All posts by Ariane

“Excellence in Africa” is a new program launched by EPFL, designed to have a lasting impact in Africa:
– By creating a solid ground for research excellence and innovation through a network of highly qualified young professors based in Africa;
– By anchoring the collaboration within the African partner institutions;
– By increasing the visibility of EPFL and Switzerland in Africa, to attract talent and conduct quality research;
– By supporting the digital transformation of Africa.

The program is based on three pillars: (1) development of junior African Faculty through joint research projects with EFPL professors, (2) tutoring of 100 PhD students enrolled in African universities and, (3) Digital Education. https://recruiting.epfl.ch/Vacancies/1848/Description/2

Call for abstracts for the ICED 2022 Conference May 31 – June 3, 2022 Radisson Blu Scandinavia Hotel, Aarhus, Denmark

Theme: Sustainable Educational Development

The United Nations’ 17 Sustainable Development Goals that were adopted in 2015 address challenges related to the climate crisis and environmental challenges, to poverty, health and hunger and to increased equalities. Apart from being one of the goals in its own right, education (goal 4) plays a pivotal role if the 17 goals for a sustainable future shall be achieved. This includes educational developers in higher education who have a particular responsibility for educating the researchers, professionals, experts etc. to increase our understanding of challenges and propose solutions to move the goals forward and the cultural, political and other conditions that can make it possible…. Read more

The Teaching Support Centre at the École polytechnique fédérale de Lausanne is recruiting 2 PEDAGOGICAL ADVISORS.

The new team members will support teachers to develop their practice through course evaluations, coaching, and workshops.

Position	English	French
50-60% CDI	https://recruiting.epfl.ch/Vacancies/1798/Description/3	https://recruiting.epfl.ch/Vacancies/1798/Description/2
100% CDD (1 an : renewable)	https://recruiting.epfl.ch/Vacancies/1798/Description/3	https://recruiting.epfl.ch/Vacancies/1798/Description/2

Note: Applications are welcome in French or English; deadline May 18 2021.

Call for Chapter Proposals

            The e-book editors of the Society for the Teaching of Psychology (APA, Division 2) have commissioned the preparation of a book titled “In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (Editors: Catherine Overson, Christopher Hakala, Lauren Kordonowy, & Victor Benassi). The editors invite potential authors to submit proposals for chapters to appear in a section of the book titled “Putting the Science of Learning into Practice.” From the submitted proposals, a limited number of authors will be invited to prepare a chapter for submission. The purpose of these chapters is to provide teachers and others who work to promote student learning with examples of applications of science of learning in real academic settings. The target audience for the book will be:

1. college and university teachers in any field or discipline and at any type of institution
2. secondary school teachers
3. staff in teaching and learning centers, instructional design centers, learning assistance centers, and student support
4. other colleagues who work with students to promote students’ academic success.

After proposals have been reviewed by the book editors, authors of accepted proposals will be notified and provided with detailed instructions on how to prepare and submit their chapters. The chapters will follow a similar format to that used in the 2014 STP e-book on Applying the Science of Learning in Education section titled “Putting the Science of Learning into Practice” (Benassi, Overson, & Hakala, Eds.). The proposal submission due date is May 1, 2021.

Click here for more information about the book and proposal submission

(https://www.unh.edu/cetl/chapter-proposal-submission-information-and-link).

Send inquires to Catherine Overson at catherine.overson@unh.edu

Theme – Sustainable Educational Development

ICED22 hybrid conference will address the role and responsibility of educational developers in coping with the UN’s 17 Global Goals of sustainability.  

Apart from being one of the goals in its own right, education plays a pivotal role if the global goals for a sustainable future shall be achieved. Educational developers in higher education have a particular responsibility for educating the researchers, professionals, experts etc. to increase our understanding of challenges and propose solutions to move the goals forward.

https://dun.cmail20.com/t/ViewEmail/y/0090BE4B0EBC93A92540EF23F30FEDED

Unit Head Professional Postgraduate Training (f/m), 80%-100%

Für das Team Professional Postgraduate Training im Departement Education & Training, welches für die reibungslose Organisation verschiedener Kurse, Lehrveranstaltungen und Workshops, als auch für die Beratung von Studierenden und Dozierenden in einem multikulturellen Kontext zustän-dig ist, suchen wir einen
Unit Head Professional Postgraduate Training (f/m), 80%-100%
(Bewerbungen von Jobsharing-Teams sind willkommen)

https://recruitingapp-2698.umantis.com/Vacancies/702/Description/1

Open Repository and Online Event (01.12.20 13-17h – Save the date!)

The pandemic has had a major impact on education, not only because of the social isolation during the lockdown, but also because of the need to organise education differently after reopening of schools. New practices have emerged and continue to develop. Educational researchers have quickly accompanied the emergence of these new practices with research activities. Many have conducted studies to document and investigate the effects of the coronavirus pandemic on education. These studies can make a significant contribution to understanding what has happened, but also to preparing future scenarios, based on evidence.

But how to gather all these studies in order to make them accessible and useful for the entire research community? The Swiss Conference of Cantonal Ministers of Education (EDK/CDIP), the State Secretariat for Education, Research and Innovation (SERI/SBFI/SEFRI)  and the EPFL Center for Learning Sciences (LEARN) teamed up to propose a platform for the sharing of research on Covid-19 impact on education in Switzerland.

1. Open Repository of studies

Open access

We initiated an open online repository of such studies. https://go.epfl.ch/repository_access

Sharing your studies

Did you conduct a study or more generally collect data on the impact of Covid-19 on education at any level of education in Switzerland? Or do you plan to do so?

Please add your study to the repository such that the research community can easily find, access and cite your work or get in contact with you for potential collaborations. https://go.epfl.ch/repository_fill

2. Online Event on Tuesday 01.12.2020 13-17h

Attending and presenting

If you want to attend in the event, please subscribe here until the 27.11.2020: https://go.epfl.ch/online-event-subscription

If you want to give a short presentation, there are two simple steps to do:

a. Please add your study / project to the repository (mentioned in 1.) first. This way, attendees can explore the content beforehand.

a. Then fill in this short form (one form per presentation, to be filled out by the main presenter) until 15.11.2020 : https://go.epfl.ch/online-event-presentation

Alice Leibundgut, State Secretariat for Education, Research and Innovation SERI

Marius Beerli, Swiss Conference of Cantonal Ministers of Education EDK/CDIP

Jessica Dehler Zufferey,  EPFL Center for Learning Sciences LEARN

International Journal for Academic Development   CALL FOR PROPOSALS | Special Issue (to be published in 2022)   Academic Development in Times of Crisis   The COVID-19 pandemic has challenged academic developers to respond creatively to novel and evolving conditions that put extraordinary stresses on individuals, communities, institutions, and the higher education sector. Yet this is not the first time – nor will it be the last – academic development has confronted profound uncertainty related to the purposes, practices, and contexts of our work.   This special issue invites research, theory, and reflection on academic development in times of crisis.   We define crisis broadly to allow for both local and global issues, and to consider crises that may relate to public health, economic, political, social, climate, institutional, personal, ethical, or any other factors that disrupt the status quo in significant ways. Crises are crossroads that challenge existing systems and compel us to reconsider our assumptions; crises often present existential threats, and they might also be opportunities for positive change.   To understand how IJAD defines academic development, authors should read former editor Kathryn Sutherland’s 2018 essay on ‘Holistic academic development’ (IJAD 23:4) and also should consult IJAD’s statement on the aims and scope of the journal.   We are open to traditional — and to novel — approaches and genres for researching, analyzing, and representing academic development in times of crisis. This special issue is an opportunity to revisit not only what we do but also how and why we do it, including how our practice is shaped by specific contexts and circumstances that are often beyond our immediate control.   We encourage scholarly and creative submissions that offer insights, methodologies, and practices that are firmly grounded in a particular context and crisis but that also have implications for academic development more broadly.

You may submit a full-length scholarly article (up to 6000 words), a reflection on practice (1500 words), a reflection on research (1500 words), or a book review (1500 words). If you have questions about creative genres, please consult an IJAD editor. More details about paper types are on the IJAD website. We require full manuscripts to be submitted by 1 June 2021 in order to be reviewed and revised for publication in 2022.

We encourage submission of a 500 word proposal by 1 February 2021 outlining your proposed submission (emphasizing how it relates to the special issue’s topic, the literature upon which you will draw, and your intended genre). Proposals are strongly encouraged for creative genres. The editorial team will provide brief feedback as an indication of the extent to which your proposed paper may fit the parameters of the special issue and you may then submit the full manuscript by 1 June 2021.

Authors are welcome to submit full manuscripts without first receiving feedback through the proposals process.

All manuscripts will go through IJAD’s normal double-blind review process once they are submitted. As with regular IJAD articles, we have no prescribed methodologies and invite you to find creative ways to write about these themes.

Proposals due 1 February 2021 | Manuscripts due 1 June 2021 | Anticipated publication June 2022

Submitted papers should not have been previously published nor be under consideration for publication elsewhere. A guide for authors, Word template, and other relevant information can be found on IJAD’s homepage: www.tandfonline.com/ijad.

Proposals and manuscripts must be submitted online via IJAD’s ScholarOne site: http://mc.manuscriptcentral.com/ijad

For inquiries about this Special Issue, please contact Henk Huijser, h.huijser@qut.edu.au.

Digital media and educational technologies are experiencing an enormous upswing due to the Corona crisis. The question of how didactically sound and sustainable e-learning media can be designed is more topical than ever. Although the boundaries between formal and informal learning are becoming increasingly blurred, we know from theory and practice that the mere provision of technology has only limited benefits. The “Gesellschaft der Medien in den Wissenschaften” (GMW) has been researching media-supported learning scenarios for many years. It promotes critical reflection on the potential of new media in all fields of development at the university. The annual highlight of its activities is the GMW conference, which is held by the ZHAW from 24 to 26 August. The focus is on social discourse, especially on experiences from the Corona crisis.

Registration and further information at www.gmw2020.ch

TAKING STOCK 2.0: CALL FOR CHAPTER PROPOSALS A lot has changed in our understanding of and approach to teaching and learning in higher education, since the 2010 publication of Taking Stock: Research on Teaching and Learning in Higher Education. And yet, much has stayed the same (despite the current pandemic). As we approach the book’s tenth anniversary, it seems appropriate to take stock once again – of what we know now, what has changed and what further change is needed in support of deep and essential learning in our ever-changing world. These are among the issues to be covered in our new book Taking Stock 2.0: Transforming Teaching and Learning in Higher Education. On June 10, the editors Julia Christensen Hughes, Joy Mighty, and Denise Stockley facilitated an interactive webinar, which included highlights of the original Taking Stock publication and the proposed framework for Taking Stock 2.0. In small groups, participants reflected on what has changed over the past 10 years and provided their insights and lived experiences regarding the most pertinent issues in higher education today and in the future. We now invite you and your colleagues to reflect on this valuable input and submit proposed contributions as we aim to take stock once again in 2020! It is our intention that this second book will support the work of the Society for Teaching and Learning in Higher Education (STLHE) and the higher education community for years to come. The publication target date is spring 2021, just in time for the 40th Anniversary of STLHE and our conference in Ottawa.  We ask that the chapter proposals be submitted no later than August 14, 2020. Call for Chapter Proposals

Dear SFDN member,

The free teaching induction MOOC, Contemporary approaches to university teaching, provides key introductory learning and teaching concepts and strategies for those in their first few years of university teaching (https://www.canvas.net/browse/swinburne/courses/contemporary-approaches-university-teaching). The self-paced MOOC is comprised of 11 expert-developed modules and several specialty modules and resources. Participants are encouraged to engage with the MOOC for two hours a week across the semester. However, the MOOC can be used as a just in time, just for me resource and used as and when needed. Topics include Planning for learning, Supporting online learning, Feedback for learning, Curriculum design etc.

Institutions providing learning and teaching professional development can learn how other universities are using the MOOC in the ‘How universities are using the MOOC’ section on the Fellowship website. https://www.caullt.edu.au/project-resources/olt-fellowship-and-mooc-available/

American colleagues from Elon and Seattle Universities invite you to participate in a study of educational developers around the world. They intend to present their initial findings at ICED 2020.

The short, anonymous survey will take approximately 10 minutes to complete.

If you are willing to participate, please click on the following link to complete the online consent form and access the survey: https://www.surveymonkey.com/r/eddev2020

The survey remains open until 23:59 (Pacific Standard Time) on Sunday 15 March 2020.

The SFDN Board