Exploring Expertise for Teaching in Higher Education
The Artistry of Teaching
14 -21st October 2022
This second online event follows in the footsteps of the success of the 2020 'Exploring Expertise' Symposium and subsequent Routledge/SEDA book 'Developing Expertise for Teaching in Higher Education' (see signature below for a discount code!).
Proposals are invited for short synchronous and asynchronous presentations. Deadline for submission is midnight on Friday 1st July 2022.
We welcome proposals related to the overall topic of the symposium and in relation to the key theme of Artistry of Teaching and the following sub-themes:
· Performance & improvisation / teaching persona
· Authenticity: self-expression, teacher identity, individuality, creativity
· Professional identity in the academy, including different roles who contribute to L&T
· Motivation to develop expertise / continuously improve teaching
· Relational pedagogy: compassion, care, learning with the students
· Artistry of teaching in the disciplines: how the Artistry of Teaching is manifest in different disciplines and professions
Best wishes,
Helen & the Symposium Planning Team
Professor Helen King PhD NTF SFSEDA PFHEA
(Pronouns she/her)
Professor & Deputy Director, Academic Practice Directorate, UWE Bristol
Honorary Associate Professor, University of Queensland
Co-Chair: Staff & Educational Development Association (SEDA)
Editor: Developing Expertise for Teaching in Higher Education
Room 5E15, Frenchay Campus, Coldharbour Lane, Bristol, BS16 1QY
Tel: +44 117 3284127
Twitter: @drhelenking
IFNTF "Symposathon"
September 19 -20, 2022
REshaping Teaching Excellence: Pandemic and the New Now
The International Federation of National Teaching Fellows (IFNTF) is pleased to host a virtual "symposathon" (Symposium + Marathon) in September 2022.
IFNTF (https://www.ifntf.org) is a non-for-profit organization that aims to bring together award-winning teachers from across the world for the global advancement of excellence in learning and teaching in higher education. The federation was officially launched at the House of Lords in London, UK, in September 2016, and currently has members from Australia, Canada, Ireland, New Zealand, UK and the USA, and all members aim to work in collaboration on innovative projects and initiatives on teaching and learning pedagogies in higher education.
This is the fourth annual international summit/symposium held by IFNTF. The IFNTF First World Summit in 2017 in Birmingham, UK, featured the theme Defining Teaching Excellence across Disciplines. The IFNTF Second World Summit in Halifax, Canada, in 2018, was themed Nurturing Teaching Excellence across Disciplines. The IFNTF 2021 Symposium held in conjunction with the Canadian STLHE conference featured Shaping Teaching Excellence across Disciplines.
This year the symposathon will be themed REshaping Teaching Excellence: Pandemic and the New Now. The IFNTF symposathon will feature keynote speakers from Australia, Canada, New Zealand, the UK and the USA, presentations from authors of accepted papers, and participant-led breakout sessions and panel discussions. The broad focus will be on maintaining a culture of teaching excellence in the pandemic and post-pandemic era, high-impact pedagogies, student engagement strategies, impactful teaching, and case studies.
SYMPOSATHON TIMINGS
In its true spirit as an international federation, the symposathon will run in multiple time zones that will be convenient for participants from both the Northern and the Southern hemispheres. Each time zone will host the symposathon in a 3-hour time slot. There will be an additional one-hour "handover" slot during which participants from the previous time zone may find it convenient to attend the first hour session from the next time zone. Please see the timings of the symposathon below.
PAPER SUBMISSION
We welcome submissions for paper sessions. Papers can be theoretical, conceptual, and/or empirical. Authors should submit an extended summary limited to 1500 words (excluding references). Papers should be related to the key theme of the conference and the key task areas.
Submissions are welcome from all educators. However, at least one of the co-authors of each paper must be eligible for full membership at IFNTF. That is, at least one of the co-authors must have received a national teaching fellowship in their home country.
To submit your extended summary, please go to https://forms.gle/HKUqPUWjufSNfH3G9
All accepted submissions will be published in an e-book and made available on the IFNTF website.
IMPORTANT DATES
Submissions due: July 31, 2022 (11.59 PM Anywhere on Earth)
Notification of acceptance: August 20, 2022
Registrations due (for accepted authors): August 31, 2022
REGISTRATION FEE
There will be a nominal registration fee of 30 GBP (approximately 50 USD) for participants. Students can register for free. The registration link for the conference is at
IFNTF MEMBERSHIP
IFNTF welcomes new members to join the federation and collaborate internationally, promoting and sharing evidence-based strategies for excellence in teaching and learning in higher education. For more information about the types of membership and for enrolling as a member, please visit: https://www.ifntf.org/page-membership
IFNTF Executive Committee
Martina A. Doolan
President, IFNTF
National Teaching Fellow and Associate Professor,
Department of Computer Science, University of Hertfordshire, UK
Stephen Rutherford
Treasurer, IFNTF
National Teaching Fellow, Professor and Head of Education Division,
School of Biosciences, Cardiff University, UK
Laura Ritchie
Secretary, IFNTF
Professor Learning and Teaching, National Teaching Fellow,
University of Chichester, West Sussex, UK
James Intriligator
Vice-President (USA), IFNTF
National Teaching Fellow and Professor of the Practice and Director of Strategic Innovation,
Dept of Mechanical Engineering, Tufts University, Boston, USA
Srini Sampalli
Vice-President (Canada), IFNTF
Professor and National 3M Teaching Fellow,
Faculty of Computer Science, Dalhousie University, Halifax, Nova Scotia, Canada
Sally Kift
Vice-President (Australia), IFNTF,
National Teaching Award Winner, National Senior Teaching Fellow,
President, Australian Learning and Teaching Fellows (ALTF)
Heather Kavan
Vice-President (New Zealand), IFNTF
National Teaching Excellence Award Winner, Senior Lecturer,
School of Communication, Journalism and Marketing, Massey University, New Zealand
You are cordially invited to attend the University of Essex-Kaplan Online Symposium on Ecopedagogy / Learning & Teaching as if Ecology Matters. Please register here and upon acceptance of your participation into this free-of-charge symposium, you will be sent a Zoom link one week prior to event. It takes place on Friday, 1 July 2022, 4 PM - 9 PM (SGT, UTC + 8).
Registration: ESSEXKAPLAN2022
We are excited to announce the second seminar of this spring's series with Tamara Reid who will talk to us about Inclusive Curriculum Consultants: Lessons learned from student-staff partnerships in curriculum development, design, and review on Friday the 25th of February from 1-2 pm.
To register for the event: https://www.eventbrite.com/e/inclusive-curriculum-consultants-tickets-269723549397
The Inclusive Curriculum Consultant Programme allows students to be involved in the development of curricula, share their voices and perspectives. Staff working in partnerships with the programme have the opportunity to work with and learn from a diverse student perspective leading to the review of teaching materials, and discussions of how a particular module or course can be redesigned and changed to be more inclusive and accessible to our diverse student body.
In this talk, I will bring you on my journey of redesigning the programme and discussing my lessons learned and critical reflection from the last year of running the Inclusive Curriculum Consultants. Looking at issues of allyship, learned helplessness, evaluation, and partnership as empowerment.
It is my hope that this talk provides you with some food for thought in relation to your own programmes. As well as providing us an opportunity to be discussing our journeys of becoming in student-staff partnerships.
Tamara Reid, Inclusive Curriculum Consultants Programme Lead at Kingston University, will be joined by respondents Elantha Evans, Senior Lecturer in Architecture and Cities and Students as Co-Creators Academic Partner, University of Westminster, and Kyra Araneta, Student Partnership Research Assistant and Master's in International Relations Student, University of Westminster.
We wish you a lovely day and look forward to hosting you on the 25th.
Warm wishes,
Fatima
Student Partnership Lecturer
Centre for Education and Teaching Innovation
Lecturer
Organisations, Economy, and Society
University of Westminster
309 Regent Street
London, United Kingdom, W1B 2HW
Email: f.maatwk1@westminster.ac.uk
The University of Westminster is a charity and a company limited by guarantee. Registration number: 977818 England. Registered Office: 309 Regent Street, London W1B 2HW.
This message and its attachments are private and confidential. If you have received this message in error, please notify the sender and remove it and its attachments from your system.
This event will take place on Thursday, 7 April 2022, 2.00-3.30pm (via Microsoft Teams)
Framed by a consideration of Paulo Freire’s critical perspectives on technology, marginalisation and education as a liberating force, this interactive online seminar will explore the urgent need for a critical, post pandemic reframing of digitally-enabled education in the context of higher education as a public good. Drawing up on their own their recent and ongoing research focused on the concept of the digital university (Johnston, MacNeill and Smyth, 2019) the presenters will lead the seminar’s participants in reflecting on what can be learned from the pandemic if we want to challenge dominant neoliberal practices, and develop more hopeful and equitable post pandemic approaches to education and our use of digital technologies and spaces for learning and teaching.
The presenters will also articulate their own pragmatic response to the above, through exploring their model of the Digitally Distributed Curriculum which is centred around the values of praxis, public pedagogy and participation (Johnston, MacNeill and Smyth, 2021).
Dear colleagues,
I'd like to share the call for papers to this year's International Digital Storytelling Conference. (Disclaimer: I'm on the committee).
Digital storytelling is a thriving set of practices in education and there may be people in your networks that would welcome a chance to showcase the work they are doing.
Best wishes
Chris Thomson
Lead subject specialist - Digital Practice
Jisc
++++++++++++++++++++++++++++
We invite you to join us at Loughborough University, UK, in the coming Summer for an amazing gathering of digital storytelling professionals, academics, museum educators, students, community partners, and activists.
Under the umbrella theme of Story Work for a Just Future ,explored across our three-year programme of events, and in response to the current pandemic, for DST 2022 Rise Up! we are particularly interested in proposals with a focus on how our Story Work could help us and our communities Reconnect, Rebuild, Recreate.
To frame your ideas you could also consider (but not limited to) the following Re-words and use them as lenses through which look at context, content or practice:
All interested conference contributors are invited to share their work through six types of contributions, but we also welcome other formats.
Submission guidelines & key dates
For further submission requirements and information on accommodation, please email the Storytelling Research Team at Loughborough University: Saedstorytelling@lboro.ac.uk
Conference website: http://dst2022.org
The main contact for the DST Conference 2022 in Loughborough is Antonia Liguori.
Save the Date!
2022 International Forum for Peer Learning and Peer Support
Zoom Online Event
16th June 2022
Hosted by: The International Academic Peer Learning Network and the European Centre for SI-PASS
The International Academic Peer Learning Network, and the European Centre for SI-PASS, are delighted to invite you to attend this online International Forum for Peer Learning and Peer Support on Thursday 16th June 2022. A call for proposals and presenters will be made in early February 2022.
Building on the highly successful online Forum held in January 2021, this promises to be another exciting event. At the last Forum we welcomed participants across several different time zones including from Australia, Belgium, Canada, Ireland, New Zealand, Sweden, Turkey, UK, and the United States. Presentations and discussion forums included topics about moving peer learning online, building peer communities, the role of peer learning in widening access and transition to university, and developing student resilience and wellbeing.
Through attending this 2022 Forum event, you can join like-minded practitioners and students for stimulating virtual debates and discussions about many aspects of peer learning and peer support. It will be an opportunity to reflect on what has worked well this year, and what some of the challenges have been, in online and hybrid learning and teaching environments.
Please save the date and consider submitting a proposal to present a pre-recorded session on an aspect of peer practices, or a live workshop which enables delegates to develop particular skills or insights. More details about the format will be available soon.
We look forward to seeing you in June!
Best wishes on behalf of the Forum Organisers:
Lise-Lotte Mörner, Catherine McConnell, Dave Lochtie, Amanda Pocklington.
Tutoring Matters - What Works? Effective Advising for Post-secondary Students
Thursday, 20 January 2022 14:00
Our next free webinar is entitled 'What Works? Effective Advising for Post-secondary Students.
About This Webinar
Based on the US Department of Education What Works? Effective Advising for Post-secondary Students effective practice guidance, this webinar focuses on student advising practices which improve student learning outcomes. The practice explored in this webinar will help personal tutors, academic advisors and institutional leaders to design and deliver effective personal tutoring/academic advising.
The webinar focuses on four evidence-based recommendations:
The presenter, Brett McFarlane, University of California Riverside, will provide an overview of each recommendation and focus on strategies for applying the evidence-based recommendations to develop, implement, and support effective advising.
For more information and to register, click on the link below.
Best wishes
Alison Raby
UKAT Publicity
Please find attached the INRAP community's programme of assessment events for 2022 to which you are all invited. Please pass onto colleagues you think might be interested.
Info on INRAP
The Interdisciplinary Network for Research-Informed Assessment Practices (INRAP) is the assessment and feedback community of practice established by the University of Southampton with Advance HE in 2018. The INRAP community is an empirically derived assessment and feedback think-tank. Prioritising the promotion of innovation and excellence, INRAP intends to support best practice and policy development via building a dynamic collaborative community that challenges, critiques and advances knowledge and understandings of assessment and feedback in higher education.
Links to join the network will be sent out to colleagues in the New Year.
We wish you a Happy Christmas and New Year.
The INRAP team
Jan Bamford (London Metropolitan University)
Roz Collins (University of Wolverhampton)
Carol Evans (Cardiff University and University of Southampton)
Christine O'Leary (Sheffield Hallam University
Elena Moschini (London Metropolitan University)
Simon Riley (University of Edinburgh)
Stephen Rutherford (Cardiff University)
Michael Waring (University of Leeds)
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Professor Carol Evans
Editor in Chief of Higher Education Pedagogies journal
Assessment and Feedback Integrative Framework
Professor Carol Evans
Editor in Chief of Higher Education Pedagogies journal
Editorial Advisory Board Open University Publishing/ Mc Graw Hill (Higher Education)
Honorary Visiting Professor Cardiff University
Visiting Professorial Fellow University of Southampton
Principal Fellow (PFHEA)
National Teaching Fellow Advance HE
Collaborative and Spotlight Award for Teaching Excellence Award (CATE)
Making sense of assessment feedback in higher education
What constitutes high quality education pedagogical research
Enhancing Students' Assessment Feedback Skills within Higher Education
Making sense of learning gain in higher education
INFORMATION IN THE ATTACHMENT AS PLAIN TEXT FOR THOSE TAKING THE DIGEST VERSION OF THE EMAIL BULLETIN
We hope you will be able to join us in a range of webinar events which will comprise a range of formats, with national and international partners.
Programme of online events 2022-2023
The aim of this suite of events is to focus on key issues facing assessment and feedback in higher education mindful of cognitive and socio-cultural influences and how assessment plays out in different cultural contexts within and across institutions (cultures local and global). The core aim is to share ideas from across different cultural contexts to advance understandings. If colleagues in the community would like to get involved and also share useful resources relevant to these sessions, please do get in contact with the lead for each session.
Jan 21st
1-2pm (UK time)
Approaches and Cultures of Assessment: International Comparisons
https://shu.zoom.us/j/3028246015
Elena Moschini; Jan Bamford and Dr Christine O'Leary
Contact:
Feb 22nd
4-5pm
(UK time)
The Student Role in Co-Creation of their own Learning Outcomes, and their Assessment
https://cardiff.zoom.us/j/88646319955?pwd=a3hyM0MwRWNTZ00xUWlQOGROU2NPZz09 Meeting ID: 886 4631 9955
Password: 449696
Simon Riley and Gavin McCabe, University of Edinburgh; Katherine Lithgow, University of Waterloo, Canada; Carol Evans
Contact: Simon.C.Riley@ed.ac.uk
March 9th
2-3pm
(UK time)
Maintaining Academic Standards: the Development of External Examiners
https://shu.zoom.us/j/3028246015
Christine O'Leary with Prof Chris Rust (Emeritus Professor of Higher) Education, Oxford Brooks); Dr Helen Kay (Senior Lecturer in Academic Development and Inclusivity
Contact: C.T.OLeary@shu.ac.uk
March 23rd
2.30-4.00pm
(UK time)
Self and Peer Assessment and the Development of Self-Regulation
https://cardiff.zoom.us/j/87569725007?pwd=WXBWb1RJTE1vNHFZVjV0akVhOHpYdz09
Meeting ID: 875 6972 5007
Password: 167145
Stephen Rutherford
Simon Riley
Contact: rutherfords@cardiff.ac.uk
April 6th
12-1.30pm (UK time)
The Role of Assessment in Supporting Student Transitions in HE
https://cardiff.zoom.us/j/86307166291?pwd=bzJtdGtGQXo0WDlJNTU0d1l6ZVNPUT09
Carol Evans
Stephen Rutherford
May 27th
1-2pm
Inclusive Assessment
Web link tbc
Jan Banford
Elena Moschini
Contact: bamfordj@staff.londonmet.ac.uk
June 22
1-2.30pm
Making Sense of Assessment Requirements
https://cardiff.zoom.us/j/87176305384?pwd=K2ozU1haTmNIYlo1N3UxSU9SYjFlUT09
Meeting ID: 871 7630 5384
Password: 436299
Michael Waring
Carol Evans
Contact: m.j.waring@leeds.ac.uk
July 6
12-1.30pm
(UK time)
An Integrated Approach to Feedback across disciplinary and cultural contexts
https://cardiff.zoom.us/j/89720860751?pwd=K2kwa2E3VjgwLzlwaUFUTWxyaSsyUT09
Meeting ID: 897 2086 0751
Password: 911781
Carol Evans
Xiaotong Zhu
Sharifa Al Adawi
Laura Grange
Daniel Hobson
Contact: c.a.evans@soton.ac.uk
Sept 22
1-2pm (UK time)
Creating Agentic Assessment Environments
https://shu.zoom.us/j/3028246015
Christine O'Leary
Carol Evans
Steve Rutherford
Contact: C.T.OLeary@shu.ac.uk
Driven by ethics and values relating to the student experience, the Interdisciplinary Network for Research-Informed Assessment Practices (INRAP) is the assessment and feedback community of practice established by the University of Southampton with Advance HE in 2018. The INRAP community is an empirically derived assessment and feedback think-tank. Prioritising the promotion of innovation and excellence, INRAP intends to support best practice and policy development via building a dynamic collaborative community that challenges, critiques and advances knowledge and understandings of assessment and feedback in higher education. As a community we aim to empower practitioners by providing an informative and supportive environment that encourages interdisciplinary work to inform integrated curriculum design. The aims of INRAP and a programme of events for 2022 are outlined below. We hope this forum will be of interest to all those interested and involved in the development of assessment and feedback practices within HE. Links to join the network will be sent out to colleagues in the New Year.
Key Aims of INRAP
Building and connecting a dynamic community that challenges, critiques and advances knowledge and understandings of assessment and feedback within higher education.
Providing a critical and supportive space for inter-disciplinary collaboration and working.
Supporting institutions in using assessment and feedback evidence rigorously through research-informed and evidence-based ways to impact assessment choices.
Promoting a holistic approach to curriculum design using assessment as the driver.
Framing, discussing and disseminating new ways of thinking and working in assessment and feedback at discipline and institutional level.
Empowering practitioners and equipping and supporting them to leverage their own roles and realities for the
Join us for our virtual Book launch
9th December 2021
3-4 pm
https://us02web.zoom.us/j/6021115975?pwd=bGNOM1hKNlo4WE45b0gycjQzS2pCZz09
Meeting ID: 602 111 5975
Password: 954356
Join us at the launch of the book: "Excellence in Teaching and Learning in Higher Education: institutional policies, research and practices in Europe".
Editors: Isabel Huet (Portuguese Open University & CIDTFF, LE@D), Teresa Pessoa and Fátima Sol (University of Coimbra, Portugal).
The 'idea' of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead, to organize a more European view on the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic. The book is organized in four interrelated themes: (1) policy and quality; (2) professionalization of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice.
Professor Lesley-Jane Eales-Reynolds will present the book and will deliver a short communication with the title: "Are we brave enough to be excellent teachers in this world of performance indicators?"
The book is available in Open Access via the following link:
http://monographs.uc.pt/iuc/catalog/book/222
Programme
Opening of the event - Vice-Rector Professor Cláudia Cavadas, University of Coimbra.
Welcoming remarks - Director of the Coimbra University Press, Professor Alexandre Dias Pereira, University of Coimbra.
Introduction - Book editors, Professor Isabel Huet, Portuguese Open University.
Conference: "Are we brave enough to be excellent teachers in this world of performance indicators?" and book presentation, Professor Lesley-Jane Eales-Reynolds.
Higher Education Consultant, Principal Fellow – Advance HE, National Teaching Fellow, Emeritus Professor, University of West London, UK.
