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X-WR-CALDESC:Events for Centre for Higher Education Research (CHER)
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BEGIN:VEVENT
DTSTART;TZID=UTC:20210318T120000
DTEND;TZID=UTC:20210318T140000
DTSTAMP:20210206T223511Z
CREATED:20210206T154722Z
LAST-MODIFIED:20210206T223511Z
UID:1163-1616068800-1616076000@cher.wp.st-andrews.ac.uk
SUMMARY:How to have difficult conversations about race: in the context of decolonising the curriculum
DESCRIPTION:(From the event page) \n\n\n\nGuest panelists\, Dr Foluke Adebisi\, Dr Jason Arday and Dr Khadijah Mohammed \, speak on ‘Decolonising the curriculum’ with respect to race.\n\n\n\n\n\nAbout this Event\n\n\nThe University of St Andrews is hosting an event entitled ‘How to have difficult conversations about race\, in the context of decolonising the curriculum’. The guest panelists (see below) will be addressing key themes (including facilitating factors and obstacles) pertaining to decolonising the curriculum with regards to the protected characteristic ‘Race’\, and providing practical steps Higher Education Institutions (HEI’s) can take to decolonise the curriculum. \nDr Foluke Adebisi \, University of Bristol – has written extensively and recently delivered a lecture as part of the ‘decolonising the curriculum in HE’ series\, entitled “‘Rhodes must fall’ or ‘Rhodes must read Fanon?’ Thoughts on decolonising curricula in UK HE” \nDr Jason Arday\, Durham University – has written extensively and is the Co-editor of “Dismantling race in higher education: racism\, whiteness and decolonising the academy” \nDr Khadija Mohammed\, University of the West of Scotland – extensive contributions to understandings of race in Scottish HE and Chair of the ‘anti-racist curriculum project ‘.
URL:https://cher.wp.st-andrews.ac.uk/event/how-to-have-difficult-conversations-about-race-in-the-context-of-decolonising-the-curriculum/
LOCATION:Online Webinar\, United Kingdom
CATEGORIES:Campus,Online,Webinar
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/02/CREDI.jpg
ORGANIZER;CN="Centre for Research in Equality%2C Diversity and Inclusion (CREDI)":MAILTO:credi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20210228
DTEND;VALUE=DATE:20210301
DTSTAMP:20210104T145101Z
CREATED:20210104T145101Z
LAST-MODIFIED:20210104T145101Z
UID:1106-1614470400-1614556799@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: British Educational Research Association (BERA) Online
DESCRIPTION:Call for papers deadline 28th February\, 2021\n  \nAs you can imagine we have been giving a lot of thought to BERA Conference 2021 and what it might look like and how to deliver the most inclusive\, accessible and engaging event. To that end\, we have made the decision now to host it as an entirely online conference. We will miss the opportunity to gather in person but the ongoing uncertainty generated by Covid-19\, the likely restrictions on international travel and the desire to enable as many people as possible to present and attend means that we think our energies are best spent planning the very best digital experience we can offer. \nConference will still take place in the week of 13th September 2021 and while we are still exploring the best platforms and formats to us; we are committed to hosting an innovative and interactive event that will be both live and on demand and which will hopefully enable more people than ever to engage in the opportunities that BERA Conference traditionally offers. Our online events so far have seen significant numbers attend and reach beyond our traditional audiences and we hope to replicate that with the conference itself. \nSo please keep your diaries free that week and start planning to be part of the 2021 conference experience. Abstract submission will both open and close a little later than normal this year but we will be in touch when it opens this side of Christmas and we look forward to engaging with you all as part of the process. \nDr Mhairi Beaton\, BERA Conference and Events Chair\nNick Johnson\, BERA Chief Executive\nMarie Blythe\, BERA Events Manager
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-british-educational-research-association-bera-online/
LOCATION:Online
CATEGORIES:Conference,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/01/BERA2021-Logo-1024x514-1.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20210218T153000
DTEND;TZID=UTC:20210218T173000
DTSTAMP:20210206T225723Z
CREATED:20210206T223847Z
LAST-MODIFIED:20210206T225723Z
UID:1171-1613662200-1613669400@cher.wp.st-andrews.ac.uk
SUMMARY:Programme Leadership: Recognition\, Reward and Resilience
DESCRIPTION:(from the event page) \n\n\n\nThis session will be led by Dr Andrea Webb\, University of British Columbia\n\n\n\n\n\nAbout this Event\n\n\nThis session will explore how educational leadership is understood within institutions and how it is supported and recognised in promotion and reward processes. It will open space to consider how programme leaders understand and frame the extrinsic and intrinsic value of their role as academic leaders. Participants will be encouraged to share and exercise their own agency to make the most of the possibilities that a programme leadership role can open. A particular focus throughout the session will be on the scholarship of learning\, teaching and educational leadership as a source value\, motivation and reward.
URL:https://cher.wp.st-andrews.ac.uk/event/programme-leadership-recognition-reward-and-resilience/
LOCATION:Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/02/Enhancement-Themes2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20210212T120000
DTEND;TZID=UTC:20210212T140000
DTSTAMP:20210206T232519Z
CREATED:20210206T230114Z
LAST-MODIFIED:20210206T232519Z
UID:1174-1613131200-1613138400@cher.wp.st-andrews.ac.uk
SUMMARY:Online Symposium on Democratising the Urban City through Education Theory\, Policy and Practice
DESCRIPTION:Laurence Lasselle from the School of Management will co-organise an online Symposium on Democratising the Urban City through Education Theory\, Policy and Practice on 12 February.  You are warmly welcome to join her. Simply register for the event by using the form available at: https://forms.office.com/Pages/ResponsePage.aspx?id=yyZW-KgN00mqWGTvZ47wGrx9e6JABsFCvoiNYujYeq5UOFg1WllFOFZRUllTODRBMDNRUEJYQ1VBSS4u \n EERA Network 14  \n Network 14 is delighted to warmly invite you to an online event on Friday 12 February from 12noon (UK time). It will give us the opportunity to learn more about the findings of an international comparative study exploring how approaches to education can help to reconnect urban communities thanks to radical forms of engagement between institutions and communities.  \nAbstract:  \nEducation theory\, policy and practice are key factors\, not only in the improvement of a place’s academic and socio-economic outcomes but also in the development of the socio-educational relationships required to (re)connect communities in our urban cities and beyond. However\, the ways in which education can help build stronger democratic relationships with local communities is often overlooked by policymakers.  \nThis symposium features international examples of research and practice that illustrate how urban cities are attempting to (re)connect communities by viewing education as a lived experience\, a process that involves developing a shared understanding of the connections and implications of individuals’ social situations and experiences and the range and meanings of different situations and experiences.  \nBringing these different projects and initiatives together in this way addresses gaps in policy and research by illuminating the extent to which a place and its communities can become more relational through a place’s education theories\, policies and practices. The symposium starts by providing an overview of traditional approaches to education in urban areas and an exploration of the comparative way in which education institutions and policymakers in four different cities around the world Barcelona\, Berlin\, New York and Rio de Janeiro) are trying to do things differently; by engaging with their locality through various relational mechanisms and infrastructures (such as curriculum\, pedagogy and governance).  \nExamples from Barcelona and Rio de Janeiro examine how education theory and practice are being used to address the challenge of (re)connecting communities in different urban city contexts.  \nSymposium Co-ordinators: Dr Deborah Ralls\, University of Manchester and Dr Laurence Lasselle\, University of St Andrews  \nSpeakers: Dr Fernando Lannes Fernandes\, The University of Dundee and Jose Cano Escribano\, Institut Municipal d’Educació Ajuntament de Barcelona and Arnau Boix i Pla\,  \nIf you wish to participate in the event\, please fill in the form using the link above. 
URL:https://cher.wp.st-andrews.ac.uk/event/democratising-the-urban-city-through-education/
LOCATION:Online
CATEGORIES:Conference,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/02/EERA.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20210131
DTEND;VALUE=DATE:20210201
DTSTAMP:20210104T221043Z
CREATED:20210104T221043Z
LAST-MODIFIED:20210104T221043Z
UID:1114-1612051200-1612137599@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: European Conference on Educational Research (hosted by Geneva\, Online)
DESCRIPTION:ECER 2021 – Call for Proposals & Network Calls\n\n\n\n\n\n\n\n\n\n\n\n\nThe ECER 2021 Theme is ‘Education and Society: expectations\, prescriptions\, reconciliations’. However\, EERA welcomes contributions from the broad range of educational research. \nIn addition to the general call\, some networks would like to encourage discussion on specific thematic topics and have therefore issued a special call. However\, they will remain open for all other submissions within their area. \nIn order to submit to one of the NW Special Calls listed below\, select the network first and then please ensure to choose the topic “Special Call ECER 2021” when you make your submission. \n\n\n\n\n\n\n\n\nECER 2021 – Online Conference\n\n\n\nFollowing an extensive series of conversations within EERA and with our conference partners in Geneva\, it has been decided to hold ECER 2021 as an online conference. While our preference would have been for an in-person ECER in the beautiful city of Geneva\, the uncertainty that still exists around the COVID-19 pandemic meant that this is just not possible. \nHowever\, we will be hosting an ECER in 2021 in the first week of September and we are looking forward to the opportunties offered by our move to an online environment. Together with our colleagues in the University of Geneva and in conjunction with KUONI – our technical partners – we are exploring a wide range of exciting and innovative presentation formats that will allow us to retain much of the spirit of ECERs past in this novel situation that we all now face. \nJoe O’Hara\,\nPresident of EERA \n6 November 2020
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-european-conference-on-educational-research-hosted-by-geneva-online/
LOCATION:Online
CATEGORIES:Conference,Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/01/ECER2021-Geneva.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20210122T160000
DTEND;TZID=UTC:20210122T180000
DTSTAMP:20210122T121641Z
CREATED:20210122T120023Z
LAST-MODIFIED:20210122T121641Z
UID:1148-1611331200-1611338400@cher.wp.st-andrews.ac.uk
SUMMARY:Addressing Questions of Belonging in School: “Wise” Interventions to Improve School for Students"
DESCRIPTION:School of Psychology and Neuroscience Seminar: Prof Greg Walton (Stanford University)\nWe have an exciting line-up of speakers for this semester’s virtual seminar programme. \nOur first speaker this year will be Professor Greg Walton (Stanford University)\, hosted by Ken Mavor and Malinda Carpenter on Friday January 22 at 4pm\, whose talk is entitled: ‘Addressing Questions of Belonging in School: ‘Wise’ Interventions to Improve School for Students’. \nGreg will present his work at 4pm\, followed by a one-hour discussion kindly hosted by Ken (for a combined time-slot of 4pm to 6pm). Please send your questions for Greg to Ken to ensure we have a smooth discussion. There will of course also be the opportunity on the day itself to ask questions that have not been passed on to Ken. \n  \nJoin this event online
URL:https://cher.wp.st-andrews.ac.uk/event/addressing-questions-of-belonging-in-school-wise-interventions-to-improve-school-for-students/
CATEGORIES:Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/01/Greg-Walton-for-seminar.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20210122
DTEND;VALUE=DATE:20210123
DTSTAMP:20210101T155944Z
CREATED:20210101T155631Z
LAST-MODIFIED:20210101T155944Z
UID:1053-1611273600-1611359999@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: Advance HE Teaching and Learning Conference 2021
DESCRIPTION:Teaching in the Spotlight: What is the Future for HE Curricula?\n\n\n\nDate: 6-8 July 2021 Venue: Virtual Who: All higher education professionals Book now \n\n\n\n  \nAdvance HE’s Teaching and Learning Conference 2021 will continue to position the spotlight firmly on teaching in a global context. With particular reference to this year\, the conference will explore where we go from here in terms of teaching and learning in HE\, and how will we deliver the curricula of the future. \n\n\n\nTeaching in higher education has never been under such scrutiny as during 2020 and this continues into the new academic year. Ongoing debates around teaching excellence\, fees\, value\, the student experience\, inclusion\, equality impact and more have been further scrutinised and added to by the global pandemic. \n\n\n\nSome of the consequences have been: \n\n\n\n\nA rapid move to fully virtual teaching in March 2020\, meaning as a result everyone having a view on the ‘new’ student experience\nthe value now for students compared to the ‘traditional’ HE model\nthe impact on physical elements of courses such as field work or laboratory sessions\nthe rapid change in assessment methods and engagement strategies\nhow the curriculum supports equality\, inclusion and diversity in a virtual world.\n\n\n\n\nSo what is the future for HE curricula? Has the urgency for digital learning caused a seismic shift in HE delivery that will change the future of the sector? Have inequalities in higher education been narrowed or have new ones emerged? Do we have a workforce with the skills required to deliver this new model of HE? Do the curricula we have deliver the skills and knowledge graduates need for the post-pandemic world? And where do we go from here as we move through the 2020-21 academic year and into 2021-22 and beyond? \n\n\n\nThe focus on enhancing all aspects of teaching and learning remains a critical issue for those seeking to provide an outstanding student experience at all levels of taught provision. Curricula are at the heart of excellent teaching and all aspects of this have changed as never before during 2020. \n\n\n\nJoin the conversation at #TLConf21 \nCall for papers\nThe call for papers for Teaching and Learning Conference 2021: Teaching in the Spotlight: What is the Future for HE Curricula? is now open until 22 January 2021. \nProposals are sought against any of the seven thematic areas above\, across all disciplines. They can be discipline focused\, interdisciplinary or multi-disciplinary in nature.  \nProposals are welcomed from individuals or teams from across a single institution\, or involving multiple institutions\, employers and other partners\, and especially from individuals of underrepresented groups. Proposals are also welcomed from students\, student unions or other student bodies. Creative collaborations between academic teams and professional service teams. The conference aims to showcase a wide and diverse range of work\, activities and creative practice. Individuals may submit against more than one session type\, but should select the most relevant thematic area.  \nSubmissions can be for any of the following session formats: \n\nLive interactive breakout session (60 minutes)\nOn-demand oral presentation (20 minutes)\nLive workshop session (60 minutes)\nVirtual poster presentation\nPre-recorded Ignite session\, plus live Q&A (5 minutes)\nLive/pre-recorded Soapbox session (5 minutes)
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-advance-he-teaching-and-learning-conference-2021/
LOCATION:Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/01/Advance-HE-General-Graphic.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20210118
DTEND;VALUE=DATE:20210119
DTSTAMP:20200926T103836Z
CREATED:20200926T103836Z
LAST-MODIFIED:20200926T103836Z
UID:953-1610928000-1611014399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: Assessment in Higher Education (AHE) Conference 2021 (Manchester)
DESCRIPTION:This research and academic development event provides a forum for critical debate of research and innovative focused assessment and feedback practice and policy. \nWe have provocative\, forward looking keynotes from world-leading Professor David Boud\, Alfred Deakin Professor and Director of the Centre for Research in Assessment and Digital Learning at Deakin University\, Melbourne\, Australia\, Dr. Naomi Winstone\, University of Surrey and Professor Paul Ashwin\, Lancaster University. There will also be a choice of cutting edge presentations by leading researchers and academic developers and Master Classes from leading experts in the field of assessment in Higher Education. \nCall for Contributions\n\nPlease refer to the submission guidelines & presentation formats before submitting your proposal on-line here \nThe conference invites a range of contribution formats including mini-keynotes\, presentations\, poster and pitch and round table sessions.  All contributions will be focused on research and/or critical evaluations of assessment practice in Higher Education. \nThe suitability of submissions will be decided by an anonymous peer review process. We look forward to another exciting conference and value the time you will spend on your submission; we look forward to reading about your work. \nAbstract Format \nA Concise title (140 characters).  Authors are required to submit a 400 word abstract plus up to six key references. \nSubmissions \nSubmissions should be made on-line here by the deadline of 18 January 2021*. Authors will be notified of the outcome of the review process 22 February 2021.  If you require an early decision to secure funding from your institution\, please email linda.shore@cumbria.ac.uk\n*For any late submissions please email linda.shore@cumbria.ac.uk \nRegistration \nEarly Bird Rate £395.00. To register for this event please book on-line here \nFor general enquiries please contact Linda Shore at linda.shore@cumbria.ac.uk  \nIf you would like to discuss the relevance of your project to the conference please contact one of the convenors: Kay Sambell K.Sambell@napier.ac.uk \, Pete Boyd pete.boyd@cumbria.ac.uk \, or Linda Graham linda.graham@sunderland.ac.uk\n \n\n\n\nCall for contributions\nSubmission Guidelines\nPresentation Formats\nRegistration & Accommodation\nExhibiting & Sponsorship\nPrevious Conference Programme
URL:https://cher.wp.st-andrews.ac.uk/event/assessment-in-higher-education-ahe-conference-2021-manchester-call/
LOCATION:Macdonald Manchester Hotel & Spa\, London Road\, Piccadilly\, Manchester\, M1 2PG\, United Kingdom
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/uoc-1293-ahe-conference-banner-update_2019_2.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20210112
DTEND;VALUE=DATE:20210113
DTSTAMP:20210101T164357Z
CREATED:20210101T164357Z
LAST-MODIFIED:20210101T164357Z
UID:1068-1610409600-1610495999@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: European Association for Research on Learning and Instruction (EARLI) Online
DESCRIPTION:The 19th Biennial EARLI Conference will be hosted by the EARLI Executive Committee and will be fully online.  We encourage participants to present results and ideas on state-of-the-art research in learning and instruction\, specifically around the topic “Education and Citizenship: Learning and Instruction and the Shaping of Futures “. \n“Education and Citizenship: Learning and Instruction and the Shaping of Futures” \nDemocratic societies build on ideas of active citizens who participate in and contribute to social\, cultural and economic development. The UN Agenda 2030 specifies the goals involved in building sustainable and just societies able to successfully address the challenges we face in Anthropocene. Learning and instruction in its various settings play an increasingly important role in promoting the values\, skills and knowledge that will allow us to foster active citizens who are able to contribute to sustainable and peaceful co-existence. EARLI can help to advance our understanding of the role and impact of education by addressing the processes and outcomes of learning in broad and innovative ways. This includes attending to features such as the role of learning and instruction for the promotion of agency\, the development of collaborative skills\, the deepening of a sense of belonging in society and\, not least\, for the commitment to future learning among all citizens. \n\nThe joy and excitement of learning and of knowledge sharing and creation\, represent significant components of learning\, and they should be considered as important outcomes of learning along with our traditional competence measures. In this respect\, they need far more attention from researchers. The pandemic spreading during 2020 reminded us of the fact that the future is increasingly difficult to predict but it seems safe to say that learning and re-learning will continue a top prioirity regardless of the future. The EARLI community accepts the responsibility to show how learning and instruction are consequential for the intellectual\, social and cultural fabric of societies striving to shape their future on the road to sustainability.    
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-european-association-for-research-on-learning-and-instruction-earli-online/
LOCATION:Online
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2021/01/EARLI-scaled.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20201031
DTEND;VALUE=DATE:20201101
DTSTAMP:20200825T234502Z
CREATED:20200825T233315Z
LAST-MODIFIED:20200825T234502Z
UID:836-1604102400-1604188799@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Chapters: Digital Transformation and Disruption of Higher Education
DESCRIPTION:This is an opportunity for those who have been involved in technological education particularly to contribute to a very relevant book project. \n\nDear Centre for Higher Education Research\, \nMy name is Andreas Kaplan\, Rector of ESCP Business School in Berlin\, and I am currently editing a book on the “Digital Transformation and Disruption of Higher Education” (to be published by Cambridge University Press). \nThe call for book chapters (see attachment) might be of interest to your members/ followers? So I was wondering if you were willing to diffuse the Call for Chapters among them? \n\nFor some time now\, (higher) education has been subject to a series of fundamental challenges\, such as an increase in competition world-wide\, a decrease in financial resources and (public) funding\, as well as a more general questioning of its broader societal role and overall mission (Pucciarelli and Kaplan 2019; Kaplan 2014). In addition\, higher education’s digital transformation is currently underway; some even speak of its digital disruption. Considering the acceleration of the sector’s digitalization due to the recent Covid-19 health crisis\, this edited book intends to shed light on the digital transformation and potential disruption of higher education. \nIn 2012\, the New York Times proclaimed the year of the MOOC (Massive Open Online Course; Kaplan 2017)\, explaining that online courses delivered on platforms such as Coursera\, edX\, and Udacity would disrupt the higher education sector (Kaplan and Haenlein 2016). So far\, this has not been the case. Already back then\, universities worldwide pointed to the fact that education requires far more than learning theoretical content\, and referred to other activities like networking\, certification\, career service\, and social events. Indeed\, a decade ago\, very few presumed that MOOCs could replace these aspects of higher education – but nobody said that they are not replaceable by other means\, either. In particular\, EdTech (educational technology) start-ups increasingly entered the landscape of higher education\, augmenting and even replacing universities and schools in certain of the aforementioned areas. \nDue to this digitalization\, new teaching formats have arisen. Adaptive learning powered by artificial intelligence (AI) serves as one example. Program curricula and course content are influenced by society’s digital transformation and in consequence they may evolve toward the acquisition of competencies and skills (Kaplan 2018) as opposed to the learning of pure knowledge. The Internet has developed several ways to nurse one’s network outside of the university with\, e.g.\, LinkedIn often said to have become any alumni association’s biggest competitor. EdTech companies are increasingly replacing universities in their role as career centres and first point-of-contact to potential employers\, even challenging them in their role as sole provider of official degrees and certification bodies (Kaplan 2020). These are just some examples of how digitalization may transform\, or even possibly disrupt\, the higher education landscape. \nThis book’s intention is to bring together the analyses and insights of researchers and scientists worldwide\, but practitioners are also more than welcomed as chapter authors. All types of contributions are considered\, ranging from real-life case studies to best practices\, conceptual papers\, empirical studies\, literature reviews\, and the like. This book aims to analyse higher education’s digital transformation from a holistic point of view and provide a balanced and critical account of the sector’s digitalization\, emerging educational technology\, its impact\, opportunities as well as challenges\, and to showcase a wide variety of opinions and viewpoints. \nContributor guidelines:\nIf you are interested in contributing a book chapter\, please send a two-pager with a proposal for your intended chapter to kaplan@escp.eu by October 31st\, 2020. Each proposal will be reviewed along the following criteria: (1) Expected contribution\, (2) clarity and feasibility\, and (3) fit with the tentative chapter outline and further proposals submitted. You can expect a decision on whether you will be invited to submit a full chapter at the latest by November 15th\, 2020.\nIn your chapter proposal\, you should clearly state (1) the type of chapter you would like to write (e.g.\, case study; conceptual piece; empirical study; literature review; etc.)\, (2) where in the tentative chapter outline (see above) your work would fit best (e.g.\, changes in teaching content)\, and (3) what your contribution will be with respect to the edition’s intent.\nIf your proposal is accepted\, your full chapter will be expected by February 28th\, 2021. Chapters should be approximately 25-35 manuscript pages (all inclusive) and conform to APA style. All chapters will go through a review process upon final decision.\nIntended readership includes the field’s research community\, the leadership teams of universities and higher education institutions worldwide\, investors and EdTech (educational technology) actors\, teaching professionals and employees within the sector\, but also the broader public interested in (higher) education’s future. \nAndreas Kaplan – Digital Transformation and Disruption of Higher Education – Cambridge University Press
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-chapters-digital-transformation-and-disruption-of-higher-education/
CATEGORIES:Calls for Contributions,International
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200924T130000
DTEND;TZID=UTC:20200924T140000
DTSTAMP:20200923T152100Z
CREATED:20200922T121349Z
LAST-MODIFIED:20200923T152100Z
UID:941-1600952400-1600956000@cher.wp.st-andrews.ac.uk
SUMMARY:Co-Production of Curricula in HE
DESCRIPTION:The involvement of students in curriculum design for Higher and Further Education presents exciting opportunities; but we also want to explore the limits of this approach. \nWhat are the pay-offs\, what are the barriers\, and what are the implications for both students and staff? The campfire will discuss these and other relevant issues using\, of course\, a coproduction approach! \nStudents and Staff: designing curricula together? \nThe Young Academy of Scotland is hosting a workshop at 1pm on Thursday 24th September in the ‘Discovery Tent’ at the Creative Bravery Festival (https://creativebraveryfestival.com/). We will be digging down into one of the topics raised by our joint RSE/YAS discussions on the future of Tertiary Education: the opportunities and challenges of involving students in the design of classes/modules/curricula. It will be an interactive workshop\, offering participants the chance to try out some co-design in real time as we explore the possibilities and barriers. You can register by searching for our event in the Discovery Tent here (https://creativebraveryfestival.com/event-type/discovery-tent/ – click on 24th Sept and scroll through the arrows until you find us). We look forward to debating with you and learning together!
URL:https://cher.wp.st-andrews.ac.uk/event/co-production-of-curricula-in-he/
LOCATION:Online Webinar\, United Kingdom
CATEGORIES:Conference,Networking,Online,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/09/Curriculum-Codesign-Bravery-Festival.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200910
DTEND;VALUE=DATE:20200912
DTSTAMP:20200825T234944Z
CREATED:20200116T130105Z
LAST-MODIFIED:20200825T234944Z
UID:632-1599696000-1599868799@cher.wp.st-andrews.ac.uk
SUMMARY:ONLINE: Higher Education Institutional Research (HEIR) Conference 2020
DESCRIPTION:LATEST:\n24 August Update – Full Conference Booklet released:\nAvailable HERE\nReserve your place now!  \n\n17 August Update – full programme released!\nReserve your place now!\nHEIR 2020 @ Brighton – COVID-19 UPDATE\n\nIn response to the COVID-19 pandemic we are adjusting some of the key dates in our conference timeline. Having considered current available information\, the HEIR Network and the Brighton Conference Planning Group will review the situation again at the end of May\, by which point in time we will make a definitive decision on whether the conference will be able to continue as we had planned and hoped in Brighton in September 2020. \nIn light of the current situation we have also decided that\, if we are be able to proceed\, our conference theme\, ‘Strengthening HE Futures’ should also now reflect the new challenges we have all been dealing with over the past few weeks and an additional strand to include ‘Learning from crises’\, will be added to our event. \n\nDate: Thursday 10th and Friday 11th September 2020\nTheme: Institutional Research: Strengthening HE Futures\nLocation: Grand Parade Main Building\, 58-67 Grand Parade\, Brighton\, BN2 0JY\nRegister: Booking details available here.  Closes Monday 31st August 2020\nCall for papers: Submission details available here.  Deadline Friday 12th June 2020 \n\nWelcome to the home of the Higher Education Institutional Research (HEIR) Network 2020 annual conference.   \nThe University of Brighton is delighted to be this year’s host and hopes that delegates will enjoy the destination experience as much as the conference content and engaging networking opportunities.  \nThe HEIR Network annual conference is an opportunity for HE institutional research enthusiasts and practitioners to come together as a community to exchange knowledge\, information and ideas.  The focus is on current challenges and opportunities\, in order to enhance the use of institutional research\, data analysis and evaluation\, in supporting  efficient and effective HEI decision-making\, planning and policy formation.   \nFor HEIR 2020\, the conference focuses on three key strands which highlight the many ways in which institutional research\, evaluation and data analysis increasingly play a pivotal role in supporting institutional effectiveness and helping support and strengthen HE futures: \n\nEnhancing learning lives\nEnriching Data stories\nInfluencing policy\nLearning from Crises\n\n\nKEY DATES TO REMEMBER:\nCall for Papers Deadline: Friday 12 June 2020\nNotification Date for Presenters: Wednesday 1 July 2020\nEarly Bird Booking Deadline: Wednesday 15 July 2020\nStandard Rate Booking Deadline (for presenters): Friday 7 August 2020\nStandard Rate Booking Deadline (for delegates): Monday 31 August 2020\nAccommodation Booking Deadline: Thursday 3 September 2020\nHEIR 2020 Event: Thursday 10 – Friday 11 September 2020 \n\nGet in touch:\nHEIR 2020 Conference Admin: heir2020@brighton.ac.uk\nHEIR Network: www.heirnetwork.org.uk\nHEIR 2020 Twitter: @Heir2020
URL:https://cher.wp.st-andrews.ac.uk/event/higher-education-institutional-research-heir-conference-2020-brighton/
LOCATION:Online Webinar\, United Kingdom
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/04/HEIR2020-Header.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200908
DTEND;VALUE=DATE:20200911
DTSTAMP:20200825T224647Z
CREATED:20200119T202655Z
LAST-MODIFIED:20200825T224647Z
UID:639-1599523200-1599782399@cher.wp.st-andrews.ac.uk
SUMMARY:CANCELLED: British Educational Research Association (BERA) Conference (Liverpool)
DESCRIPTION:Please do stay in touch with us as we try to navigate our way through a truly unprecedented period and we hope that you all stay safe and healthy in these challenging times until we can all meet in person once again at the 2021 BERA Conference in Birmingham! \nWith best wishes\,\nMhairi C Beaton\nConference and Events Committee Chair \nhttps://www.bera.ac.uk/conference/bera-conference-2020 \n\nIt is a great pleasure to write to once again welcome you to the BERA Annual Conference. Liverpool is known throughout the world as the birthplace of the Beatles and for its football teams but also has a rich historical heritage which stems back to its origin in the thirteenth century. The people of Liverpool pride themselves on their warm welcome to visitors and so we look forward to returning to this vibrant\, modern city. \nBERA goes from strength to strength. Membership of BERA continues to grow. The range of activities of BERA has never been so rich and wide ranging. The Annual Conference also continues to grow and develop and is a great opportunity to disseminate research and network with like-minded colleagues. The success of BERA conference is a tribute to all involved\, particularly the BERA office staff. \nWe look forward to seeing you in Liverpool.
URL:https://cher.wp.st-andrews.ac.uk/event/british-educational-research-association-bera-conference-liverpool/
LOCATION:University of Liverpool\, Liverpool\, United Kingdom
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/BERA2020.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:20200715
DTEND;VALUE=DATE:20200718
DTSTAMP:20200422T210956Z
CREATED:20200225T164852Z
LAST-MODIFIED:20200422T210956Z
UID:721-1594771200-1595030399@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED TO 2021: Enhancing Student Learning Through Innovative Scholarship (Keele)
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-keele/
LOCATION:Keele University\, Keele University\,\, Keele\, Staffordshire\, ST5 5BG\, United Kingdom
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/02/EnhancingStudentLearning2020.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200713
DTEND;VALUE=DATE:20200714
DTSTAMP:20200225T172207Z
CREATED:20200225T172013Z
LAST-MODIFIED:20200225T172207Z
UID:729-1594598400-1594684799@cher.wp.st-andrews.ac.uk
SUMMARY:Using VR & AR in Higher Education
DESCRIPTION:Using VR & AR in Higher Education \n13th July 2020\, Durham Centre for Academic Development\, Durham University \nIn this first national meeting of those testing the use of Virtual and Augmented Reality in Higher Education we’re seeking to develop a national network of those working with these emerging technologies to share best practice and develop potential collaborations around the use of these technologies in learning and teaching. \nIn addition\, we’re delighted to welcome Stephan Caspar\, Assistant Professor from Carnegie Mellon University in the US. Stephan leads the newly opened Askwith Kenner Global Languages and Cultures Room which supports language learning and cultural competence through the use of immersive technologies. \nIf you’re interested in sharing your experiences via a 20 minute talk please email Sam Nolan on acad.dev@durham.ac.uk by 5pm on 29th June. \nRegistration is now open via https://www.eventbrite.co.uk/e/using-vr-ar-in-higher-education-tickets-95860069047
URL:https://cher.wp.st-andrews.ac.uk/event/using-vr-ar-in-higher-education/
LOCATION:Teaching and Learning Centre (Durham)\, South Road\, Durham\, DH1 3LS\, United Kingdom
CATEGORIES:Conference,Networking,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/02/VR_AR_Higher-Ed.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200706
DTEND;VALUE=DATE:20200709
DTSTAMP:20200422T211949Z
CREATED:20200116T123648Z
LAST-MODIFIED:20200422T211949Z
UID:621-1593993600-1594252799@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED TO 2021: Higher Education Close Up 10 (Lancaster)
DESCRIPTION:UPDATE: Dear HECU10 Conference Participants \nIt is with a heavy heart that we have to bow to the inevitable and postpone HECU10 for a year. \nThe new proposed dates will be the 5-7th July 2021.We have agreed these dates with our four keynotes and the hotel. \nSee http://wp.lancs.ac.uk/hecu10/coronavirus-covid-19-update/ \n  \n \n  \nLancaster University\, UK.\n 6th – 8th July 2020\nKey Dates\nSubmission of proposals: 1st March\, 2020\nNotification of outcomes: 23rd March\, 2020\nEarly Bird Registration deadline: 31st March\, 2020\nRegistration Deadline: 25th June\, 2020 \nAbout the Conference\nHigher Education Close-Up is a peer reviewed biennial international conference\, focused on issues relating to in-depth research into higher education. HECU10 takes place at Lancaster University on 6th – 8th July\, 2020 and follows on from the very successful HECU9 in Cape Town\, South Africa in November 2018. Higher Education Close Up is a virtual network of the Society For Research into Higher Education. The conference venue will be the luxurious Lancaster House Hotel\, with accommodation for delegates in the hotel’s ensuite rooms. \nThe conference runs from lunchtime on the first day to lunchtime on the third day to enable colleagues to travel to and from Lancaster. \nConference Theme\nThe theme for HECU10 is ‘Critical approaches to close-up higher education research’. \nThe theme is intended to open discussion around multiple understandings of criticality in close-up higher education research.  This includes\, but is not limited to\, the use of critical theory and/or critical pedagogy as a lens through which to engage with research into higher education. Equally it refers to taking a critical stance in terms of a questioning approach to the research processes themselves and towards the broader social framework in which higher education is situated.  The theme raises questions about how we conduct such close-up research in a time in which higher education itself\, and the practices and values of the academy\, are subject to critique and challenge.  How do we demonstrate critical reflexivity as close-up researchers in a time of ‘fake news’ and challenges to the role of expert knowledge? In what ways is a commitment to critical approaches a necessary feature of the fine-grained\, nuanced research that defines the ‘close-up’ approach\, in contrast to other forms of research?  Finally\, we should consider the relationship between close-up research and more macro perspectives:  understood through the lens of criticality what are the tensions between them and in what ways may they be complementary (this thread also encompasses the notion of interdisciplinarity and what it means to adopt a critical interdisciplinary approach).Each of the keynote speakers has provided a think piece\, which raises questions about different aspects of this theme.  We ask that conference participants submit proposals for papers that in some way respond to these questions that that an interactive conversation can develop before\, during and\, we hope\, after the conference. \nThe Call for Proposals outlines this process in more detail \nDiscussion List\nThe Higher Education Close Up discussion list is at: http://www.jiscmail.ac.uk/lists/HIGHER-EDUCATION-CLOSE-UP.html. Please join this list for conference announcements and to participate in ongoing discussions of in-depth higher education research. \nPublications from the conference\nAs with previous conferences\, we aim to put together a Special Issue of a journal based on selected papers from the conference. The papers will be selected on the basis of: a) academic quality and b) their contribution to making a coherent collection\, taken together.
URL:https://cher.wp.st-andrews.ac.uk/event/higher-education-close-up-10/
LOCATION:Lancaster House Hotel\, Lancaster\, LA1 4GJ\, United Kingdom
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SRHE-banner_large.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200629
DTEND;VALUE=DATE:20200630
DTSTAMP:20200225T172553Z
CREATED:20200225T172553Z
LAST-MODIFIED:20200225T172553Z
UID:734-1593388800-1593475199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for contributions: Using VR & AR in Higher Education
DESCRIPTION:In this first national meeting of those testing the use of Virtual and Augmented Reality in Higher Education Teaching and Learning we’re seeking to develop a national network of those working with these emerging technologies to share best practice and develop potential collaborations. \nIn addition\, we’re delighted to welcome Stephan Caspar\, Assistant Professor from Carnegie Mellon University in the US. Stephan leads the newly opened Askwith Kenner Global Languages and Cultures Room which supports language learning and cultural competence through the use of immersive technologies. Stephan will be able to share his experiences as part of a workshop on what has worked in developing his own resources and using off the shelf software. More on Stephan and this workshop can be found here https://tinyurl.com/dcad-vr-2020 \nIf you’re interested in sharing your experiences via a 20 minute talk please email Sam Nolan on acad.dev@durham.ac.uk by 5pm on 29th June.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-contributions-using-vr-ar-in-higher-education/
LOCATION:Teaching and Learning Centre (Durham)\, South Road\, Durham\, DH1 3LS\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,Networking,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/02/VR_AR_Higher-Ed.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200612
DTEND;VALUE=DATE:20200613
DTSTAMP:20200422T210626Z
CREATED:20200422T002242Z
LAST-MODIFIED:20200422T210626Z
UID:786-1591920000-1592006399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: Higher Education Institutional Research (HEIR) Conference 2020 (Brighton)
DESCRIPTION:Call for Papers\n\nIn response to the COVID-19 pandemic we are adjusting some of the key dates in our conference timeline. Having considered current available information\, the HEIR Network and the Brighton Conference Planning Group will review the situation again at the end of May\, by which point in time we will make a definitive decision on whether the conference will be able to continue as we had planned and hoped in Brighton in September 2020. \nIn light of the current situation we have also decided that\, if we are be able to proceed\, our conference theme\, ‘Strengthening HE Futures’ should also now reflect the new challenges we have all been dealing with over the past few weeks and an additional strand to include ‘Learning from crises’\, will be added to our event. \n\nDate: Thursday 10th and Friday 11th September 2020\nTheme: Institutional Research: Strengthening HE Futures\nLocation: Grand Parade Main Building\, 58-67 Grand Parade\, Brighton\, BN2 0JY\nRegister: Booking details available here.  Closes Monday 31st August 2020\nCall for papers: Submission details available here.  Deadline Friday 12th June 2020 \n\nWelcome to the home of the Higher Education Institutional Research (HEIR) Network 2020 annual conference.   \nThe University of Brighton is delighted to be this year’s host and hopes that delegates will enjoy the destination experience as much as the conference content and engaging networking opportunities.  \nThe HEIR Network annual conference is an opportunity for HE institutional research enthusiasts and practitioners to come together as a community to exchange knowledge\, information and ideas.  The focus is on current challenges and opportunities\, in order to enhance the use of institutional research\, data analysis and evaluation\, in supporting  efficient and effective HEI decision-making\, planning and policy formation.   \nFor HEIR 2020\, the conference focuses on three key strands which highlight the many ways in which institutional research\, evaluation and data analysis increasingly play a pivotal role in supporting institutional effectiveness and helping support and strengthen HE futures: \n\nEnhancing learning lives\nEnriching Data stories\nInfluencing policy\nLearning from Crises\n\n\nKEY DATES TO REMEMBER:\nCall for Papers Deadline: Friday 12 June 2020\nNotification Date for Presenters: Wednesday 1 July 2020\nEarly Bird Booking Deadline: Wednesday 15 July 2020\nStandard Rate Booking Deadline (for presenters): Friday 7 August 2020\nStandard Rate Booking Deadline (for delegates): Monday 31 August 2020\nAccommodation Booking Deadline: Thursday 3 September 2020\nHEIR 2020 Event: Thursday 10 – Friday 11 September 2020 \n\nGet in touch:\nHEIR 2020 Conference Admin: heir2020@brighton.ac.uk\nHEIR Network: www.heirnetwork.org.uk\nHEIR 2020 Twitter: @Heir2020
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-higher-education-institutional-research-heir-conference-2020-brighton/
LOCATION:University of Brighton\, Lewes Road\, Brighton\, BN2 4AT\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/04/HEIR2020-Brighton.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200506
DTEND;VALUE=DATE:20200507
DTSTAMP:20200422T001155Z
CREATED:20200225T173345Z
LAST-MODIFIED:20200422T001155Z
UID:736-1588723200-1588809599@cher.wp.st-andrews.ac.uk
SUMMARY:Call: Teaching\, Learning and Higher Education Research Fund (St Andrews)
DESCRIPTION:New Deadline: Wednesday May 6th 2020            –           For decisions by Friday May 22nd \nScope and Purpose\nScope of the grants \nWe envisage grants that may be more research-output focused\, or grants focused on practice initiatives with an evaluative element and that can feed into communities of practice in higher education. \n\nTeaching\, Learning and Higher Education research projects: The focus of these projects is to support local development of research activity and capacity\, with outcomes oriented toward formal research outputs and aspirations to external funding.\nScholarship-based teaching/learning practice initiatives: The focus of these projects is on implementing initiatives across multiple modules within a school and/or across schools. The focus of the project can be on implementation\, but there should be at least some evaluative framework.\nNOTE: Given the changes associated with the COVID-19 lockdown\, we are also open to targeted applications based on these unusual circumstances.\n\nAims of the grants \nThe grants can be pitched at addressing one or more of the following aims: \n\nProjects that provide proof of concept for a subsequent larger project\, which might be the basis of further internal or external funding from research\, practice\, or policy-oriented funding schemes. The justification should show a plausible plan for how the grant will facilitate further development\, including eligible funding schemes.\nCapacity building: Collaborations between experienced PI’s (published in education theory or practice oriented journals) and researchers relatively new to educational research. These projects should plausibly lead to publishable data that will increase the capacity of the team members to engage in further educational research.\nNetwork building: We are looking for projects that build genuine collaborative networks across multiple schools or teaching areas. Therefore\, we are looking for projects that would involve data collection\, implementation of practice and/or intended outcomes\, across all applicants involved in the project. For example\, such projects may use multiple settings to establish generality\, increase sampling\, and build interdisciplinary teams.  These projects may be of a more preliminary nature.\nResponding to the demands of online teaching or other organisational implications during the COVID-19 Pandemic lockdown. The sudden radical changes being made across the institution to deal with the lockdown and sudden shift to online provision may create a unique opportunity to collect data in these unusual circumstances. \n\nFunding \nFunding has been provided through the St Andrews Learning and Teaching Initiative (SALTI) and managed cooperatively by SALTI in association with the Centre for Higher Education Research (CHER) and the Centre for Educational Enhancement and Development (CEED). \nFunding from the scheme may be sought up to a maximum of £3000\, with a minimum of £300\, and the amount sought should reflect the scope and ambition of the project goals. Funds requested must be clearly justified in the application form\, and should relate specifically to the proposed project\, and not include generic resources that should be provided by Schools. \nEligibility \n\nApplications are welcome from any academic member of staff\, whatever their contract type.\nProfessional services staff and students are welcome as collaborators\, provided there is an academic principal investigator. Projects across Schools or across Schools and Units are also welcome.\n\nApplication\, award and dissemination process  \nThe scheme is administered and assessed by the combined SALTI/CHER/CEED board. Applications should be submitted using the online form. \nDeadlines for submission in this round are: \nDeadline: Wednesday May 6th 2020            –           For decisions by Friday May 22nd \nIf your application is successful you must make use of the funding provided by the end of the 2020/2021 budget year. (That is\, all spending must be finalised by the end of July\, 2021). You will be required to make a 500-word blog post upon the completion of your research project\, which may be posted publicly on one or more university education-oriented sites. Where appropriate\, you will be expected to accept invitations to speak on your research project at University sponsored dissemination events. We also encourage dissemination of the project outcomes at internal or external conferences. \nCriteria for award \nThe University may restrict the number of awards made\, irrespective of available funds\, based on the quality of the submitted pool of applications. \nProjects will be evaluated against the goals of the applicable categories\, on the basis of academic merit\, and likelihood of proposed outcomes.  The application should seek to address criteria such as: \n\nHow well justified are the research questions based on the existing literature?\nIs there evidence that the team can collaborate effectively on the project?\nAre the aims of the project plausible given the grant funding and any additional financial support and support in-kind available for the project?\nValue for money.\nLikelihood of meeting the funding aims mentioned above.\n\nYou will be asked to verify that the Principal Investigator on the grant has notified their Head of School\, Director of Research\, or Line Manager of their application. \nFeedback \nGiven the short timeframe and current situation\, written feedback will not be a feature of the scheme. \nUpdated April 20\, 2020. \n  \nGuidance for the Application Form \nThe application form is online.  The following guidance can be used to prepare the information needed to complete the form. \nApplicants:  The form allows for a Principal Investigator and up to 5 Partner Investigators.  The form requires an email address for the Principal Investigator. \nProject Title\, Aims and Scope: The aims and scope categories are based on the lists in the guidance above. \nBudget Categories: The form encourages applicants to think about the following budget categories – Staff\, Travel\, Consumables\, Equipment/Software\, Dissemination/Impact.  The budget justification should account for the core expenses in each category. The committee reserves the right to award less than the full amount requested in order to support more projects. \nProject proposal: The main substance of the proposal should provide a clear and concise summary of the project\, and give some context; objectives; expected outcomes; benefits for research\, teaching or policy; impact or application. (Maximum 1000 words to allow for description of projects at the higher end of the budget range. Shorter proposals are welcome.) \nJustification of the budget: Give justification for the requested funds\, and how they contribute to the project plan and intended outcomes. (Maximum 500 words) \nTimetable for the proposed work: Set out a timeline for the project showing the major milestones\, activities\, and intended outcomes. \nReferences: We provide separate space for any references used in the application. \nHead of School notification: You will be asked to confirm that you have notified your Head of School of your proposed project. \n  \nDownload the Guidelines\nLink to the application form
URL:https://cher.wp.st-andrews.ac.uk/event/call-teaching-learning-and-higher-education-research-fund-st-andrews/
CATEGORIES:Campus,CHER,Deans,Funding call,SALTI
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200413
DTEND;VALUE=DATE:20200414
DTSTAMP:20200422T210840Z
CREATED:20200225T170143Z
LAST-MODIFIED:20200422T210840Z
UID:727-1586736000-1586822399@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED TO 2021: Enhancing Student Learning Through Innovative Scholarship (Keele)
DESCRIPTION:Embracing Failure For Well-Being: For Educators & Learners \nIn this sixth conference in the Enhancing Student Learning Through Innovative Scholarship series our focus is on exploring the positive aspects of failure in teaching and learning. \nFailure has a bad reputation but put bluntly is often the gateway to learning\, whereas instant success is often a hollow victory. Staff undertaking innovative scholarly projects in teaching enhancement often run into issues and challenges and have to adapt their thinking. Similarly creating safe spaces for students to fail\, allows for reflection and a deeper engagement in learning. \nUnderstanding this ourselves and helping students to understand it\, allows us to create an environment where staff and students can flourish and develop their full potential whilst maintaining positive well-being. Contributions are invited on the role of teaching focused academics in the following topics: \n\nWhat we learn from teaching development projects that don’t go to plan?\nHow we enable students to learn from not doing as well as expected?\nCreating safe classroom environments for students to fail\nHow we place well-being at the heart of flourishing as educators and learners and not languishing in the ‘failures’.\n\nWe invite to share your mis-steps and mistakes and how you learned from them and sometimes overcame them\, so that all attendees can gain a deeper understanding of your own teaching enhancement work. In a new move for 2020\, we are looking for indidivduals to facilitate round table discussions aligned to the conference theme\, which we’re calling thematic discussions and will last 45 minutes. \nAsides from invited keynotes (TBA)\, contributions may take the form of \n\nTalks (15 mins)\nSnapshots (5 mins)\nWorkshops (2 hr)\nThematic Discussions (45 mins)\n\nThe conference itself will take place at Keele University and will start on 15th July at 1:30 pm and will conclude at 1pm on 17th July. The first afternoon is free-form and we invite workshops on any scholarship topic\, within and beyond the conference theme. A range of facilities will be made available for these workshops\, from classrooms\, to laboratories to outdoor campus space. \nTo submit a paper please click here. Call for papers will close 13th April. Conference registration will open in early March and will close in early May 2020. For more information please visit.
URL:https://cher.wp.st-andrews.ac.uk/event/call-enhancing-student-learning-through-innovative-scholarship-keele/
LOCATION:Keele University\, Keele University\,\, Keele\, Staffordshire\, ST5 5BG\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/02/EnhancingStudentLearning2020.jpg
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:20200331
DTEND;VALUE=DATE:20200401
DTSTAMP:20200116T121155Z
CREATED:20200116T120431Z
LAST-MODIFIED:20200116T121155Z
UID:616-1585612800-1585699199@cher.wp.st-andrews.ac.uk
SUMMARY:SRHE Prize for Newer Researchers (Application Deadline)
DESCRIPTION:Each year the Society for Research into Higher Education (SRHE) invites applications from Newer Researchers to enter a research proposal for a small scale project under an SRHE Prize scheme. All entries are reviewed by an expert panel of experienced researchers. The successful SRHE prize winner receives a number of benefits from the Society in addition to the prize money awarded to fund the selected project. Entry is open to all and not restricted to current SRHE Members.  The SRHE Prize for Newer Researchers is jointly sponsored by SRHE and Routledge Taylor & Francis Group. \nIn 2020 there will be up to three prizes of £3\,000 available for a research project of one year’s duration. These awards are intended to provide support for early stage researchers in the field of higher education research to enable them to:- \n\nundertake a research project in their own right\ndevelop research skills which will help advance their research career.\n\nBenefits of the Awards \nThe primary purpose of these awards is to offer support to Newer Researchers intending to pursue a career in higher education research by providing funding for an initial research project and offering access to the resources of the Society.  Successful award holders are provided with the support of a mentor and\, for UK based applicants\, invited to become a member of the Society’s prestigious Research & Development Committee which affords a wider involvement in higher education research developments. \nValue of the Awards  \nThe SRHE Prize for Newer Researchers provides:- \n\n£3\,000 research funding\nthe support of a SRHE senior researcher as mentor\npublication by the Society of the final report on the research project undertaken\npresentation of the final paper at SRHE Newer Researchers Conference\none year’s free membership of the SRHE\none years free subscription to the Society’s main journals\, Studies in Higher Education\, Higher Education Abstracts & Higher Education Quarterly.\n\nEligibility \nEligible researchers are those with a minimum of a first undergraduate degree and currently registered as a student with\, or undertaking research associated with\, a university or college department and with an interest in pursuing a career in higher education research. \nThese awards are not available to support study towards a postgraduate qualification or to support research work intended as the basis for a PhD submission. Research proposals submitted for these awards must demonstrate that they relate to different research questions than those covered by a PhD\, or equivalent\, if this is yet to be awarded or completed. To qualify as a newer researcher you should be within 6 years of the completion of your PhD or equivalent professional qualification.  This time limit excludes any formal career breaks taken for family responsibilities. \n\n\n\nTimetable for Applications in 2020\n\n\nCall for applications opens\nDecember 2019\n\n\nCall closes\n31 March 2020 \n\n\nShort Listing\nMay-June 2020\n\n\nPrizes Announced\n30 June 2020\n\n\n\nApplications must be submitted by the deadline. All Applicants must complete the SRHE Prize for Newer Researchers Application Form. \nAssessment Criteria \nThe following criteria will be taken into consideration:- \n\ncapacity of the applicant to complete the proposed research project\noriginality of the research questions proposed\na sound theoretical framework and research design\nappropriateness and clarity of the research methodology proposed\ninclusion of detail on realistic costing and achievable timescale\ncapacity for wider application of research\nrelevance of research proposal to future career development\nrelevance to the work of the SRHE.\n\nNote also that these awards are intended to cover the direct costs of the research proposed\, so we recommend that budgets should NOT include full Economic Costing (fEC)\, indirect\, or overheads/estate costs.The award of the prize is made strictly on the merit of the proposed project under the guidelines outlined above.  The decision of the SRHE Research & Development Committee is final.  The Society reserves the right not to offer the prize if applications do not meet the required standard \nResponsibilities of Prize Holders \nRecipients of the SRHE Newer Researchers Prize must:- \n\nfully account for all expenditure on the project (quarterly payments are paid against presented accounts and receipts)\nprovide quarterly reports on progress\nattend meetings of the Research & Development committee if UK resident (funding additional to the prize money is only available within the UK for travel costs associated with these meetings)\nsubmit an abstract on research for presentation at the Society’s annual Newer Researchers conference in December 2018\nprovide a fully referenced research paper on the outcome of their research project for publication by SRHE and possible presentation to a relevant research group or Society Network.\nSubmit a brief article for SRHE news (the Society’s newsletter) and contribute to an SRHE Network event.\nSubmit a journal article or book chapter within 12 months of completing the final report.\n\nAll enquiries about the SRHE Prize for Newer Researchers should be addressed to Rob Gresham at SRHE rgresham@srhe.ac.ukTel +44 0207 427 2350 \nThe application form and list of previous winners is available via the web link below. \n 
URL:https://cher.wp.st-andrews.ac.uk/event/srhe-prize-for-newer-researchers-application-deadline/
CATEGORIES:Funding call
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SRHE-banner_large.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200320T090000
DTEND;TZID=UTC:20200320T090000
DTSTAMP:20200309T221747Z
CREATED:20190916T131856Z
LAST-MODIFIED:20200309T221747Z
UID:498-1584694800-1584694800@cher.wp.st-andrews.ac.uk
SUMMARY:McCall-MacBain Teaching Excellence award deadline (Final Year)
DESCRIPTION:This is the final year of the award scheme made possible by a generous donation from the McCall MacBain foundation to recognise staff that have shown outstanding contributions to teaching.  The submission deadline has been extended to 9am on Friday 20th March 2020\, and there are five bursaries of £700 to be allocated. \nIn order to provide a distinctive complement to our existing university and student-led teaching award schemes which already celebrate great teaching\, the McCall MacBain award particularly recognises those who advance the scholarship of teaching and learning. This award thus recognises those who not only show scholarly excellence in their own teaching\, but through sharing their practice have the potential to impact on the practice of other teachers in the University and beyond. The submission guidelines set out below explain how applicants can demonstrate this kind of contribution. \nSubmission Guidelines\nApplications for the award are encouraged from academic staff involved in teaching who have contributed to teaching excellence by advancing the scholarship of teaching and learning (thus supporting the teaching of others). To apply\, two items should be submitted: \n\nAn item of evidence which takes the form of one of the following\, produced in the 18 months up to the application deadline:\n\nA teaching-related journal article or book chapter(s) that has been accepted for publication.\nAn oral presentation at an external teaching-related conference or event (provide presentation slides if applicable).\nMaterials for a teaching-related workshop (a plan and handout\, for example) that has been delivered at an external teaching-related conference or event.\n\n\nA McCall-MacBain submission form (Word\, 17 KB)which includes:\n\nA short statement (350 words) about the contribution of the applicant’s work (in the item of evidence) to teaching excellence in higher education\, particularly with respect to how this could support/improve the teaching of others;\nAn explanation (150 words) of how the award will be used to further your professional development and/or research into teaching; and\nA commitment in principle to participate in a good practice sharing event to which interested staff – and the award sponsors – will be invited.\n\n\n\nThe submitted evidence may be solo or collaborative work. In the case of collaborative work\, each applicant should add to the submission form a short note detailing their particular contribution to the item of evidence.  Joint applications are possible\, in which case all participating St Andrews staff involved in the submission will share a single bursary. \nThe Award\nThe award is a bursary of £700 to be used for personal and professional development in relation to teaching. Possible uses for the bursary might include: \n\nAttending external professional development events or teaching-oriented conferences (give specific examples and why you wish to attend).\nThe organisation of workshops to share or present educational research findings\, or to build practice networks in the scholarship of teaching and learning.\nInformation gathering and sharing visits to other higher education institutions.\nThe purchase of equipment or books for the award winner’s use in teaching or pedagogical research.\n\nAward Process\nThe awards are competitive.  There are sufficient funds to award a maximum of five bursaries in this final round. To submit an application\, please send a completed application form\, with your evidence\, to Dr Heather McKiggan-Fee at capod@st-andrews.ac.uk \nThe submission deadline has been extended to 9am on Friday 20th March\nApplicants will be notified of the outcome by 13th April 2020.
URL:https://cher.wp.st-andrews.ac.uk/event/mccall-macbain-teaching-excellence-award-final-year/
CATEGORIES:Campus,Funding call
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/09/McCallMacBain.jpg
ORGANIZER;CN="CAPOD":MAILTO:capod@st-andrews.ac.uk
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;TZID=UTC:20200316T140000
DTEND;TZID=UTC:20200317T153000
DTSTAMP:20200314T123501Z
CREATED:20200120T000302Z
LAST-MODIFIED:20200314T123501Z
UID:645-1584367200-1584459000@cher.wp.st-andrews.ac.uk
SUMMARY:POSTPONED: Assessment Feedback Literacy Event (Lecture + Workshop + Networking)
DESCRIPTION:Unfortunately\, we have had to cancel the planned event for now\, due to the current coronavirus pandemic and associated institutional travel restrictions. We hope to reschedule this event later in the year as this remains a vital area for policy\, practice\, and research looking forward.   \n***** \n  \nThe Centre for Higher Education Research (CHER) and St Andrews Learning and Teaching Initiative (SALTI) are pleased to be hosting a special 2-day event on assessment feedback literacy with Assoc. Prof. Naomi Winstone SFHEA NTF in Parliament Hall.  \nMonday\nFrom transmission to transformation: Maximising student engagement with feedback (Lecture) \nAbstract:\nEven the highest-quality feedback on students’ work will not have an impact on their development unless students actively engage with and implement the advice. The literature\, alongside anecdotal reports of educators\, often paint a negative picture of students’ willingness to read and enact feedback. My recent programme of research has focused on students’ cognitive\, motivational\, and emotional landscapes and how they influence the ways in which students receive\, process\, and implement feedback on their work. In this talk\, I will argue that maximising students’ engagement with feedback is fundamentally an issue of design\, where opportunities for students to develop the skills required for effective use of feedback\, and opportunities to apply feedback\, can transform the role of students in assessment. In particular\, I will share a toolkit of resources that we developed in partnership with students to support the development of feedback ‘recipience skills’. Through this approach\, I demonstrate how the responsibility for ensuring that feedback has high impact can\, and should\, be shared between educators and students. \nSchedule:\n2:00-3:30 Lecture and Discussion.\n3:30-4:00 Further discussion over Tea/Coffee/Juice and biscuits \n\nTuesday\nDesigning opportunities for the development of student feedback literacy (Workshop and networking) \nTuesday sign-up here: \nhttps://events.st-andrews.ac.uk/events/designing-opportunities-for-the-development-of-student-feedback-literacy/ \nAbstract:\nFor students to get the most out of their feedback\, they need to develop the skills that support effective use of feedback. Drawing upon the feedback ‘recipience skills’ proposed by Winstone et al. (2017)\, and the framework for student feedback literacy proposed by Carless and Boud (2018)\, this workshop will provide participants with the opportunity to explore ways of embedding the development of these skills and capacities within their work with students. \nTuesday Schedule:\n10:30-10:50am: Tea/Coffee/Juices\n10:50-11:00am: Welcome and Introductions\n11:00- 1:00pm: Workshop\n1:00- 1:30pm: Catered Lunch (Please sign up so we have numbers for catering)\n1:30- 3:30pm: Networking and implementation planning \nGuest Presenter: Naomi Winstone completed her Psychology studies at the University of Surrey in 2005\, including a professional training year in educational psychology. She has an MSc in Psychology of Early Development from Reading\, and her PhD from Surrey\, where she has been working  since September 2009. She has been Director of Undergraduate Studies\, and Director of Learning and Teaching\, and is currently Director of the Surrey Assessment and Learning Lab and the Head of the Department of Higher Education.  She is a Senior Fellow of the Higher Education Academy and was awarded a National Teaching Fellowship in 2016. \nNaomi’s research focuses on the processing and implementation of feedback\, educational transitions\, and educational identities. Her work has been published in leading education journals\, and she has recently published a book on Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach with David Carless.  Four copies of the book will be given away in the Tuesday afternoon networking session!
URL:https://cher.wp.st-andrews.ac.uk/event/assessment-feedback-literacy-event/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,CHER,Networking,SALTI,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/03/1500x500.jpeg
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20200301
DTEND;VALUE=DATE:20200302
DTSTAMP:20200116T123256Z
CREATED:20200116T123256Z
LAST-MODIFIED:20200116T123256Z
UID:618-1583020800-1583107199@cher.wp.st-andrews.ac.uk
SUMMARY:Higher Education Close Up 10 (call for papers)
DESCRIPTION:Lancaster University\, UK.\n 6th – 8th July 2020\nKey Dates\nSubmission of proposals: 1st March\, 2020\nNotification of outcomes: 23rd March\, 2020\nEarly Bird Registration deadline: 31st March\, 2020\nRegistration Deadline: 25th June\, 2020 \nAbout the Conference\nHigher Education Close-Up is a peer reviewed biennial international conference\, focused on issues relating to in-depth research into higher education. HECU10 takes place at Lancaster University on 6th – 8th July\, 2020 and follows on from the very successful HECU9 in Cape Town\, South Africa in November 2018. Higher Education Close Up is a virtual network of the Society For Research into Higher Education. The conference venue will be the luxurious Lancaster House Hotel\, with accommodation for delegates in the hotel’s ensuite rooms. \nThe conference runs from lunchtime on the first day to lunchtime on the third day to enable colleagues to travel to and from Lancaster. \nConference Theme\nThe theme for HECU10 is ‘Critical approaches to close-up higher education research’. \nThe theme is intended to open discussion around multiple understandings of criticality in close-up higher education research.  This includes\, but is not limited to\, the use of critical theory and/or critical pedagogy as a lens through which to engage with research into higher education. Equally it refers to taking a critical stance in terms of a questioning approach to the research processes themselves and towards the broader social framework in which higher education is situated.  The theme raises questions about how we conduct such close-up research in a time in which higher education itself\, and the practices and values of the academy\, are subject to critique and challenge.  How do we demonstrate critical reflexivity as close-up researchers in a time of ‘fake news’ and challenges to the role of expert knowledge? In what ways is a commitment to critical approaches a necessary feature of the fine-grained\, nuanced research that defines the ‘close-up’ approach\, in contrast to other forms of research?  Finally\, we should consider the relationship between close-up research and more macro perspectives:  understood through the lens of criticality what are the tensions between them and in what ways may they be complementary (this thread also encompasses the notion of interdisciplinarity and what it means to adopt a critical interdisciplinary approach).Each of the keynote speakers has provided a think piece\, which raises questions about different aspects of this theme.  We ask that conference participants submit proposals for papers that in some way respond to these questions that that an interactive conversation can develop before\, during and\, we hope\, after the conference. \nThe Call for Proposals outlines this process in more detail \n\nCall for Proposals\n\n\nCall for Proposals\nThe conference theme\, Critical Approaches to Close-Up Higher Education Research\, and the four ‘Think Pieces provided by the keynote speakers\, invite participants to engage with questions around the ways in which close-up higher education research reflects\, incorporates or furthers higher education as a critical endeavour. \nIn very different ways\, each of the think pieces addresses the conference theme. The differences in the focus and concerns of the four think pieces are intended to offer conference participants a number of different angles from which to think about this theme. In responding to one or more of the think pieces in their proposals\, participants might choose to build on the work in the think piece\, to contest or challenge the ideas or assumptions they contain\, or to show how these issues have arisen in their own research. In building the conference around a common theme and the four think pieces the intention is to encourage the development of in-depth collective conversations over the three days of the conference. \nProposals\nWe invite proposals for contributions that critically explore questions relating to locating social justice in close-up higher education research. All proposals will be subject to blind peer review and authors will be notified of the outcome of the process by 23rd March\, 2020. \nProposals submitted earlier than the final date can be reviewed within two weeks to enable successful contributors to secure funding and/or make travel arrangements. \nProposals may include contributions in the following areas\, but are not limited to these: \n\nConceptual issues exploring the meaning of critical and criticality within a higher education context\nConceptual issues exploring the nature of critical theory and/or critical pedagogy and their application to higher education practice and research\nMethodological and ethical issues when engaged in critically-informed research.  Does such an approach to research lend itself to\, or require\, different methodological approaches?  What would a critical understanding of research ethics entail?\nStudent or participant involvement in critically-informed research.  For example\, does it entail different roles and responsibilities?\nRelationships between close-up research and large scale studies.  Can or should a critical approach to higher education research span these two domains?\nStudent-teacher relationships in higher education – for example\, issues of power\, sharing control and identity\nUses of critical theory/critical pedagogy to inform policy and practice.  For example\, is it possible to tailor such research to the mainstream forums of policy makers and policy actors?  Or are the two mutually exclusive?\nExploration of the concepts of critical/criticality/critical theory/critical pedagogy in an increasingly internationalised higher education sector.\n\nThere are two forms of proposals: \nSingle Paper proposals\nSymposium Proposals \nPeople are welcome to submit more than one proposal\, however\, where space is limited we will give priority to ensuring one paper from each person. \nSingle Paper Proposals\nFor those wishing to submit single paper proposals\, an outline of 1000 words should be submitted via EasyChair.  The closing date for submissions is the 1st March\, 2020. The outline should include a discussion of how the paper relates to the conference theme and to one or more of the keynote ‘think pieces’. \nDownload the peer review criteria for single paper proposals. \nSymposium Proposals\nSymposium sessions will take up a full conference session (90 minutes) and will involve a minimum of three conference participants. A symposium might involve a collection of up to three papers on a related theme or an innovative use of the space that could include an interactive activity or a performance piece. Proposals for Symposia should be approximately 1500 words and\, in addition to discussing their relation to the conference theme and one or more of the ‘think pieces’\, should provide an outline of how the symposium will make use of the 90 minute space. Those thinking of submitting a symposium are encouraged to use the HECU discussion list to find partners to work with in developing their proposals. Any participants who would like to discuss their proposed symposium prior to submission can contact  Jan McArthur. \nDownload the peer review criteria for symposium proposals. \nOne joint proposal for each symposium should be submitted via EasyChair.  The closing date for submission is 1st March\, 2020. The Administrator will acknowledge receipt within 48 hours. \nFinal Papers\nThose who wish to have their final paper considered for a special journal issue should submit a copy to the Conference Desk during the conference. \nAuthors should use the Template provided when writing their final paper. \n\nDiscussion List\nThe Higher Education Close Up discussion list is at: http://www.jiscmail.ac.uk/lists/HIGHER-EDUCATION-CLOSE-UP.html. Please join this list for conference announcements and to participate in ongoing discussions of in-depth higher education research. \nPublications from the conference\nAs with previous conferences\, we aim to put together a Special Issue of a journal based on selected papers from the conference. The papers will be selected on the basis of: a) academic quality and b) their contribution to making a coherent collection\, taken together.
URL:https://cher.wp.st-andrews.ac.uk/event/higher-education-close-up-10-call-for-papers/
LOCATION:Lancaster University
CATEGORIES:Calls for Contributions,Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SRHE-banner_large.jpg
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DTSTART;TZID=UTC:20200226T140000
DTEND;TZID=UTC:20200226T160000
DTSTAMP:20200212T120423Z
CREATED:20200212T120423Z
LAST-MODIFIED:20200212T120423Z
UID:680-1582725600-1582732800@cher.wp.st-andrews.ac.uk
SUMMARY:Research Networking Stimulus Event: Lecture capture in teaching and learning
DESCRIPTION:This is our first of what we hope will be many stimulus events hosted by CHER. The general format will be a discussion of a recent paper on the topic\, followed by a discussion on how we can facilitate research networks locally on campus.   The event will be held in Seminar Room 1 in the Medical Sciences building on the 26th February.  The schedule is as follows: \n2:00-3:00:  Guided discussion of target paper. (Facilitated by Dr Stuart Murray from the School of Medicine). \n3:00-4:00:  Stimulating further scholarship and research on lecture capture and use at St Andrews; networking new and existing research teams. \nWe invite all those with an interest in lecture capture policy and its role in teaching and learning practices to join in the discussion. There are already several groups of researchers across the campus with an interest in research on lecture capture and we hope this will be the first of several meetings to further build these networks and encourage cooperation across campus. \nThe paper for discussion: \nEdwards\, M.R.\, Clinton\, M.E. A study exploring the impact of lecture capture availability and lecture capture usage on student attendance and attainment. High Educ 77\, 403–421 (2019).\nhttps://doi.org/10.1007/s10734-018-0275-9 \nA handful of copies of the paper and a discussion cheat-sheet will be available at the event.
URL:https://cher.wp.st-andrews.ac.uk/event/stimulus-event-lecture-capture/
LOCATION:Medical Sciences Building Seminar Room 1\, School of Medicine\, St Andrews\, United Kingdom
CATEGORIES:Campus,CHER,Stimulus Event
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
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