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All the news from the Scholarship of Learning and Teaching including information about awards and grants, and calls for papers and proposals.
Curtin Excellence and the Faculty of Health Sciences’ Innovation and Teaching Awards are now open
For more information on the University awards visit this page.
Curtin nominations close 11 September 2017.
For more information on Faculty of Health Sciences’ awards visit this page.
Faculty nominations close 27 October 2017.
If you are going to apply for either award, it is strongly recommended that you speak to Helen Flavell for guidance and support.
2018 Curtin internal learning and teaching grants close 9 October 2017
Information on the grant scheme, priority areas and submission process available here.
Contact Helen Flavell for assistance with applications.
Journal of University Teaching and Learning Practice 2018 CADAD Special Issue – Call for Papers
Submission Deadline: 25 September 2017
Topic: Third-party Partnerships in Higher Education: Challenging Centralised Teaching and Learning Functions in the University
This Special Issue is sponsored by the Council of Australian Directors of Academic Development (CADAD). The first CADAD Special Issue was published in 2016.
Third-party providers as partners in higher education and the benefits, advantages and challenges they bring to centralised teaching and learning functions in the university, is the focus of this Special Issue. Increasingly, third-party providers are partnering with universities to provide a range of services that are ‘outsourced’ or ‘unbundled’ from the traditional way the centralised teaching and learning functions in the university are organised. Universities are partnering with these providers for a range of reasons, some of which include the need to increase student revenue, enhance their capacity on a global stage, advance online learning options in a competitive marketplace, or to grow their footprint outside the immediate region of the university.
Some questions raised by these third-party partnerships include:
● How does a university maintain its institutional identity and reputation?
● What are the managerial challenges within the university associated with multi-agency delivery?
● What is the impact of these partnerships on teaching and learning staff working in areas affected by these partnerships?
● What role has the disruptive nature of technology played in the ‘unbundling’ process that lies at the heart of these partnerships?
● What does competitive disruption and/or disruptive innovation hold for the future of higher education?
The limited literature relating to this topic is spread across a range of disciplines and fields of interest – higher education policy and teaching and learning; management and organisational change; openness and disaggregation in online learning; and the disruptive force of technologies on universities, students and staff. For this issue we seek papers which:
• Define an important issue, initiative or problem relevant to the topic with clear educational and teaching and learning practice application;
• Apply critical, analytical and useful insights in relation to the topic and learning and teaching practice;
• Contain a clearly stated context of interest to an international readership;
• Include reference to the appropriate literature; • Include an easy to follow structure;
• Adhere to the JUTLP word limit of between 7000 – 8000 words , including references, or approximately 15 pages with an upper limit of 20 pages.
Editors: Associate Professor Gail Wilson and Dr Sally Ashton-Hay
Further information: JUTLP2018@scu.edu.au
Call for Proposals: Special Issue of Across the Disciplines Spring 2018
Proposals 1 October 2017
From the Margins to the Centre: The Future of University Literacy Support and Writing Across the Curriculum in Australia and New Zealand.
Guest editors: Stephen Johnson, Murdoch University, Susan Thomas, University of Sydney, and Karen Vered, Flinders University.
As a result of evolving pedagogical practice, employer feedback, and institutional reforms, student literacy for all students in Australasia (not just international students) is now a priority.
The former deficit-remediation model has been superseded by a range of ‘whole of institution/program’ and ‘curriculum-based’ interdisciplinary approaches, which support students’ literacy and communication development throughout their university years. Australian and New Zealand universities are shifting the way they conceive, articulate, and approach the development of student communication skills, reading, writing, and literacy within the disciplines and across the curriculum.
With a greater focus on graduate outcomes, widening participation, and preparing students for rapid entry into the information economy, ever mindful of disciplinary distinctions and congruencies, universities are now reconsidering what literacy development means across the curriculum for graduate employability, global citizenship, and life-long learning.
In a tertiary context with no strong traditions of First Year Writing, WAC, or Writing Centers, and where a Bachelor’s degree is a three-year course of study, these initiatives are developing under cultural circumstances that present distinct opportunities and constraints.
We seek papers from a range of perspectives and methodological approaches (e.g. research based, theoretical, historically informed, empirical, conceptual, comparative) addressing student development of literacy, communication, and writing across themes suggested below and their intersections:
Deadline for Proposals: October 1 2017.
Notification of Acceptance: October 30 2017.
Manuscripts due: January 15 2018.
Publication: Fall 2018 Proposal.
Format: Please submit a 500-word proposal explaining your topic, the research and theoretical base on which you will draw, and your plans for the structure of your article, following the general guidelines for ATD here. Send your proposal electronically (in MS Word format) to Margins to the Centre at MTC@flinders.edu.au and also to ATD editor Michael Pemberton at email@example.com. Please provide full contact information with your submission.
Further information: MTC@flinders.edu.au
Australian Technology Network (ATN) Learning and Teaching Grants are Now Open
The ATN Teaching and Learning Grants are now live for 2018. Information can be found here.
The aim of the grants programme is to provide funding for academic and professional staff to investigate, discover, develop and implement innovations in learning and teaching. Grants facilitate scholarship and research into learning and teaching, and promote systemic change in the sector. They play an important role in providing esteem for learning and teaching scholarship and practice.
Funding: up to $235,000 per Strategic Initiative Grant.
Projects will run for 12 months, beginning in 2018.
For support with applications contact Helen Flavell.