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X-WR-CALDESC:Events for Centre for Higher Education Research (CHER)
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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
END:VEVENT
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
END:VEVENT
BEGIN:VEVENT
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200219T153000
DTEND;TZID=UTC:20200219T170000
DTSTAMP:20200212T011012Z
CREATED:20200211T230104Z
LAST-MODIFIED:20200212T011012Z
UID:690-1582126200-1582131600@cher.wp.st-andrews.ac.uk
SUMMARY:Constructive alignment within distance learning programmes
DESCRIPTION:Presenter: Dr. Pam Rogerson Revell\, University of Leicester \nBio: I am an Associate Professor in Applied Linguistics at the University of Leicester\, where I have been Director of the distance MA in Applied Linguistics and TESOL for many years. One of my main areas of interest is in developing and researching online and distance learning pedagogies. I have been involved in many funded projects in this area\, including 3 EU-funded international e-learning projects and 2 JISC-funded national projects.  I created an OER (Open Educational Resource) ‘ The Phonology and Phonetics Review‘ to help students develop their skills in this area and in 2018 I led the development of a MOOC  ‘An introduction to Applied Linguistics and TESOL’ which is a collaboration between the University of Leicester and Futurelearn. The MOOC is currently in its fourth run and has had over 20\,000 participants. \nSession Overview: As Director of our distance MA\, I am very keen to use technologies to support teaching and learning. Although technologies potentially offer a vast range of opportunities to enhance distance learning and support\, for instance by facilitating interactive and collaborative learning environments\, they need to be ‘constructively-aligned’ (Biggs\, 2003)\, i.e. carefully integrated into programme design and assessment.  My talk will report on an action research study (Rogerson-Revell\, 2015) investigating  the use of online learning activities or ‘e-tivities’ (Salmon\, 2002) to enhance the learning and assessment experience of students on our distance Masters programme. \nPanopto Webcast link: https://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=9ff65a5a-c87d-4be5-8da4-ab5d00e5a322 \nMentimeter for online audience: https://www.menti.com/v5pcwxe6b8 \n 
URL:https://cher.wp.st-andrews.ac.uk/event/constructive-alignment-within-distance-learning-programmes/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Webinar,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/St-Andrews-IEI-header.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200213
DTEND;VALUE=DATE:20200215
DTSTAMP:20191013T132311Z
CREATED:20190629T102953Z
LAST-MODIFIED:20191013T132311Z
UID:436-1581552000-1581724799@cher.wp.st-andrews.ac.uk
SUMMARY:European University Association 2020 Learning and Teaching Forum (Netherlands)
DESCRIPTION:Balancing tradition and change\n13 – 14 February 2020 \nThe European Learning & Teaching Forum provides a platform for vice-rectors for academic affairs\, deans\, programme directors\, academic staff and researchers interested in learning and teaching. The Forum also welcomes the participation of students\, policy-makers and other stakeholders in higher education. \nUniversity education has changed significantly in recent decades\, and continues to do so\, as the expectations of students\, stakeholders and society towards universities evolve. This process is further influenced by universities’ diverse historical\, disciplinary and regional backgrounds. The 2020 European Learning & Teaching Forum entitled ‘Balancing tradition and change’ explores how institutions balance tried and trusted practices and innovative approaches to learning and teaching in a dynamic and increasingly digital and international environment.\nThrough a mix of plenary and parallel sessions\, the Forum provides a platform for discussion on how universities enhance learning and teaching\, while also presenting the work of the 2019 EUA Learning & Teaching Thematic Peer Groups. The Forum is an ideal event for vice-rectors for academic affairs\, deans\, and management involved in learning and teaching. It also welcomes students\, policy-makers and other stakeholders in higher education.\nFor updates\, look out for #EUALearnTeach on Twitter and/or join the LinkedIn group ‘Learning & Teaching in European Higher Education’. \nFor updates follow #EUALearnTeach on Twitter or join the LinkedIn group ‘Learning & Teaching in European Higher Education’. \nHosted by
URL:https://cher.wp.st-andrews.ac.uk/event/european-university-association-2020-learning-and-teaching-forum-netherlands/
LOCATION:Utrecht University\, Netherlands
CATEGORIES:Conference,International
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/06/EUA2020Banner.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200205T130000
DTEND;TZID=UTC:20200205T150000
DTSTAMP:20200120T001145Z
CREATED:20200113T130755Z
LAST-MODIFIED:20200120T001145Z
UID:607-1580907600-1580914800@cher.wp.st-andrews.ac.uk
SUMMARY:Writing for publication: an editor’s perspective (St Andrews)
DESCRIPTION:Synopsis: This interactive workshop will look at what’s involved in preparing and submitting an article to a refereed journal. It will look\, in broad terms\, at why we publish and how we might get started in our writing. It will then look at how journals ‘work’\, outlining what authors might expect during the submission and peer review process\, and what reviewers\, editors and journals are looking for in articles they receive. \nPresenter: Graham Hall is Associate Professor in Applied Linguistics/TESOL at Northumbria University\, UK\, and has been involved in English Language Teaching/TESOL for over 25 years\, working as a teacher and teacher educator\, and as a researcher\, author and editor. His research interests range from classroom discourse to language teaching methodology\, and from supporting teacher research to the cultural politics of TESOL. He is the author of Exploring English Language Teaching: language in action (Routledge\, 2011; 2nd edition\, 2017)\, which was the winner of the 2012 British Association for Applied Linguistics (BAAL) book prize. He also edited the Routledge Handbook of English Language Teaching (2016)\, and was editor of ELT Journal from 2013-17. \nLocation: Room XL in the International Education Institute Building \nLive Stream & Webinar: This workshop will also be streamed live on the day and be available as a webinar for those that wish to review the workshop later.  Use this link to access the workshop online. \nhttps://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=fec1e289-5700-4fb2-914d-ab4300f6930e \n 
URL:https://cher.wp.st-andrews.ac.uk/event/writing-for-publication-an-editors-perspective/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/St-Andrews-IEI-header.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200131
DTEND;VALUE=DATE:20200201
DTSTAMP:20200119T203625Z
CREATED:20200119T202334Z
LAST-MODIFIED:20200119T203625Z
UID:635-1580428800-1580515199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for papers: British Educational Research Association (BERA) Conference (Liverpool)
DESCRIPTION:Abstract submission now open – deadline 31st January 2020\n\nSubmit an abstract \n\n\n\nType of submission\nMaximum number of words (Additional 250 words for references)\n\n\nSymposia\n750 words\n\n\nAlternative Format Session\n750 words\n\n\nPoster\n750 words\n\n\nIndividual Papers – option to specify Student\, New Researcher\, Post-doctoral Researcher\, Teacher/Practitioner Researcher Papers\n750 words\n\n\n\nImportant points for submitting an abstract: \n\nThere is no specific theme for the conference. When submitting an abstract you will need to select a topic (which align to the Special Interest Groups). You can now select up to 2 SIGs to align your abstract to.\nOnce you have signed in\, you will be redirected to the abstract submissions page.\nCurrently you will not need to submit a full paper for the Conference.\nYou should receive an email confirmation with a copy of your abstract once your submission has been completed.\n\n\n\n\n\nSymposium\n750 word abstract of the symposium\, and must include the title and a paragraph about each paper in the symposium. There is an additional 250 words for references. The symposium as a whole must have a clear focus and each paper therein must be clearly related to the overall focus/theme of the symposium but also offer distinct perspectives. \nYou can also contact your Special Interest Group who may be putting together symposia. Visit www.bera.ac.uk/communities for a list of all the SIGs and contact details. \nIf your abstract does not include a paragraph under the title of each paper\, this may be reviewed as an individual abstract. \nPlease also ensure your symposium is anonymous. Your abstract may be edited to anonymise for the reviewing process and if successful can then edited to include presenters for each paper. Symposiums are 90 mins long and consist of more than one paper on a related theme. There is no limit to the number of papers in a symposium\, but you are restricted by time. \nReviewing criteria: \n\nClarity of the focus of the research\nOriginality of the symposium proposal\nRigour and coherence of the symposium and its individual papers\nSignificance of the research for education practice\, policy or theory\n\nExample of structure for Symposium\n\n\n\nAlternative Format Session\n750 word abstract with an additional 250 words for references. \nWe are open to all new ways of presenting and demonstrating a non traditional approach to an academic presentation of research. Options include: \n\nPanel discussion (60 mins)\nWorkshop (90 mins)\nActivity (90 mins)\nOffsite + plenary (60 mins)\nVideo workshop (60 mins)\n\nReviewing criteria: \n\nClarity of the focus of the research\nSuitability of the session format\nRigour of the research\nSignificance of the proposal for practice\, policy or theory\n\n\n\n\n\nPoster Session\n750 word abstract with an additional 250 words for references. \nPosters will be displayed during the duration of the conference in the main area where catering and exhibition is held. There will be a prize for the best poster. \nReviewing criteria: \n\nClarity of the focus of the research\nSuitability of the format\nRigour of the research\nSignificance of the proposal for practice\, policy or theory\n\n\n\n\n\nIndividual Papers\n750 word abstract with an additional 250 words for references. \nOption to specify Student\, New Researcher\, Post-doctoral Researcher\, Teacher/Practitioner Researcher Papers. \nIndividual Papers will be grouped into coherent symposia of two/three papers in a 60/90 minute slot. These sessions will have the discussion after each paper\, rather than a session at the end. \nReviewing criteria: \n\nClarity of the focus of the research\nOriginality of the research\nRigour of the research\nSignificance of the research for education practice\, policy or theory\n\nBERA aims to celebrate and promote the work of our Students. The top ten scoring Student abstracts will be automatically shortlisted for the BERA Student Presentation Award.\n\n\n\nBursaries\nThere are various bursaries available to assist with attendance at the conference. Please visit the bursary information page for further details on the opportunities available. \nApply for a bursary \nAwards\nThere are various awards for presentations at the conference. \n\n\n\n\nBERA Student Presentation Award\nThe top ten scoring student individual papers will automatically be shortlisted for this award. \nPrize: \n\n1st prize – £300 + Complimentary attendance at the BERA Annual Conference 2021\n\n\n\n\n\nPoster Presentation Award\nAll posters will be judged for this award. \nPrize: \n\nMAXQDA License and an official MAXQDA certificate and complimentary attendance at the BERA Annual Conference 2021.\n\n\n\n\n\nSIG Best Paper Award\nSome of the SIG convenors attended all the sessions for their SIG and judge each paper. This will be to award the ‘BERA Annual Conference 2020 – SIG Best Paper’. \nPrize: \n\nCertificate\n\n\n\n\n\nBJET Best EdTech Paper Award\nThis award is to recognise the best presentation on the topic of (or a topic directly relevant to) educational technology\, delivered during the BERA Conference. You will be automatically shortlisted if you have selected the Education Technology SIG as a first or second category for submission. \nPrize: \n\n£150 in book vouchers from Wiley\nInvitation to submit an article to BJET (standard peer-review process still applies)\nInvitation to contribute to BERA Blog and/or RI;\n\n\n\n\n\nAbstract review process\n\nEach abstract is reviewed blindly by two reviewers drawn from members of the relevant SIG (Special Interest Groups)\, or one of the BERA Committees. \nAll BERA members will have the opportunity to peer review the abstracts submitted. If you would like to be added to the database please click here. \nIf the same abstract is submitted under different SIGs only one SIG will review this abstract and you will only receive one set of results. \nApply to be a reviewer \nResults\nThere is limited space on the programme and sessions available at the conference. Each year we are mindful that presenters do not want more sessions as the rooms will not be as full. Therefore there will always be a percentage of papers rejected. In the last few years this is around 30% of papers are rejected. The Conference & Events Committee continually review the processes to ensure these are fair and transparent. \nAuthors will be notified of the date and time of the presentation if accepted after the early bird deadline\, when all presenters need to register. This is to ensure once the programme is grouped\, this consists of confirmed presenters only. \n> For individual submissions \n\nOnly the one abstract will be accepted per main author\, which will be the highest scoring paper. You can still submit more than one paper.\nThis does not apply if you are a co-author on other papers\nSimilarly this does not apply if you have also been accepted for a symposia or alternative format session\n\nBERA reserves the right to reassign your abstract to a different SIG than submitted if more relevant for grouping purposes. \nSpecial Interest Groups (SIGs)\n\nBERA SIGs vary in character\, function and level of activities and participation in them is one of the benefits of being a member of BERA. All submissions should indicate the SIG which closely relates to the topic when submitting. If your abstract is accepted the convenors who group the individual papers\, can check other similar papers and may change the SIG at the programming stage. If your paper abstract does not fall within the remits of the listed SIGs\, please email conference@bera.ac.uk and you will be given instructions how to submit. For more information on SIGs visit: https://www.bera.ac.uk/communities/special-interest-groups. \nIn addition to the 33 SIGs you can now also select these additional topics: \n\nClimate and Sustainability Education\nMedical Education\nMigrant Education\nPrison Education\nSociology
URL:https://cher.wp.st-andrews.ac.uk/event/british-educational-research-association-bera-conference-call-for-papers-liverpool/
LOCATION:University of Liverpool\, Liverpool\, United Kingdom
CATEGORIES:Calls for Contributions,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:20200131
DTEND;VALUE=DATE:20200201
DTSTAMP:20200120T000809Z
CREATED:20190923T165227Z
LAST-MODIFIED:20200120T000809Z
UID:511-1580428800-1580515199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: European Conference on Educational Research (Glasgow)
DESCRIPTION:European Conference on Educational Research (Glasgow)\n\nConference Dates\n\n\n\n31 January 2020 Submissions close\n24 – 25 August 2020 – Emerging Researchers’ Conference\n25 – 28 August 2020 – European Conference on Educational Research\n\n\n\n\n\n\n\n\n\n\nThe ECER 2020 in Glasgow intends to interrogate the capacity of educational research to address the complexity of the challenges that are encountered in connecting and reconnecting communities in contemporary Europe. \n\n\n\n\n\n\nThe concept of community is a complex one open to many different\, and often contradictory\, interpretations and operationalisations. As citizens and researchers we are members of a diverse range of often overlapping communities at local\, national\, international\, disciplinary and institutional levels. How we choose to conceptualise community and how this interacts with the views and values of researchers and practitioners is at the heart of many strands of educational research.  The diverse web of relationships and meanings that link education and community is reflected in valuable and socially relevant educational research that has generative potential to address the challenges of (re)connecting communities. \nIn this context\, it can be argued that education and educational research have the potential to help make sense of what is happening in Europe and the communities of Europe. They might also provide resources to think in a different way\, and possibly\, generate resources to imagine solutions to fractures in communities. These fractures include: fragmentation\, anti-intellectualism and mistrust of establishments\, institutions and politicians. The threat of fragmentation can be perceived in the debates about nationalism in Europe and Brexit in the UK. These debates have relied on simplistic binary positions that have arguably led to unwelcome divisions and are closing down communities. There is a rise in anti-intellectualism in public life and a deep-rooted mistrust of establishments\, institutions and of politicians in many communities. Education and educational research challenge these narratives and offer alternatives that contribute to the building of a ‘social Europe’ that prioritises the needs of citizens\, acknowledges importance of emerging reconceptualisations of the nature of citizenship and identity driven by increasing diversity\, the emergence of digital technologies\, the fragmentation of traditional social structures and the recognition of centrality of educational communities to the rebuilding of a shared social space. \nECER 2020 suggests that the role of educational research is to establish the position or place of education in the recurrent debates and tensions between the local and global dimensions of life and help to connect and reconnect communities. Participants are invited to interrogate this contention\, in order to examine the potential of educational research to (re)connect communities across Europe and beyond.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-european-conference-on-educational-research-glasgow/
LOCATION:Gilmorehill Campus of the University of Glasgow\, University Avenue\, Glasgow\, G12 8QQ\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,International,Regional,UK
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200129
DTEND;VALUE=DATE:20200131
DTSTAMP:20191013T132354Z
CREATED:20190804T201318Z
LAST-MODIFIED:20191013T132354Z
UID:476-1580256000-1580428799@cher.wp.st-andrews.ac.uk
SUMMARY:Advance HE STEM Conference 2020 (Manchester)
DESCRIPTION:From the Advance HE website: \nDate: 29-30 January 2020\nVenue: thestudio\, Manchester\nWho: All higher education professionals \nThis year’s Advance HE STEM conference looks at how we prepare our students in a constantly changing world\, with a focus on how we ensure our graduates learn the appropriate skills and attributes necessary for the global workplace.  \nThe conference will allow individuals to share their experiences\, developments in teaching pedagogies and learn from others who share the same commitment to STEM teaching and learning. \nWith respected keynotes providing insightful speeches to stimulate discussion on preparing our graduates for a changing world\, peer-led workshops and presentations\, this conference is the ideal opportunity to learn from other STEM professionals\, build networks and share best practice. \n#STEMConf20
URL:https://cher.wp.st-andrews.ac.uk/event/advance-he-stem-conference-2020-manchester/
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/2019/08/AdvanceHE-STEM.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20200123
DTEND;VALUE=DATE:20200124
DTSTAMP:20191013T132421Z
CREATED:20190804T194830Z
LAST-MODIFIED:20191013T132421Z
UID:466-1579737600-1579823999@cher.wp.st-andrews.ac.uk
SUMMARY:Women in HE Summit 2020 (London)
DESCRIPTION:From the Advance HE website: \nOur inaugural Advance HE Women in HE Summit will provide insight into solutions that work to address the barriers we have identified\, through our extensive research\, knowledge and understanding\, in achieving step change across HE in relation to all gender equality issues through practical exploration of the known and hidden challenges across a range of intersectional themes relating to women in HE. The day will build on our expertise in this area drawn from our leadership of the Athena Swan Charter\, championing women’s leadership development\, including Aurora\, equal pay and supporting the extension of women represented on university boards – all to encourage and support change across the sector.
URL:https://cher.wp.st-andrews.ac.uk/event/women-in-he-summit-2020-london/
LOCATION:London
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/08/Women-in-HE-2020.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20200116T080000
DTEND;TZID=UTC:20200116T170000
DTSTAMP:20200116T124518Z
CREATED:20200116T124518Z
LAST-MODIFIED:20200116T124518Z
UID:625-1579161600-1579194000@cher.wp.st-andrews.ac.uk
SUMMARY:Research Led Teaching Conference (Kent)
DESCRIPTION:Research-led teaching: Defining and celebrating a tradition \nAre research and teaching conflicting priorities? \nResearch-led teaching (RLT) is supposedly definitional of higher education\, and yet research and teaching are often treated as conflicting demands upon staff time.  How can we pursue these practices in an integrated and authentic way?  How can we explain to senior managers\, prospective students and their parents – and actual students – what the value of RLT is for learners and teachers alike? \nFeaturing speakers from Kent and further afield (China\, Australia\, Wales\, Ireland) this conference will equip attendees to develop and articulate research-led teaching in their professional practice. \nAttendance is free.  You are welcome to come for all or part of the day. \nPlease sign up by Friday 31 January to indicate which aspects of hospitality you are likely to require (tea breaks\, lunch\, closing reception) so that we have a reasonable sense of numbers for catering purposes.  (However\, if you make a last-minute decision to attend\, that’s fine.) \nWednesday 26 February  10:00 – 17.00 \n10:00-13:00 in Keynes Lecture Theatre 2 \n14:00-17:00 in Grimond Lecture Theatre 3 \nlunch in Aphra Foyer 13:00-14:00 \nWe look forward to seeing you there. \nProf Charlotte Sleigh & Dr Julia Hope (conference organisers) \nEmail: resledteach@kent.ac.uk \nTwitter: @resledteach
URL:https://cher.wp.st-andrews.ac.uk/event/research-led-teaching-conference-kent/
CATEGORIES:Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2020/01/Kent-Research-Led-Teaching.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191125
DTEND;VALUE=DATE:20191126
DTSTAMP:20191013T132437Z
CREATED:20191007T094400Z
LAST-MODIFIED:20191013T132437Z
UID:526-1574640000-1574726399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for contributions: SEDA Teaching\, Learning and Assessment Conference 2020
DESCRIPTION:Rethinking the Remit of the University in Uncertain Times\nProposals for workshops and discussion papers are invited which address the conference topics and themes. Sessions should involve reflection\, exploration\, scholarship and evaluation rather than just describing activities undertaken. Proposals should also be grounded in relevant literature and research wherever possible. \n\n\nAll SEDA conference sessions involve active participation\, discussion and development. Activities should go well beyond simply talking about topics or discussing ideas presented. Activities should involve critique\, analysis\, development and action planning by and with participants.\n\nSession formats\n\nWorkshops: 45 or 90 minutes\, which explore research- and practice-informed topics and include high levels of creativity\, innovative thinking\, critique\, practical participation and action planning.\n\nDiscussion papers: 45 minutes\, including no more than 20 minutes presentation with at least 25 minutes of questions and discussion / exploration\, describing and exploring research\, evaluation\, policy and/or practice. The emphasis should be on drawing out lessons for and with others\, and involving participants in engaging with your findings and ideas. Sessions that integrate presentation and discussion\, rather than presentation followed by Q&A\, will generally be preferred.\n\nCriteria for acceptance of proposals\n\nEach proposal will be reviewed for acceptance at the conference against the following criteria:\n\n\n\nContribution to the conference topic and themes;\nClarity and coherence of the proposal\, including title;\nContribution to practice\, scholarship and evaluation of educational development in further and higher education\, reflecting on and informing the future of educational development;\nLikely value of session aims and outcomes to participants;\nConsistency with the SEDA Values;\nAppropriateness of session structure and specified timings in relation to session type and outcomes; and\nActive and productive engagement of participants.\n\n\n\nProposal Form\n\nProposals should be submitted electronically using this form to the SEDA office by Monday\, 25th November 2019 at 5pm.\n\n\n\n\n\nCALL FOR STUDENT PAPERS\n\nSEDA invites proposals from students In UK HE or FE to deliver short papers (15 minutes) to this conference. Papers should relate to the general conference themes. \n\n\nSupport from SEDA \nSEDA has agreed to provide financial support for three student papers from three different UK institutions (only one student per institution will be funded) under the following conditions: \n\nOne student presenter per institution will have all conference fees waived and be provided with subsistence/accommodation for the whole conference.\nEach student’s home institution must agree to cover the student’s travel costs.\nEach student’s home institution must agree to fund at least one full conference delegate to support the student presenter and act as ‘sponsor’. The staff delegate will be expected to advise and support the student in preparing his/her presentations but will not have any role in delivery at the conference. The bursary cannot be awarded until the sponsor has registered for the conference.\n\nDeadline and Process\n\n\n\nProposals should be submitted electronically to SEDA at office@seda.ac.uk\, using the proposal form  by Monday\, 25th November 2019 at 5pm.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-contributions-seda-teaching-learning-and-assessment-conference-2020/
LOCATION:Radisson Blu Glasgow
CATEGORIES:Calls for Contributions,Conference,Local,Regional,UK
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/SEDA-site-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20191122T143000
DTEND;TZID=UTC:20191122T163000
DTSTAMP:20191119T111822Z
CREATED:20191119T111334Z
LAST-MODIFIED:20191119T111822Z
UID:583-1574433000-1574440200@cher.wp.st-andrews.ac.uk
SUMMARY:Getting to grips with the intangibles of Higher Education
DESCRIPTION:Much of what we measure in education as KPIs is extremely useful in steering strategy around recruitment or employability as well as measuring success in education\, however it is well recognised that KPIs do not measure all the qualities we use to make such measurements. These intangibles have been the subject of a current QAA Enhancement Theme collaborative cluster called Beyond the Metrics: The intangibles. (https://www.enhancementthemes.ac.uk/current-enhancement-theme/defining-and-capturing-evidence/the-intangibles-beyond-the-metrics#).\nThis Cluster\, led by Dr Alastair Robertson (Dir Teaching and Learning at Abertay) has developed resources to help evidence some of the more intangible aspects of the student experience. Following a series of nine workshops this group explored how intangibles might be of use to a variety of aspects of education development activity as well as recruitment and the student journey. The following five areas were the intangibles which the participants felt were currently the most prominent requirements which could not be quantified in their HE practices: \n\nSense of belonging to a (learning) community.\nBuilding effective relationships (between students and staff and between staff).\nThe transformational impact of (a university) education.\nWellbeing (of students and staff).\nStudent engagement in their own learning and the wider student learning experience.\n\nAlastair Robertson is a highly respected and active member of the Higher Education community. He is the Deputy Chair of the Scottish Higher Education Enhancement Committee (SHEEC)\, is a Principal Fellow of the Higher Education Academy\, and occasionally writes for Wonkhe. \nAt this workshop Alastair will guide us through a method we can utilise to help identify and understand the intangibles in our areas of influence. He will provide a background perspective of the concept and work he has done so far\, as well as taking us through a number of group-worked examples. \nThe benefits of understanding one’s own intangible assets for rankings\, both within the curricula and non-curricula lives of staff and students are clear. In recent years there has been a groundswell of interest in how Universities can recognise their own intangible assets and target activity to enhance them to improve recruitment\, retention\, the student experience and curricula offerings. \n\nIntended outcomes of the session include:\nAn appreciation of the importance of understanding intangible factors\nAn understanding of how to identify important intangibles in a particular work arena\nExperience of identifying intangibles in a Higher Education setting.\n\nThis workshop is potentially of interest to staff who organise or practice teaching and those in strategic or service provision positions within the University and will be held in Lower College Hall on 22 November 2019. The Workshop will commence at 2.30pm with refreshments available from 2.15pm. The workshop will close at 4:30pm \nPlease book here via PDMS. \nDr Jon Issberner (Acting Deans of Science)
URL:https://cher.wp.st-andrews.ac.uk/event/getting-to-grips-with-the-intangibles-of-higher-education/
LOCATION:Lower College Hall\, St Andrews\, St Salvator's Quadrangle\, North Street\, St Andrews\, KY16 9AL\, United Kingdom
CATEGORIES:Campus,SALTI,Workshop
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/11/Intangibles.jpg
ORGANIZER;CN="St Andrews Learning and Teaching Initiative (SALTI)":MAILTO:jpi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191120
DTEND;VALUE=DATE:20191123
DTSTAMP:20191013T132613Z
CREATED:20190426T080019Z
LAST-MODIFIED:20191013T132613Z
UID:291-1574208000-1574467199@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Educational Research Association Conference 2019 (Edinburgh)
DESCRIPTION:Creative Visions for Educational Futures\n\nBuilding on last year’s theme – critical understanding of education systems: what matters internationally\, the SERA Conference 2019 focuses on creative visions for educational futures.  This theme is particularly relevant given the recognition that the education system needs to be adaptable and creative in its responses to the increasingly dynamic\, complex and fluctuating nature of society and the world. \nThe conference theme welcomes original and critical contributions from scholars and practitioners from a wide range of disciplines and educational settings that explore a rich and diverse view of education and learning as a means for supporting a multiplicity of life-projects\, engaging knowledge\, relationships and the imagination. \nThe SERA Annual conference is an important event for the educational research community in Scotland. The three-day conference\, to be held in Edinburgh\, invites researchers and practitioners working in Scottish and international research contexts to share their insights under the theme of creative visions. \nContributions discussing new research possibilities\, new forms of contexts for learning\, and new types of collaboration among academics and practitioners are welcomed. \nDetails about the 2019 SERA Conference submission and registrations protocols are provided below. \nSERA 2019 CONFERENCE STRANDS\nKey organizing strands for this year’s SERA conference will include: \n\nSocial Justice and Inclusion: How is education reaching out to all? How is education responding to the challenge of competition\, distribution and access to educational services supporting our communities? Is the gender divide in education increasing? How is education fostering awareness that our lives depend on the natural environments and that ecology can only be achieved through equity? How do we learn to live peacefully with one another within the limits of the Earth supporting us?\nProfessional and Vocational Learning (including teacher education and higher education): What new challenges in work spaces and practices are impacting on professional and vocational learning? How is knowledge generated and shared in occupational and professional contexts and across professional boundaries? How might professional education and development be reconceptualized? How are inter-professional work practices shaping new demands for pedagogical response? What new possibilities could be explored around leadership “education”?\nPolicy and Education: How does policy at global\, national and local levels shape education and lifelong learning? How do educational actors (regardless of sector) respond to\, and inform\, policy directions? How do new partnerships enhance or inhibit educational initiatives and the mobilization of research?\nCurriculum: How does curriculum engage with a constantly changing and evolving world? To what extent can the curriculum support interdisciplinary learning and reflection on key themes of human development? What insights can be gleaned from different theoretical perspective on curriculum? How educational practitioners engage with the process of curriculum reform?\nAssessment and Evaluation: In what way can the National Assessment evidence be used to improve educational attainment in the short term? What issue might arise from the new National Numeracy and Literacy Assessments planned for P1\, P4 and P7 pupils?\nDigital Learning: How is the infusion of new technologies impacting learning experiences in/out of formal educational settings? What new spaces are emerging to enable more sustainable forms of pedagogy and learning? How does the open education movement support or inhibit inclusion/exclusion locally and globally?\nInnovative Research Methods: What challenges are facing educational researchers and how are new research methods being innovated in response? What new questions need to be asked and examined? How are different theoretical perspectives and paradigms creating openings for new questions\, new forms of research\, and offering critical insights? How can more innovative research methods contribute to supporting learning and change in challenging times and spaces?\n\nThe conference will accept individual papers\, short papers\, symposiums\, poster presentations\, as well as suggestions for roundtables discussions and workshops.
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-educational-research-association-conference-2019-edinburgh/
LOCATION:Moray House School of Education\, University of Edinburgh\, Edinburgh\, United Kingdom
CATEGORIES:Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/04/SERA-banner.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191113
DTEND;VALUE=DATE:20191114
DTSTAMP:20191013T132534Z
CREATED:20190804T202223Z
LAST-MODIFIED:20191013T132534Z
UID:478-1573603200-1573689599@cher.wp.st-andrews.ac.uk
SUMMARY:Call for papers: AdvanceHE Equality\, Diversity and Inclusion Conference 2020 (Edinburgh)
DESCRIPTION:Courageous conversations and adventurous approaches: Creative thinking in tackling inequality\nConference 17th-19th March 2020\, Edinburgh \nCall for papers : 13th November\, 2019 \n  \nThe theme of this conference speaks to the reality of EDI work in both HE and FE – a growing focus for attention internally and externally\, ambitious\, analytical\, forward-looking\, practical and increasingly complex. As EDI becomes more embedded in institutional values and strategy and becomes more of a measure for the student experience\, institutional interest in creative responses to tackling inequality is growing. \nWhether focusing on newly emerging issues or dealing with those that are stubbornly persistent\, as a sector we can seek inspiration\, insight and guidance to navigate the EDI landscape through sharing learning and advancing evidence-based good practice. Learning from both inside and outside the HE/FE sector can stimulate new ideas and innovative approaches to tackling systemic inequalities. \nWith institutions taking increasingly intersectional approaches to equality work\, aspects of inequality once hidden and silenced are emerging in colleges and universities. Once considered taboo\, issues such as gender-based violence\, decolonisation\, the menopause\, and privilege\, are now emerging areas of discussion and innovation. Creating space for once unspeakable conversations will increase capacity in the sector to examine the experiences of people who may be left behind in traditional approaches to equality and address emerging practical challenges. By linking policy and practice\, this conference can facilitate a refreshed perspective to support the sector’s ambitious equality aims. \nThe three-day conference will focus on: \nensuring that approaches to EDI work for all; and\naddressing current and future challenges and opportunities.\nThrough forecasting emerging EDI topics and priorities in the sector\, the conference will create space for reflection and capacity-building through exploring two sub-themes: ‘courageous conversations’ and ‘adventurous approaches’. It will dig deep to explore hidden and emerging EDI issues\, and highlight the best examples of creative\, courageous interventions that are contributing to change. \nDay 1 will have an additional focus on using positive action to advance equality in Scottish colleges and universities. As well as sharing best practice across the sector\, there will be a focus on innovative approaches from outside HE/FE. \n\n\n\n\n\nConference structure\nThe conference will run across three days with delegates welcome to attend the full three days or choose from individual days and evening events. \n\nTuesday 17 March 10am-5pm: Day 1: With a particular Scottish contextual focus relevant for both HEIs and Colleges in Scotland but also of interest for all UK participants to share learning and practice across all nations.\nTuesday 17 March 6.30pm onwards: Dinner and debate with speakers for senior leaders in Scottish colleges and universities.\nWednesday 18 March 10am-5pm: Day 2: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\nWednesday 18 March 6.30pm onwards: Reception and dinner for all delegates with evening speakers.\nThursday 19 March 10am-4pm: Day 3: Broad perspective for all those engaged in UK higher education and also Scottish colleges.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThemes\nThe theme Courageous conversations and adventurous approaches: Creative thinking in tackling inequality will cover the following sub-themes: \nDay 1 (Scotland focus) \n\nLeading the change: Embedding strategic approaches to equality in colleges and higher education institutions\n\nMainstreaming equality – embedding a whole-institution approach through cultural and systemic change;\nDiversity in governance – moving beyond gender balance;\nEquality impact assessments – developing a strategic approach to effective and proportionate equality activity.\n\n\n\n\nBreaking the taboo: Addressing hidden and stigmatised areas of inequality confidently and effectively \n\nSexual harassment in the workplace and tackling gender-based violence;\nAging population of the workforce;\nRace equality\, whiteness\, privilege and power;\n‘Hidden’ gender issues (for example: infertility\, miscarriage\, maternity/paternity/shared parental leave\, breastfeeding/expressing support\, menopause\, gender and age discrimination etc.).\n\n\n\n\nPositive action: Advancing underrepresentation and inequality through targeted initiatives\n\nBeing brave with positive action;\nIntersectional approaches to advance equality in student access;\nIncreasing recruitment of disabled staff;\nPositive action in the promotion process.\n\n\n\nDays 2 and 3 \n\nEDI and leadership\n\nInclusive leadership that really makes a difference;\nGenuine distributed leadership approaches for hierarchical environments;\nStrengths-based/neuroscience approaches to managing inclusively;\nRoom at the top/related to top leadership;\nThe role of governance in EDI.\n\n\n\n\nBelonging and safe space\n\nNo right not to be offended? – navigating the tensions between protection from harm and freedom of expression.\nSupporting staff and students through hidden challenges (i.e. Infertility\, miscarriage\, infant loss\, bereavement\, menopause etc.).\nRethinking the curriculum (decolonise not ‘diversify’).\n\n\n\n\nBridging the gaps\n\nCreative approaches to pay gaps.\nSponsorship/mentoring/reverse mentoring: creating the environment that supports the progression of marginalised groups.\nIncreasing provision and uptake of shared parental caring\, paternity leave\, flexible working.\n\n\n\n\nThinking forward: Effective management of EDI in a changing environment\n\nEDI in the global arena: partnerships\, international campuses.\nAmbitious benchmarking/demonstrating impact.\nInnovative HR practices for recruiting\, developing\, valuing and rewarding approaches that value EDI.\ncrisis or opportunity  – building reputation and dealing with critical incidents in the digital age.\n\n\n\n\nSkills building for EDI change agents\n\nResponding to majority privilege – fragility\, ownership and allyship;\nWhen speaking becomes doing – what makes EDI work effective in creating positive and sustainable culture change?\nIntersectionality in action – reflecting the lived experiences of staff and students facing multiple disadvantage in EDI work;\nThe power of storytelling: the personal narrative as a tool for change.\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nConference outcomes\nThe conference will: \n\ncreate space to engage with previously less-explored\, hidden or ‘taboo’ equality issues and examine/encourage promising practice to address them;\nincrease knowledge and confidence in the college and HE sectors to undertake positive action initiatives to tackle inequality and underrepresentation across student bodies\, workforce and governance;\nimprove institutional capacity to make progress on EDI in an increasingly complex environment;\nengage with leaders and influencers to foster dialogue on embedding a strategic approach to equality in colleges and higher education institutions\n\nAdvance HE has acted as a nexus for thought leadership and research into EDI policy and practice in HE and FE. The underpinning evidence base has been built up by and for the sector and is used to inform the work of policymakers and practitioners. With an ever-growing global community of member institutions and a portfolio of thematic communities with global membership\, this conference seeks to promote the learning between individuals with a passion for transforming EDI activity in the sector to achieve real change.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-advancehe-equality-diversity-and-inclusion-conference-2020-edinburgh/
LOCATION:Edinburgh\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,Regional,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/08/AdvanceHE-EDI.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191111
DTEND;VALUE=DATE:20191114
DTSTAMP:20191013T132631Z
CREATED:20190426T114926Z
LAST-MODIFIED:20191013T132631Z
UID:309-1573430400-1573689599@cher.wp.st-andrews.ac.uk
SUMMARY:Society for Research into Higher Education (SRHE) Conference (Newport\, Wales)
DESCRIPTION:SRHE International Conference on Research into Higher Education\n11-13 December 2019\nCeltic Manor\, Newport\, Wales\, United Kingdom\nConference Theme: Creativity\, Criticality and Conformity in Higher Education \nSRHE Newer and Early Career Researchers Conference\n10 December 2019\nColdra Court\, Newport\, Wales\, United Kingdom\nConference theme: What does it mean to be an academic citizen in 2019?\nHow HE researchers and evaluators create and respond to change \n\n\n\nConference theme \nCreativity\, Criticality and Conformity in Higher Education \nThe definition of creativity is the use of imagination or original ideas to create something; the ability to transcend traditional ideas\, rules\, patterns\, relationships\, or the like\, and to create meaningful new ideas\, forms\, methods\, and interpretations. \nUniversities should surely be creative places. The economic\, political and social climate that universities work in across the world present challenges to this. In many cultures there is an emphasis on measurable\, economic outcomes. Does this have to result in policy that emphasises only some parts of the work that universities do\, obscuring important activities that often develop and thrive at the margins\, or in the spaces between traditional functions? \nIt could be argued that higher education researchers too draw on an increasingly limited range of methodologies\, approaches and ideas that are often not persuasive to policy makers. Have we\, in search of measurability and academic respectability\, retreated to a dull conformity where anything different is just too risky? \nShould we instead challenge ourselves to transcend traditional rules\, build an innovative culture and practice of research and problem solving\, in order to throw light onto the shadows rather than ignore them? What is it we need to know more about in universities in relation to their role in the world\, their place for social good and the building of global diverse societies? How can higher education researchers be creative in their approaches to illuminate these areas\, and to make a positive difference in the world? \nThe SRHE Annual International Research Conference attracts wide participation from researchers globally. It provides a stimulating international forum for papers of an empirical or scholarly nature relating to research into higher education\, in the broadest sense\, and from a breadth of different disciplinary perspectives. The conference is highly participative\, promoting the dissemination and exchange of ideas in a variety of formats\, across a range of research domains.
URL:https://cher.wp.st-andrews.ac.uk/event/society-for-research-into-higher-education-conference-srhe/
LOCATION:Celtic Manor\, Newport\, Wales\, United Kingdom\, The Celtic Manor Resort\, Coldra Woods\, The Usk Valley\, Newport\, South Wales\, NP18 1HQ\, 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;TZID=UTC:20191106T140000
DTEND;TZID=UTC:20191106T153000
DTSTAMP:20191025T215005Z
CREATED:20191018T103426Z
LAST-MODIFIED:20191025T215005Z
UID:546-1573048800-1573054200@cher.wp.st-andrews.ac.uk
SUMMARY:Introduction to design thinking and implications for curriculum design
DESCRIPTION:Abstract: Curriculum innovation often poses a number of challenges. Often\, the changes applied give participating faculty a sense of déjà vu or of re-inventing the wheel. Additionally\, the evaluation of the efficacy of the initiatives is often difficult to confirm in the short- or long-term. Design thinking is a systematic method to creatively solve complex problems by putting users at the center of the design process. It has great potential to integrate user feedback into the curriculum development process to better ensure changes are serving the needs of students and faculty. The method focuses on empathizing\, defining a problem based on user needs\, generating multiple solutions\, and then\, rapidly prototyping and iterating the potential solutions. This creates space for incremental changes or wild disruptions of the curriculum because rapid prototyping creates low-fi\, low-time investment experiences for users to interact with. In this workshop\, we will complete a design sprint to get a hands-on introduction to design thinking and discuss the potential applications for language learning curriculum development. \nPresenter: Alliya Anderson teaches Innovation and Entrepreneurship in Engineering Design and Preparatory English at Khalifa University of Science and Technology in Abu Dhabi\, United Arab Emirates. She is a 2019 Center for Learning and Teaching Fellow and a member of cohort 3 for the UAE-Stanford Innovation and Entrepreneurship in Education initiative. \nUPDATE:  This will also now be run as a live webinar as well. If you want to access the Webinar option\, use the following link that will go live at the time of the workshop. \nhttps://st-andrews.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=6a98dabb-99d6-4c54-824a-aaed00ecd51f \n 
URL:https://cher.wp.st-andrews.ac.uk/event/introduction-to-design-thinking-and-implications-for-curriculum-design/
LOCATION:International Education Institute Building\, International Education Institute\, Kinessburn\, Kennedy Gardens\, St Andrews KY16 9DJ\, St Andrews\, KY16 9DJ\, United Kingdom
CATEGORIES:Campus,Webinar,Workshop
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191031
DTEND;VALUE=DATE:20191102
DTSTAMP:20191031T153143Z
CREATED:20191031T153118Z
LAST-MODIFIED:20191031T153143Z
UID:567-1572480000-1572652799@cher.wp.st-andrews.ac.uk
SUMMARY:Scottish Higher Education Developers event  (St Andrews)
DESCRIPTION:CAPOD is hosting the annual Scottish Higher Education Developer’s (SHED) Group two-day residential event\, and we would like to open the talks and workshops to interested St Andrews staff. We want colleagues to be able to pop in for just the sessions that are relevant to them\, rather than committing to an entire day (or two)\, but at the same time we need to ensure a smooth transition between talks. To manage this we have put “chunks” of the programme as separate entries into PDMS (so we can manage catering). You do not need to stay for an entire chunk (eg you might slip out after the first talk)\, but please do not arrive in the middle of a chunk since that would be very disruptive for the presenters!  We have a mix of St Andrews staff and externals presenting. See SHED site for details of the full programme and speakers\, \nThursday 31st October \n11.00- Arrival & refreshments \n11.30- Welcome & ‘What’s on top?’ (Fiona Smart\, Convenor of SHED) \n11.45- Equality and Diversity in Classics Teaching (Alexia Petsalis-Diomidis\, Classics) \n12.05- Small changes to academic practices in university bring big benefits to students in transition from college (Julia Fotheringham\, Edinburgh Napier University) \nPlease book for the above using E&D in Classics / Transitions from College (11.15am to 1pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10208 \n  \n14.00- Feeding the neighbour’s cat: developing doctoral researchers (Sarah Floyd & Vicky Davies\, Ulster University) \n15.00-Tea/Coffee \n15.15– Discussion: Presentation & workshops \n15.45- Updates from Sector representatives: QAA\, SPARQS\, AdvanceHE\, SEDA \nPlease book for the above using Feeding the neighbour’s cat (2-3pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10209  (you do not need to stay for discussion/updates) \n  \nFriday 1st November \n09.30 – Arrival & refreshments \n10.00 – Welcome & Recap \n10.15 – Exploring the Characteristics of Expertise in Teaching in HE (Helen King\, University of the West of England) \n11.15 – Tea/Coffee \nPlease book for the above using Exploring the characteristics of expertise in teaching in Higher Education (10-11.15am) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10210 \n  \n11.30 – Mathsbridge: maths support for international students (Aidan Naughton\, Mathematics & Statistics) \n11.50 – Early experiences with using Lecture Capture in a Mathematics department (Antonia Wilmot-Smith\, Mathematics & Statistics) \n12.10 – Social identification and how students approach learning (Kenneth Mavor\, Psychology & Neuroscience) \n12.30 – Discussion & Questions – Presentations \nPlease book for the above using McCall MacBain Award Winner Talks (11.30am-12.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10211 \n  \n13..45 – An overview of the Equally Safe strategy: considering gender based violence in Learning\, Teaching and the Curriculum’ (Kay Steven\, Advance HE) \n14.45 – Discussion \n15.15 – Closing remarks \nPlease book for the above using Equally Safe strategy (13.45-14.45pm) \nhttps://www.st-andrews.ac.uk/pdms/index.php?CourseID=10212 \n  \nDr Heather McKiggan-Fee\, SFHEA \nEducational and PG Researcher Developer
URL:https://cher.wp.st-andrews.ac.uk/event/scottish-higher-education-developers-event-st-andrews/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Conference,Local,Regional
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/10/shed-logo.png
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191028
DTEND;VALUE=DATE:20191029
DTSTAMP:20191013T132645Z
CREATED:20190804T200846Z
LAST-MODIFIED:20191013T132645Z
UID:473-1572220800-1572307199@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Papers: Advance HE STEM Conference 2020 (Manchester)
DESCRIPTION:From the Advance HE website: \nDate: 29-30 January 2020\nVenue: thestudio\, Manchester\nWho: All higher education professionals \nCall for papers due 28th October\, 2019. \nThis year’s Advance HE STEM conference looks at how we prepare our students in a constantly changing world\, with a focus on how we ensure our graduates learn the appropriate skills and attributes necessary for the global workplace.  \nThe conference will allow individuals to share their experiences\, developments in teaching pedagogies and learn from others who share the same commitment to STEM teaching and learning. \nWith respected keynotes providing insightful speeches to stimulate discussion on preparing our graduates for a changing world\, peer-led workshops and presentations\, this conference is the ideal opportunity to learn from other STEM professionals\, build networks and share best practice. \n#STEMConf20
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-papers-advance-he-stem-conference-2020-manchester/
LOCATION:Macdonald Manchester Hotel & Spa\, London Road\, Piccadilly\, Manchester\, M1 2PG\, United Kingdom
CATEGORIES:Calls for Contributions,Conference,UK
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/08/AdvanceHE-STEM.jpg
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191023
DTEND;VALUE=DATE:20191024
DTSTAMP:20191013T132709Z
CREATED:20190423T005425Z
LAST-MODIFIED:20191013T132709Z
UID:225-1571788800-1571875199@cher.wp.st-andrews.ac.uk
SUMMARY:Innovative Assessment in Higher Education (St Andrews)
DESCRIPTION:This conference on Innovative Assessment in Higher Education is a joint event organised by the International Education Institute (IEI) St Andrews and the St Andrews Learning and Teaching Initiative (SALTi). \nPlenary speakers are Professor Carol Evans\, University of Birmingham\, and Dr Mark Carver\, University of St Andrews. \nThe event will be open to academics\, teachers and postgraduate students. This will be the first IEI SALTi conference\, but our ambition is to turn it into an annual learning and teaching conference. \nThe conference theme addresses innovate practices of assessment in Higher Education. The organisers are looking for presentations which relate to: \n– Innovative assessment methods\n– Giving feedback\n– Transdisciplinary assessment\n– Technological/digital methods of assessment\n– Student-created assessment \nIEI SALTi are also looking for poster presentations on learning and teaching practice in Higher Education (in general). \nIf you have something you would like to share\, please email Blair Matthews at bm221@st-andrews.ac.uk with your proposal (max 250 words). Deadline for proposals is Wednesday 24 July 2019.
URL:https://cher.wp.st-andrews.ac.uk/event/innovative-assessment-in-higher-education/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Conference,SALTI
ATTACH;FMTTYPE=image/png:https://cher.wp.st-andrews.ac.uk/files/2019/04/SALTI_Banner3.fw_.png
ORGANIZER;CN="St Andrews Learning and Teaching Initiative (SALTI)":MAILTO:jpi@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20191008T120000
DTEND;TZID=UTC:20191008T140000
DTSTAMP:20191013T132722Z
CREATED:20190916T144233Z
LAST-MODIFIED:20191013T132722Z
UID:504-1570536000-1570543200@cher.wp.st-andrews.ac.uk
SUMMARY:Vertically Integrated Projects Academic Forum
DESCRIPTION:Register for this event on PDMS. \nA presentation and discussion with Professor Ed Coyle\, originator and pioneer of Vertically Integrated Projects (VIPs) at the Georgia Institute of Technology. He will introduce these credit-bearing undergraduate modules which are designed to support student research teams drawn from across diverse disciplines (multidisciplinary) and different years of study (vertical/multigenerational) to participate in long term (multi-semester) research and scholarly projects. Students earn credit for their VIP module and benefit from project based learning while academics gain additional research productivity. \nThe focus in on building teams of student researchers at all levels and from both the Arts and Sciences to participate in an open-ended\, exploratory and ongoing research project initiated by the academic VIP team leader and embedded in their own research interests and expertise. Georgia Tech has been running VIPs for 10 years and they now have more than 70 project teams and over 1000 student participants. \nVIPs are available at 35 universities worldwide but only at Strathclyde in the UK. Using the Strathclyde example\, Professor Steve Marshall will illustrate how VIP modules work within a Scottish curricular model. \nAt St Andrews\, we are currently designing the curriculum infrastructure to accommodate VIPs and we are looking for academics who are interested in leading their own VIP student research team in 2020/21 and beyond. \nAims and objectives\n\nBe acquainted with the concept of Vertically Integrated Projects and their benefits for both students and staff.\nBe aware of the possibilities for leading a VIP in the St Andrews curriculum and context.\nHave opportunity to engage in discussion with the presenters on their experience of VIPs.
URL:https://cher.wp.st-andrews.ac.uk/event/vertically-integrated-projects-academic-forum/
LOCATION:Parliament Hall\, St Andrews\, South Street\, St Andrews\, KY16 9QW\, United Kingdom
CATEGORIES:Campus,Deans
ORGANIZER;CN="Deans Office":MAILTO:deansoffice@st-andrews.ac.uk
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20191001
DTEND;VALUE=DATE:20191002
DTSTAMP:20191013T132746Z
CREATED:20190629T104407Z
LAST-MODIFIED:20191013T132746Z
UID:441-1569888000-1569974399@cher.wp.st-andrews.ac.uk
SUMMARY:Call for Contributions: European University Association 2020 Learning and Teaching Forum (Netherlands)
DESCRIPTION:CALL FOR CONTRIBUTIONS \nDeadline for submission: 1 October 2019 \nThe context and objectives of this call \nThe European Learning & Teaching Forum is an EUA event that provides an opportunity for participants to meet and discuss developments in learning and teaching (L&T) at European universities. The Forum buildson EUA’s work with its member universities on this topic. Alongside the bottom-up approach\, the Forummakes use of EUA’s extensive policy work in European higher education. \nUniversity education has changed significantly in recent decades\, and continues to do so\, as the expectations of students\, stakeholders and society towards universities evolve. This process is further influenced byuniversities’ diverse historical\, disciplinary and regional backgrounds. The 2020 European Learning & Teaching Forum explores how institutions balance tried and trusted practices and innovative approaches to learning and teaching in a dynamic and increasingly digital and international environment. \nThrough a mix of plenary and parallel sessions\, the Forum provides a platform for discussion on how universities enhance learning and teaching\, while also presenting the work of the 2019 EUA Learning & Teaching Thematic Peer Groups. The Forum is an ideal event for vice-rectors for academic affairs\, deans\, and management involved in learning and teaching. It also welcomes students\, policy-makers and other stakeholders in higher education. \nLeadership and management in higher education institutions\, students\, policy makers and other interested stakeholders are invited to submit proposals for presenting – either in the form of a presentation or a workshop – current practice or research. The proposed topics are expected to relate to the Forum theme. Proposals related to the topics of the 2019 L&T Thematic Peer Groups are also welcome: internationalisation in learning and teaching\, evidence-based approaches to teaching\, student assessment and curriculum design. \nThe proposals are expected to stimulate interaction and discussion with the participants\, thus enhancing peer-learning. Authors should bear in mind the diversity of the audience and therefore aim to focus on the transferability of results or practices to different contexts in order to increase the relevance for the audience. \n\n\n\n\nTypes of contributions \nBoth papers and workshops can be based on research (i.e. analysing concepts or data related to L&T with discussion of the implications for policy or practice) or present an institutional case study or policy approaches at national or European level\, analysing the success factors\, challenges encountered\, possible failures\, and transferability to other contexts. \nBreakout sessions are usually attended by 30-50 participants. Participants are free to select a session they would like to attend based on the abstracts\, which will be published on the Forum website and in the programme booklet. For this purpose\, all proposal authors are encouraged to pay special attention to their abstracts\, which must be concise\, correspond to the content of their contribution and appeal to the participants. EUA reserves the right to amend abstracts in order to ensure that they accurately reflect the content of the proposed session and/or are linguistically correct. Giving explicit titles of a reasonable length to contributions may also help to capture the attention of the audience. \n1) Paper presentations \nAll papers are expected to share and discuss experiences in a self-reflective and critical way or to test ideas for new L&T initiatives and receive feedback from participants. \nPaper sessions will take place during time slots of 40 minutes each. If presenters would like to provide a PowerPoint presentation\, this part of the session should not exceed 20 minutes. The session should allow for enough interaction and discussion with the audience to ensure an engaging format. However\, it should also be noted that for highly interactive presentations\, the format of a workshop might be more suitable. Authors of proposals selected for presentation will be asked to submit an abstract outlining how they would like the session to proceed\, and may subsequently receive feedback and further suggestions on this abstract. \nA paper proposal should: \n\n–  Identify the author(s)\, and\, in the case of co-authored papers\, indicate who will be responsible for presenting the paper at the Forum\n–  Include the authors’ short biographies (up to 150 words)\n–  Be a fully written paper of maximum 3000 words (excluding references1)\n–  Be accompanied by an abstract of maximum 150 words and up to five key words\n–  Be written in English.The papers will be assessed by members of the EUA L&T Steering Committee on the basis of the following criteria:\n\n\n–  The paper matches the Forum’s theme\n–  The paper has a clear focus that will be of interest to the participants\n–  The argument\, development and structure are logical\, coherent and understandable and thelanguage is correct\n–  The paper has the potential to sustain a lively discussion. Papers presenting case examples are critical and self-reflective and identify clearly the successes and obstacles in implementation1 Please apply the Harvard style system (UK spelling) for text and bibliography.\n\n\n\n\n\n\n\n\n–  The paper looks at transferability beyond the original context\n–  No proposal for commercial purposes will be accepted.The submission form for paper proposals is available here.2) Workshops\nProposals for workshops should focus on providing participants (up to 30) with a structured exercise to enhance their understanding of a specific topic or provide hands-on practical advice on how to implement or use specific tools. This type of session will be led by the proposal author(s) in a parallel session lasting 90 minutes. Workshops should not be dedicated to one or several paper-like presentations: the focus should be on participant activity rather than a presentation by the session facilitator(s). \nThe proposal should:\n\n\n–  Identify the facilitator(s)\n–  Include the authors’ short biographies (up to 150 words)\n–  Identify the target audience for the session\n–  Explain the main objectives of the workshop and what it offers to participants in terms of learningoutcomes\n–  Explain the activity to be carried out during the session\n–  Specify any practical requirements (materials\, audio-visual\, room layout\, etc.)\n–  Be no more than 700 words long\n–  Be accompanied by an abstract of maximum 150 words and up to five key words\n–  Be written in English.Any supplementary session materials (e.g. questionnaires) may be annexed.\nProposals will be assessed by members of the EUA L&T Steering Committee on the basis of the following criteria:\n\n\n–  The topic and objectives of the session are clear and relevant to the Forum theme and audience\n–  The topic looks at transferability beyond the original context\n–  The level and type of participant activity aims to sustain a lively engagement with the audience in ahands-on activity\n–  The activity description is coherent\, understandable and comprehensive enough to provide a clearpicture of the session\n–  No proposal for commercial purposes will be accepted.We strongly encourage selected facilitators to prepare and handle the timing of their activities carefully. They should also be prepared to adapt their activity to the final number of participants in the audience.\nAfter the Forum\, workshop facilitators will have the opportunity to submit their workshop in the form of a paper for publication on the EUA website. This is an optional offer and in no way mandatory. \nThe submission form for workshop proposals is available here.\n\n\n\nSubmission \n\n\n\n\nAll proposals should be submitted using the relevant form in Word format to LTForum@eua.eu. Please do not send a hard copy or a PDF file. All proposals will be reviewed separately by two members of the EUA L&T Steering Committee. \nAuthors will be informed in November if their proposal has been accepted. Selected proposals may receive comments on how they should be amended before the Forum. Please note that due to limited resources no comments can be provided to unsuccessful proposals. \nUnless the author indicates otherwise\, all selected papers and presentations will be posted on the EUA website after the event and the site will be assigned an ISSN number. \nAll correspondence with authors will be by e-mail. \nDeadline\nThe deadline to submit proposals is 1 October 2019. Submissions received after this date will not be \nconsidered. \n\n\n\n\n\nIMPORTANT: If you have submitted a proposal\, please do not register for the Forum online until the results of the selection process have been announced. Selected contributions will benefit from a reduced fee\, which will be applied through a special registration process. Please note that a special registration fee will be awarded only to one author per contribution\, and only to representatives ofEUA member institutions. \n\n\n\n\n \n\n\nJune 2019 \n\n\n\n\nLaunch of the call for papers. \n\n\n \n\n\n1 October 2019 \n\n\n\n\nFull proposals must be submitted in Word format using the form attached to this call to LTForum@eua.eu. \n\n\n \n\n\nNovember 2019 \n\n\n\n\nNotification of acceptance or rejection will be sent by e-mail to all authors. Abstracts of accepted proposals will be published on the Forum website. \n\n\n \n\n\n1 December 2019 \n\n\n\n\nAuthors of accepted proposals for paper presentations will submit a session outline explaining how they would wish the session to proceed. \n\n\n \n\n\nJanuary 2020 \n\n\n\n\nInformation regarding the day and time of sessions at the Forum is provided. \n\n\n \n\n\n12 February 2020 \n\n\n\n\nAn introductory session and reception for the Forum’s key players will be organised in the evening. \n\n\n \n\n\n13-14 February 2020 \n\n\n\n\n2020 European L&T Forum takes place at Utrecht University. \n\n\n\n\n\nEUA L&T Steering Committee members \n\n–  Michael Murphy\, Former President\, University College Cork\, Ireland (chair)\n–  Paolo Cherubini\, Deputy Rector and Pro-Rector for Education\, University of Milan Bicocca\, Italy\n\n\n\n\n\n\n\n\n\n\n\n\n–  Jolanta Choinska-Mika\, Vice-Rector for Student Affairs and Quality of Education\, Warsaw University\, Poland\n–  Ian Dunn\, Deputy Vice-Chancellor (Student Experience)\, Coventry University\, UK\n–  Kornelia Freitag\, Vice-Rector for Academic and International Affairs\, Ruhr University Bochum\,Germany\n–  Gohar Hovhannisyan\, European Students Union\n–  Riitta Pyykkö\, Vice-Rector\, University of Turku\, Finland\n–  Oliver Vettori\, Dean\, Accreditations & Quality Management and Director\, Program Management &Teaching and Learning Affairs\, Vienna University of Economics and Business\, Austria\nTo stay up to date on EUA’s L&T activities\, look out for #EUALearnTeach on Twitter and/or join the LinkedIn group ‘Learning & Teaching in European Higher Education’.
URL:https://cher.wp.st-andrews.ac.uk/event/call-for-contributions-european-university-association-2020-learning-and-teaching-forum-netherlands/
LOCATION:Utrecht University\, Netherlands
CATEGORIES:Calls for Contributions,Conference,International
ATTACH;FMTTYPE=image/jpeg:https://cher.wp.st-andrews.ac.uk/files/2019/06/EUA2020Call.jpg
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BEGIN:VEVENT
DTSTART;TZID=UTC:20190925T140000
DTEND;TZID=UTC:20190925T163000
DTSTAMP:20191013T132753Z
CREATED:20190916T124717Z
LAST-MODIFIED:20191013T132753Z
UID:495-1569420000-1569429000@cher.wp.st-andrews.ac.uk
SUMMARY:CHER Networking and Agenda Setting afternoon
DESCRIPTION:Come and join us to start the new academic year with a chance to meet and network with colleagues interested in higher education research\, and to contribute to our agenda for this year and beyond. \nWe will update you on interesting developments in the St Andrews ecosystem relating to higher education research\, and the scholarship of teaching and pedagogy.   We would like to hear about projects that people currently have underway to help stimulate the community\, and facilitate collaborations\, \nIn terms of agenda-setting\, we would like your contributions on how CHER as a collegial\, researcher-driven centre can support\, facilitate\, and celebrate higher education research across the university. \nWe hope to see you there!
URL:https://cher.wp.st-andrews.ac.uk/event/cher-networking-and-agenda-setting-afternoon/
LOCATION:St Mary’s College (Divinity) Lecture Room 1\, St Mary's Quad\, South Street\, St Andrews\, United Kingdom
CATEGORIES:Campus,CHER
ORGANIZER;CN="Centre for Higher Education Research (CHER)":MAILTO:cher@st-andrews.ac.uk
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