news/can-we-tackle-the-student-mental-health-challenge-using-data-analytics-13-mar-2019 \n8. Quoted by Wales Online\, 18/11/2018 \nhttps://www.walesonline.co.uk/news/wales-news/overworked-undervalued-crippling-stress-university-15422303 \n9. See article in New Statesman\, 21/8/2019 \nhttps://www.newstatesman.com/politics/education/2019/08/great-university-con-how-british-degree-lost-its-value
URL:https://cher.wp.st-andrews.ac.uk/event/seda-teaching-learning-and-assessment-conference-2020/
LOCATION:Radisson Blu Glasgow
CATEGORIES:Conference,Local,Regional,UK
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/SEDA-site-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200401
DTEND;VALUE=DATE:20200402
DTSTAMP:20200116T125334Z
CREATED:20200116T125334Z
LAST-MODIFIED:20200116T125334Z
UID:627-1585699200-1585785599@cher.wp.st-andrews.ac.uk
SUMMARY:QAA Focus on Technology Enhanced Learning (Glasgow)
DESCRIPTION:QAA Scotland’s Focus On projects help the sector address recommendations and commendations from Enhancement-led Institutional Review (ELIR). Focus On ties these outcomes to developmental activities\, resources and events that the whole sector can use and get involved in. We focus on the most practical things that can help colleagues make a real difference in a short space of time. \nThis year\, we’re excited to announce that our focus is going to be on Technology Enhanced Learning. \n\n\n\n\nFocus On is part of our membership offer in Scotland. Access to the resources is available to all QAA members. \n\nSAVE THE DATE\nOn Wednesday 1 April 2020 we will bring the sector together for a face-to-face Focus On event at thestudio in Glasgow. This will be a fantastic opportunity to share and learn about current practice\, and we’d love to see you there. \nFurther details including a full programme to follow. \nRegistration will open in early 2020.
URL:https://cher.wp.st-andrews.ac.uk/event/qaa-focus-on-technology-enhanced-learning-glasgow/
LOCATION:thestudio Glasgow\, 67 Hope Street\, Glasgow\, United Kingdom
CATEGORIES:Regional,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/QAA-Scotland.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200317
DTEND;VALUE=DATE:20200320
DTSTAMP:20200314T123028Z
CREATED:20190804T202432Z
LAST-MODIFIED:20200314T123028Z
UID:481-1584403200-1584662399@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED: AdvanceHE Equality\, Diversity and Inclusion Conference 2020 (Edinburgh)
DESCRIPTION:From AdvanceHE:\nWe’ve taken the decision to postpone the EDI Conference planned for March 17-19 in Edinburgh due to the current coronavirus pandemic\, institutional travel restrictions and delegate & staff health & wellbeing. Read our statement in full here.\nCourageous conversations and adventurous approaches: Creative thinking in tackling inequality\nConference 17th-19th March 2020\, Edinburgh \nCall for papers : 13th November\, 2019 \n  \nThe theme of this conference speaks to the reality of EDI work in both HE and FE – a growing focus for attention internally and externally\, ambitious\, analytical\, forward-looking\, practical and increasingly complex. As EDI becomes more embedded in institutional values and strategy and becomes more of a measure for the student experience\, institutional interest in creative responses to tackling inequality is growing. \nWhether focusing on newly emerging issues or dealing with those that are stubbornly persistent\, as a sector we can seek inspiration\, insight and guidance to navigate the EDI landscape through sharing learning and advancing evidence-based good practice. Learning from both inside and outside the HE/FE sector can stimulate new ideas and innovative approaches to tackling systemic inequalities. \nWith institutions taking increasingly intersectional approaches to equality work\, aspects of inequality once hidden and silenced are emerging in colleges and universities. Once considered taboo\, issues such as gender-based violence\, decolonisation\, the menopause\, and privilege\, are now emerging areas of discussion and innovation. Creating space for once unspeakable conversations will increase capacity in the sector to examine the experiences of people who may be left behind in traditional approaches to equality and address emerging practical challenges. By linking policy and practice\, this conference can facilitate a refreshed perspective to support the sector’s ambitious equality aims. \nThe three-day conference will focus on: \nensuring that approaches to EDI work for all; and\naddressing current and future challenges and opportunities.\nThrough forecasting emerging EDI topics and priorities in the sector\, the conference will create space for reflection and capacity-building through exploring two sub-themes: ‘courageous conversations’ and ‘adventurous approaches’. It will dig deep to explore hidden and emerging EDI issues\, and highlight the best examples of creative\, courageous interventions that are contributing to change. \nDay 1 will have an additional focus on using positive action to advance equality in Scottish colleges and universities. As well as sharing best practice across the sector\, there will be a focus on innovative approaches from outside HE/FE. \n\n\n\n\n\nConference structure\nThe conference will run across three days with delegates welcome to attend the full three days or choose from individual days and evening events. \n\nTuesday 17 March 10am-5pm: Day 1: With a particular Scottish contextual focus relevant for both HEIs and Colleges in Scotland but also of interest for all UK participants to share learning and practice across all nations.\nTuesday 17 March 6.30pm onwards: Dinner and debate with speakers for senior leaders in Scottish colleges and universities.\nWednesday 18 March 10am-5pm: Day 2: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\nWednesday 18 March 6.30pm onwards: Reception and dinner for all delegates with evening speakers.\nThursday 19 March 10am-4pm: Day 3: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThemes\nThe theme Courageous conversations and adventurous approaches: Creative thinking in tackling inequality will cover the following sub-themes: \nDay 1 (Scotland focus) \n\nLeading the change: Embedding strategic approaches to equality in colleges and higher education institutions\n\nMainstreaming equality – embedding a whole-institution approach through cultural and systemic change;\nDiversity in governance – moving beyond gender balance;\nEquality impact assessments – developing a strategic approach to effective and proportionate equality activity.\n\n\n\n\nBreaking the taboo: Addressing hidden and stigmatised areas of inequality confidently and effectively \n\nSexual harassment in the workplace and tackling gender-based violence;\nAging population of the workforce;\nRace equality\, whiteness\, privilege and power;\n‘Hidden’ gender issues (for example: infertility\, miscarriage\, maternity/paternity/shared parental leave\, breastfeeding/expressing support\, menopause\, gender and age discrimination etc.).\n\n\n\n\nPositive action: Advancing underrepresentation and inequality through targeted initiatives\n\nBeing brave with positive action;\nIntersectional approaches to advance equality in student access;\nIncreasing recruitment of disabled staff;\nPositive action in the promotion process.\n\n\n\nDays 2 and 3 \n\nEDI and leadership\n\nInclusive leadership that really makes a difference;\nGenuine distributed leadership approaches for hierarchical environments;\nStrengths-based/neuroscience approaches to managing inclusively;\nRoom at the top/related to top leadership;\nThe role of governance in EDI.\n\n\n\n\nBelonging and safe space\n\nNo right not to be offended? – navigating the tensions between protection from harm and freedom of expression.\nSupporting staff and students through hidden challenges (i.e. Infertility\, miscarriage\, infant loss\, bereavement\, menopause etc.).\nRethinking the curriculum (decolonise not ‘diversify’).\n\n\n\n\nBridging the gaps\n\nCreative approaches to pay gaps.\nSponsorship/mentoring/reverse mentoring: creating the environment that supports the progression of marginalised groups.\nIncreasing provision and uptake of shared parental caring\, paternity leave\, flexible working.\n\n\n\n\nThinking forward: Effective management of EDI in a changing environment\n\nEDI in the global arena: partnerships\, international campuses.\nAmbitious benchmarking/demonstrating impact.\nInnovative HR practices for recruiting\, developing\, valuing and rewarding approaches that value EDI.\ncrisis or opportunity  – building reputation and dealing with critical incidents in the digital age.\n\n\n\n\nSkills building for EDI change agents\n\nResponding to majority privilege – fragility\, ownership and allyship;\nWhen speaking becomes doing – what makes EDI work effective in creating positive and sustainable culture change?\nIntersectionality in action – reflecting the lived experiences of staff and students facing multiple disadvantage in EDI work;\nThe power of storytelling: the personal narrative as a tool for change.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nConference outcomes\nThe conference will: \n\ncreate space to engage with previously less-explored\, hidden or ‘taboo’ equality issues and examine/encourage promising practice to address them;\nincrease knowledge and confidence in the college and HE sectors to undertake positive action initiatives to tackle inequality and underrepresentation across student bodies\, workforce and governance;\nimprove institutional capacity to make progress on EDI in an increasingly complex environment;\nengage with leaders and influencers to foster dialogue on embedding a strategic approach to equality in colleges and higher education institutions\n\nAdvance HE has acted as a nexus for thought leadership and research into EDI policy and practice in HE and FE. The underpinning evidence base has been built up by and for the sector and is used to inform the work of policymakers and practitioners. With an ever-growing global community of member institutions and a portfolio of thematic communities with global membership\, this conference seeks to promote the learning between individuals with a passion for transforming EDI activity in the sector to achieve real change.
URL:https://cher.wp.st-andrews.ac.uk/event/advancehe-equality-diversity-and-inclusion-conference-2020-edinburgh/
LOCATION:Edinburgh\, United Kingdom
CATEGORIES:Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/08/AdvanceHE-EDI.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200131
DTEND;VALUE=DATE:20200201
DTSTAMP:20200120T000809Z
CREATED:20190923T165227Z
LAST-MODIFIED:20200120T000809Z
UID:511-1580428800-1580515199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: European Conference on Educational Research (Glasgow)
DESCRIPTION:European Conference on Educational Research (Glasgow)\n\nConference Dates\n\n\n\n31 January 2020 Submissions close\n24 – 25 August 2020 – Emerging Researchers’ Conference\n25 – 28 August 2020 – European Conference on Educational Research\n\n\n\n\n\n\n\n\n\n\nThe ECER 2020 in Glasgow intends to interrogate the capacity of educational research to address the complexity of the challenges that are encountered in connecting and reconnecting communities in contemporary Europe. \n\n\n\n\n\n\nThe concept of community is a complex one open to many different\, and often contradictory\, interpretations and operationalisations. As citizens and researchers we are members of a diverse range of often overlapping communities at local\, national\, international\, disciplinary and institutional levels. How we choose to conceptualise community and how this interacts with the views and values of researchers and practitioners is at the heart of many strands of educational research.  The diverse web of relationships and meanings that link education and community is reflected in valuable and socially relevant educational research that has generative potential to address the challenges of (re)connecting communities. \nIn this context\, it can be argued that education and educational research have the potential to help make sense of what is happening in Europe and the communities of Europe. They might also provide resources to think in a different way\, and possibly\, generate resources to imagine solutions to fractures in communities. These fractures include: fragmentation\, anti-intellectualism and mistrust of establishments\, institutions and politicians. The threat of fragmentation can be perceived in the debates about nationalism in Europe and Brexit in the UK. These debates have relied on simplistic binary positions that have arguably led to unwelcome divisions and are closing down communities. There is a rise in anti-intellectualism in public life and a deep-rooted mistrust of establishments\, institutions and of politicians in many communities. Education and educational research challenge these narratives and offer alternatives that contribute to the building of a ‘social Europe’ that prioritises the needs of citizens\, acknowledges importance of emerging reconceptualisations of the nature of citizenship and identity driven by increasing diversity\, the emergence of digital technologies\, the fragmentation of traditional social structures and the recognition of centrality of educational communities to the rebuilding of a shared social space. \nECER 2020 suggests that the role of educational research is to establish the position or place of education in the recurrent debates and tensions between the local and global dimensions of life and help to connect and reconnect communities. Participants are invited to interrogate this contention\, in order to examine the potential of educational research to (re)connect communities across Europe and beyond.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-european-conference-on-educational-research-glasgow/
LOCATION:Gilmorehill Campus of the University of Glasgow\, University Avenue\, Glasgow\, G12 8QQ\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,International,Regional,UK
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191125
DTEND;VALUE=DATE:20191126
DTSTAMP:20191013T132437Z
CREATED:20191007T094400Z
LAST-MODIFIED:20191013T132437Z
UID:526-1574640000-1574726399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for contributions: SEDA Teaching\, Learning and Assessment Conference 2020
DESCRIPTION:Rethinking the Remit of the University in Uncertain Times\nProposals for workshops and discussion papers are invited which address the conference topics and themes. Sessions should involve reflection\, exploration\, scholarship and evaluation rather than just describing activities undertaken. Proposals should also be grounded in relevant literature and research wherever possible. \n\n\nAll SEDA conference sessions involve active participation\, discussion and development. Activities should go well beyond simply talking about topics or discussing ideas presented. Activities should involve critique\, analysis\, development and action planning by and with participants.\n\nSession formats\n\nWorkshops: 45 or 90 minutes\, which explore research- and practice-informed topics and include high levels of creativity\, innovative thinking\, critique\, practical participation and action planning.\n\nDiscussion papers: 45 minutes\, including no more than 20 minutes presentation with at least 25 minutes of questions and discussion / exploration\, describing and exploring research\, evaluation\, policy and/or practice. The emphasis should be on drawing out lessons for and with others\, and involving participants in engaging with your findings and ideas. Sessions that integrate presentation and discussion\, rather than presentation followed by Q&A\, will generally be preferred.\n\nCriteria for acceptance of proposals\n\nEach proposal will be reviewed for acceptance at the conference against the following criteria:\n\n\n\nContribution to the conference topic and themes;\nClarity and coherence of the proposal\, including title;\nContribution to practice\, scholarship and evaluation of educational development in further and higher education\, reflecting on and informing the future of educational development;\nLikely value of session aims and outcomes to participants;\nConsistency with the SEDA Values;\nAppropriateness of session structure and specified timings in relation to session type and outcomes; and\nActive and productive engagement of participants.\n\n\n\nProposal Form\n\nProposals should be submitted electronically using this form to the SEDA office by Monday\, 25th November 2019 at 5pm.\n\n\n\n\n\nCALL FOR STUDENT PAPERS\n\nSEDA invites proposals from students In UK HE or FE to deliver short papers (15 minutes) to this conference. Papers should relate to the general conference themes. \n\n\nSupport from SEDA \nSEDA has agreed to provide financial support for three student papers from three different UK institutions (only one student per institution will be funded) under the following conditions: \n\nOne student presenter per institution will have all conference fees waived and be provided with subsistence/accommodation for the whole conference.\nEach student’s home institution must agree to cover the student’s travel costs.\nEach student’s home institution must agree to fund at least one full conference delegate to support the student presenter and act as ‘sponsor’. The staff delegate will be expected to advise and support the student in preparing his/her presentations but will not have any role in delivery at the conference. The bursary cannot be awarded until the sponsor has registered for the conference.\n\nDeadline and Process\n\n\n\nProposals should be submitted electronically to SEDA at office@seda.ac.uk\, using the proposal form  by Monday\, 25th November 2019 at 5pm.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-contributions-seda-teaching-learning-and-assessment-conference-2020/
LOCATION:Radisson Blu Glasgow
CATEGORIES:Calls for Contributions,Conference,Local,Regional,UK
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/SEDA-site-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191120
DTEND;VALUE=DATE:20191123
DTSTAMP:20191013T132613Z
CREATED:20190426T080019Z
LAST-MODIFIED:20191013T132613Z
UID:291-1574208000-1574467199@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Educational Research Association Conference 2019 (Edinburgh)
DESCRIPTION:Creative Visions for Educational Futures\n\nBuilding on last year’s theme – critical understanding of education systems: what matters internationally\, the SERA Conference 2019 focuses on creative visions for educational futures.  This theme is particularly relevant given the recognition that the education system needs to be adaptable and creative in its responses to the increasingly dynamic\, complex and fluctuating nature of society and the world. \nThe conference theme welcomes original and critical contributions from scholars and practitioners from a wide range of disciplines and educational settings that explore a rich and diverse view of education and learning as a means for supporting a multiplicity of life-projects\, engaging knowledge\, relationships and the imagination. \nThe SERA Annual conference is an important event for the educational research community in Scotland. The three-day conference\, to be held in Edinburgh\, invites researchers and practitioners working in Scottish and international research contexts to share their insights under the theme of creative visions. \nContributions discussing new research possibilities\, new forms of contexts for learning\, and new types of collaboration among academics and practitioners are welcomed. \nDetails about the 2019 SERA Conference submission and registrations protocols are provided below. \nSERA 2019 CONFERENCE STRANDS\nKey organizing strands for this year’s SERA conference will include: \n\nSocial Justice and Inclusion: How is education reaching out to all? How is education responding to the challenge of competition\, distribution and access to educational services supporting our communities? Is the gender divide in education increasing? How is education fostering awareness that our lives depend on the natural environments and that ecology can only be achieved through equity? How do we learn to live peacefully with one another within the limits of the Earth supporting us?\nProfessional and Vocational Learning (including teacher education and higher education): What new challenges in work spaces and practices are impacting on professional and vocational learning? How is knowledge generated and shared in occupational and professional contexts and across professional boundaries? How might professional education and development be reconceptualized? How are inter-professional work practices shaping new demands for pedagogical response? What new possibilities could be explored around leadership “education”?\nPolicy and Education: How does policy at global\, national and local levels shape education and lifelong learning? How do educational actors (regardless of sector) respond to\, and inform\, policy directions? How do new partnerships enhance or inhibit educational initiatives and the mobilization of research?\nCurriculum: How does curriculum engage with a constantly changing and evolving world? To what extent can the curriculum support interdisciplinary learning and reflection on key themes of human development? What insights can be gleaned from different theoretical perspective on curriculum? How educational practitioners engage with the process of curriculum reform?\nAssessment and Evaluation: In what way can the National Assessment evidence be used to improve educational attainment in the short term? What issue might arise from the new National Numeracy and Literacy Assessments planned for P1\, P4 and P7 pupils?\nDigital Learning: How is the infusion of new technologies impacting learning experiences in/out of formal educational settings? What new spaces are emerging to enable more sustainable forms of pedagogy and learning? How does the open education movement support or inhibit inclusion/exclusion locally and globally?\nInnovative Research Methods: What challenges are facing educational researchers and how are new research methods being innovated in response? What new questions need to be asked and examined? How are different theoretical perspectives and paradigms creating openings for new questions\, new forms of research\, and offering critical insights? How can more innovative research methods contribute to supporting learning and change in challenging times and spaces?\n\nThe conference will accept individual papers\, short papers\, symposiums\, poster presentations\, as well as suggestions for roundtables discussions and workshops.
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-educational-research-association-conference-2019-edinburgh/
LOCATION:Moray House School of Education\, University of Edinburgh\, Edinburgh\, United Kingdom
CATEGORIES:Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SERA-banner.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191113
DTEND;VALUE=DATE:20191114
DTSTAMP:20191013T132534Z
CREATED:20190804T202223Z
LAST-MODIFIED:20191013T132534Z
UID:478-1573603200-1573689599@cher.wp.st-andrews.ac.uk
SUMMARY:Call for papers: AdvanceHE Equality\, Diversity and Inclusion Conference 2020 (Edinburgh)
DESCRIPTION:Courageous conversations and adventurous approaches: Creative thinking in tackling inequality\nConference 17th-19th March 2020\, Edinburgh \nCall for papers : 13th November\, 2019 \n  \nThe theme of this conference speaks to the reality of EDI work in both HE and FE – a growing focus for attention internally and externally\, ambitious\, analytical\, forward-looking\, practical and increasingly complex. As EDI becomes more embedded in institutional values and strategy and becomes more of a measure for the student experience\, institutional interest in creative responses to tackling inequality is growing. \nWhether focusing on newly emerging issues or dealing with those that are stubbornly persistent\, as a sector we can seek inspiration\, insight and guidance to navigate the EDI landscape through sharing learning and advancing evidence-based good practice. Learning from both inside and outside the HE/FE sector can stimulate new ideas and innovative approaches to tackling systemic inequalities. \nWith institutions taking increasingly intersectional approaches to equality work\, aspects of inequality once hidden and silenced are emerging in colleges and universities. Once considered taboo\, issues such as gender-based violence\, decolonisation\, the menopause\, and privilege\, are now emerging areas of discussion and innovation. Creating space for once unspeakable conversations will increase capacity in the sector to examine the experiences of people who may be left behind in traditional approaches to equality and address emerging practical challenges. By linking policy and practice\, this conference can facilitate a refreshed perspective to support the sector’s ambitious equality aims. \nThe three-day conference will focus on: \nensuring that approaches to EDI work for all; and\naddressing current and future challenges and opportunities.\nThrough forecasting emerging EDI topics and priorities in the sector\, the conference will create space for reflection and capacity-building through exploring two sub-themes: ‘courageous conversations’ and ‘adventurous approaches’. It will dig deep to explore hidden and emerging EDI issues\, and highlight the best examples of creative\, courageous interventions that are contributing to change. \nDay 1 will have an additional focus on using positive action to advance equality in Scottish colleges and universities. As well as sharing best practice across the sector\, there will be a focus on innovative approaches from outside HE/FE. \n\n\n\n\n\nConference structure\nThe conference will run across three days with delegates welcome to attend the full three days or choose from individual days and evening events. \n\nTuesday 17 March 10am-5pm: Day 1: With a particular Scottish contextual focus relevant for both HEIs and Colleges in Scotland but also of interest for all UK participants to share learning and practice across all nations.\nTuesday 17 March 6.30pm onwards: Dinner and debate with speakers for senior leaders in Scottish colleges and universities.\nWednesday 18 March 10am-5pm: Day 2: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\nWednesday 18 March 6.30pm onwards: Reception and dinner for all delegates with evening speakers.\nThursday 19 March 10am-4pm: Day 3: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThemes\nThe theme Courageous conversations and adventurous approaches: Creative thinking in tackling inequality will cover the following sub-themes: \nDay 1 (Scotland focus) \n\nLeading the change: Embedding strategic approaches to equality in colleges and higher education institutions\n\nMainstreaming equality – embedding a whole-institution approach through cultural and systemic change;\nDiversity in governance – moving beyond gender balance;\nEquality impact assessments – developing a strategic approach to effective and proportionate equality activity.\n\n\n\n\nBreaking the taboo: Addressing hidden and stigmatised areas of inequality confidently and effectively \n\nSexual harassment in the workplace and tackling gender-based violence;\nAging population of the workforce;\nRace equality\, whiteness\, privilege and power;\n‘Hidden’ gender issues (for example: infertility\, miscarriage\, maternity/paternity/shared parental leave\, breastfeeding/expressing support\, menopause\, gender and age discrimination etc.).\n\n\n\n\nPositive action: Advancing underrepresentation and inequality through targeted initiatives\n\nBeing brave with positive action;\nIntersectional approaches to advance equality in student access;\nIncreasing recruitment of disabled staff;\nPositive action in the promotion process.\n\n\n\nDays 2 and 3 \n\nEDI and leadership\n\nInclusive leadership that really makes a difference;\nGenuine distributed leadership approaches for hierarchical environments;\nStrengths-based/neuroscience approaches to managing inclusively;\nRoom at the top/related to top leadership;\nThe role of governance in EDI.\n\n\n\n\nBelonging and safe space\n\nNo right not to be offended? – navigating the tensions between protection from harm and freedom of expression.\nSupporting staff and students through hidden challenges (i.e. Infertility\, miscarriage\, infant loss\, bereavement\, menopause etc.).\nRethinking the curriculum (decolonise not ‘diversify’).\n\n\n\n\nBridging the gaps\n\nCreative approaches to pay gaps.\nSponsorship/mentoring/reverse mentoring: creating the environment that supports the progression of marginalised groups.\nIncreasing provision and uptake of shared parental caring\, paternity leave\, flexible working.\n\n\n\n\nThinking forward: Effective management of EDI in a changing environment\n\nEDI in the global arena: partnerships\, international campuses.\nAmbitious benchmarking/demonstrating impact.\nInnovative HR practices for recruiting\, developing\, valuing and rewarding approaches that value EDI.\ncrisis or opportunity  – building reputation and dealing with critical incidents in the digital age.\n\n\n\n\nSkills building for EDI change agents\n\nResponding to majority privilege – fragility\, ownership and allyship;\nWhen speaking becomes doing – what makes EDI work effective in creating positive and sustainable culture change?\nIntersectionality in action – reflecting the lived experiences of staff and students facing multiple disadvantage in EDI work;\nThe power of storytelling: the personal narrative as a tool for change.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nConference outcomes\nThe conference will: \n\ncreate space to engage with previously less-explored\, hidden or ‘taboo’ equality issues and examine/encourage promising practice to address them;\nincrease knowledge and confidence in the college and HE sectors to undertake positive action initiatives to tackle inequality and underrepresentation across student bodies\, workforce and governance;\nimprove institutional capacity to make progress on EDI in an increasingly complex environment;\nengage with leaders and influencers to foster dialogue on embedding a strategic approach to equality in colleges and higher education institutions\n\nAdvance HE has acted as a nexus for thought leadership and research into EDI policy and practice in HE and FE. The underpinning evidence base has been built up by and for the sector and is used to inform the work of policymakers and practitioners. With an ever-growing global community of member institutions and a portfolio of thematic communities with global membership\, this conference seeks to promote the learning between individuals with a passion for transforming EDI activity in the sector to achieve real change.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-advancehe-equality-diversity-and-inclusion-conference-2020-edinburgh/
LOCATION:Edinburgh\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/08/AdvanceHE-EDI.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191031
DTEND;VALUE=DATE:20191102
DTSTAMP:20191031T153143Z
CREATED:20191031T153118Z
LAST-MODIFIED:20191031T153143Z
UID:567-1572480000-1572652799@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Higher Education Developers event  (St Andrews)
DESCRIPTION:CAPOD is hosting the annual Scottish Higher Education Developer’s (SHED) Group two-day residential event\, and we would like to open the talks and workshops to interested St Andrews staff. We want colleagues to be able to pop in for just the sessions that are relevant to them\, rather than committing to an entire day (or two)\, but at the same time we need to ensure a smooth transition between talks. To manage this we have put “chunks” of the programme as separate entries into PDMS (so we can manage catering). You do not need to stay for an entire chunk (eg you might slip out after the first talk)\, but please do not arrive in the middle of a chunk since that would be very disruptive for the presenters!  We have a mix of St Andrews staff and externals presenting. See SHED site for details of the full programme and speakers\, \nThursday 31st October \n11.00- Arrival & refreshments \n11.30- Welcome & ‘What’s on top?’ (Fiona Smart\, Convenor of SHED) \n11.45- Equality and Diversity in Classics Teaching (Alexia Petsalis-Diomidis\, Classics) \n12.05- Small changes to academic practices in university bring big benefits to students in transition from college (Julia Fotheringham\, Edinburgh Napier University) \nPlease book for the above using E&D in Classics / Transitions from College (11.15am to 1pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10208 \n  \n14.00- Feeding the neighbour’s cat: developing doctoral researchers (Sarah Floyd & Vicky Davies\, Ulster University) \n15.00-Tea/Coffee \n15.15– Discussion: Presentation & workshops \n15.45- Updates from Sector representatives: QAA\, SPARQS\, AdvanceHE\, SEDA \nPlease book for the above using Feeding the neighbour’s cat (2-3pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10209  (you do not need to stay for discussion/updates) \n  \nFriday 1st November \n09.30 – Arrival & refreshments \n10.00 – Welcome & Recap \n10.15 – Exploring the Characteristics of Expertise in Teaching in HE (Helen King\, University of the West of England) \n11.15 – Tea/Coffee \nPlease book for the above using Exploring the characteristics of expertise in teaching in Higher Education (10-11.15am) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10210 \n  \n11.30 – Mathsbridge: maths support for international students (Aidan Naughton\, Mathematics & Statistics) \n11.50 – Early experiences with using Lecture Capture in a Mathematics department (Antonia Wilmot-Smith\, Mathematics & Statistics) \n12.10 – Social identification and how students approach learning (Kenneth Mavor\, Psychology & Neuroscience) \n12.30 – Discussion & Questions – Presentations \nPlease book for the above using McCall MacBain Award Winner Talks (11.30am-12.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10211 \n  \n13..45 – An overview of the Equally Safe strategy: considering gender based violence in Learning\, Teaching and the Curriculum’ (Kay Steven\, Advance HE) \n14.45 – Discussion \n15.15 – Closing remarks \nPlease book for the above using Equally Safe strategy (13.45-14.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10212 \n  \nDr Heather McKiggan-Fee\, SFHEA \nEducational and PG Researcher Developer
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-higher-education-developers-event-st-andrews/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Conference,Local,Regional
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/shed-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20190718
DTEND;VALUE=DATE:20190720
DTSTAMP:20191013T132931Z
CREATED:20190503T111632Z
LAST-MODIFIED:20191013T132931Z
UID:342-1563408000-1563580799@cher.wp.st-andrews.ac.uk
SUMMARY:Enhancing Student Learning Through Innovative Scholarship Conference 2019 (Edinburgh)
DESCRIPTION:To raise the profile of teaching only academics in the research intensive climate\, it is vital to shine a spotlight on the innovative learning and teaching they undertake. The best way to achieve this is through the promotion of the innovative scholarship of learning and teaching being driven by this subset of the academic community. This fifth meeting of a national network for staff with a strong commitment to developing teaching and scholarship excellence is therefore a forum to share innovative scholarship across disciplinary boundaries and to develop a national voice for teaching focussed academics.
URL:https://cher.wp.st-andrews.ac.uk/event/enhancing-student-learning-through-innovative-scholarship-conference-2019-edinburgh/
LOCATION:Edinburgh Napier Sighthill Campus\, 9 Sighthill Court\, Edinburgh\, EH11 4BN\, United Kingdom
CATEGORIES:Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/05/EnhancingLearning-Confernce-2019.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20190426
DTEND;VALUE=DATE:20190427
DTSTAMP:20191013T133130Z
CREATED:20190426T080204Z
LAST-MODIFIED:20191013T133130Z
UID:304-1556236800-1556323199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Submissions: Scottish Educational Research Association Conference 2019 (Edinburgh)
DESCRIPTION:SERA 2019 CONFERENCE STRANDS\nKey organizing strands for this year’s SERA conference will include: \n\nSocial Justice and Inclusion: How is education reaching out to all? How is education responding to the challenge of competition\, distribution and access to educational services supporting our communities? Is the gender divide in education increasing? How is education fostering awareness that our lives depend on the natural environments and that ecology can only be achieved through equity? How do we learn to live peacefully with one another within the limits of the Earth supporting us?\nProfessional and Vocational Learning (including teacher education and higher education): What new challenges in work spaces and practices are impacting on professional and vocational learning? How is knowledge generated and shared in occupational and professional contexts and across professional boundaries? How might professional education and development be reconceptualized? How are inter-professional work practices shaping new demands for pedagogical response? What new possibilities could be explored around leadership “education”?\nPolicy and Education: How does policy at global\, national and local levels shape education and lifelong learning? How do educational actors (regardless of sector) respond to\, and inform\, policy directions? How do new partnerships enhance or inhibit educational initiatives and the mobilization of research?\nCurriculum: How does curriculum engage with a constantly changing and evolving world? To what extent can the curriculum support interdisciplinary learning and reflection on key themes of human development? What insights can be gleaned from different theoretical perspective on curriculum? How educational practitioners engage with the process of curriculum reform?\nAssessment and Evaluation: In what way can the National Assessment evidence be used to improve educational attainment in the short term? What issue might arise from the new National Numeracy and Literacy Assessments planned for P1\, P4 and P7 pupils?\nDigital Learning: How is the infusion of new technologies impacting learning experiences in/out of formal educational settings? What new spaces are emerging to enable more sustainable forms of pedagogy and learning? How does the open education movement support or inhibit inclusion/exclusion locally and globally?\nInnovative Research Methods: What challenges are facing educational researchers and how are new research methods being innovated in response? What new questions need to be asked and examined? How are different theoretical perspectives and paradigms creating openings for new questions\, new forms of research\, and offering critical insights? How can more innovative research methods contribute to supporting learning and change in challenging times and spaces?\n\nThe conference will accept individual papers\, short papers\, symposiums\, poster presentations\, as well as suggestions for roundtables discussions and workshops. \n  \nIndividual papers and posters presentations\nIndividual papers and poster proposals require a 250-word abstract. \nPlease note that authors must identify the theme (above) that their abstract addresses. \nAbstracts should include: \n\ntheme (best fit from the list above);\ntitle of paper;\nauthor name(s)\, affiliation(s)\, contact email address;\n4 keywords.\n\nThe abstract should be structured to cover: \n\naims;\nmethods;\nmain findings;\n\nEach paper will be allocated a 20-minute slot (Fifteen minutes to present with five minutes for questions). \nPlease note: You are allowed to submit as many abstracts as practical but normally each person is limited to two presentations within the conference. \n  \nShort papers (to be presented as Pecha Kucha presentations)\nA Pecha Kucha presentation is an engaging and highly visual presentation of 20 slides for a maximum of 20 seconds each (400 seconds or just over six minutes in total). The format keeps presentations concise and fast-paced and is useful when wanting to highlight key points\, pose questions\, present evocative insights\, and/or share research in-progress efficiently. \nShort paper proposals require a 250-word abstract. Please note that authors must identify the theme (above) that their abstract addresses. Abstracts should include: \nTheme (best fit from the list above); Title of paper; Name(s); Affiliation(s); Contact email address; 4 keywords. The abstract should be structured to cover aims; methods; main findings; conclusions. \n  \nSymposia\nProposals for self-organised symposium are welcome. A symposium is a planned event lasting 60 minutes. Symposia organisers are free to decide on how their symposium is run. They should provide a chairperson who will introduce the session and highlight relationships amongst the contributions. Symposia organizers should also provide a discussant to offer a critique of the symposium as a whole. The contact person identified on the proposal must act as a link between the conference organizers and other contributors. \nProposals should include: \n\ntitle of symposium;\nname(s)\, affiliation(s)\, contact email address of the symposium organiser;\nname of chairperson/discussant;\nsymposium presenters and\nan outline of 200 words describing the purpose of symposium and relationship between papers.\n\nAlso to be included are 250-word abstracts for each paper in the symposium\, including: title of paper\, name(s)\, affiliation(s)\, contact email address\, 4 keywords; aims; methods; main findings; conclusions. \n  \nWorkshops and Round tables\nWorkshops and round tables will be scheduled as 60 minute events. \nProposals for workshops should include the design and delivery of a learning activity that engages participants directly both in experience and subsequent reflection. Workshop proposals can center on the analysis of a research methodology/approach or a teaching and learning method. A descriptor of 250 words should include: \nTheme (best fit from the list above); Title\, Name(s); Affiliation(s); Contact email address; 4 keywords; Rationale and/or theoretical background; Aims and methods of proposed activity. \nProposals for round tables will indicate the theme to be discussed by a range of stakeholders sharing a range of views and experiences. Cross-cutting themes that are of interest to a range of educational stakeholders. \n  \nPerformance/Arts-based Sessions\nA performance-based or arts-based session aims to involve participants to work experientially to explore and to reflect on a particular theme. All forms of performance-based activities (i.e. spoken word poetry or narratives\, oral storytelling\, art forms (including paintings\, drawings\, sculpture\, etc.)\, drama\, dance\, walking\, digital multimedia presentations\, etc.) are welcome. \nA descriptor of 250 words should include: Theme (best fit from the list above); Title\, Name(s); Affiliation(s); Contact email address; Indication about spaces\, any special equipment that might be required and maximum number of participants. \n  \nPRIZES AND AWARDS\nCapsule thesis-competition\nThis year\, SERA will hold a Capsule Thesis Competition. SERA welcome applications from masters and doctoral students\, at any stage of study. \nParticipants will be asked to present their dissertation or thesis verbally in 3 minutes to an audience with the help of one static PowerPoint slide. Presentations will be judged on comprehension\, engagement and communication style. 1st prize will be awarded to the most effective presentation. \nThere are many benefits to squeezing your thesis into a capsule 3-minute presentation. It challenges students to consolidate and communicate complex ideas in a creative succinct manner\, which requires in-depth knowledge of the research and its relevance to education. It is also lot of fun\, and great preparation for what is the most commonly asked first viva question! \nTo apply\, please send your name\, email address\, area of research\, course\, university and title of your presentation to sera.conference@gmail.com. Please include “capsule thesis competition” in the subject line and clearly indicate in your email that you intend to participate in the ‘capsule thesis competition’. \n  \nSERA Submission Dates\n\nCall for proposals opens Monday 25th February 2019.\nAll proposals to be sent to sera.conference@gmail.com by Friday 26th April 2019.\nPeer review of abstracts completed by end of June 2019.\nNotification of acceptance will be given on or before week beginning 8th July 2019.\n\nDownload our Call for Papers documentation.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-scottish-educational-research-association-conference-2019-edinburgh/
LOCATION:Moray House School of Education\, University of Edinburgh\, Edinburgh\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,Regional
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