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Students as partners in curriculum design

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Students as partners in curriculum design

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I think this is a great idea. So much more value than the quantitative measures that are the default.

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What are the benefits and risks of the rise of the third-spaces? 

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What are the benefits and risks of the rise of the third-spaces? 

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Is the third space a liminal space? Does it take up a precipice or peninsula between two other, more established spaces? I am interested in the third-space professional and considerations on what it means, who it refers to, and whether we ought to shine the spotlight or provide scaffolding and affirmation of this kind of work and positionality (Whitchurch, 2010/2015) .

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Because academia is traditionally competitive, focused on the individual, awarding personal effort and achievement

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Because academia is traditionally competitive, focused on the individual, awarding personal effort and achievement

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'Done with' rather than 'done to' - see work by Emma Wright, Rosi Smith, Melissa Vernon, Robyn Wall, and Lucinda White - https://ro.uow.edu.au/jutlp/vol18/iss7/03/

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'Done with' rather than 'done to' - see work by Emma Wright, Rosi Smith, Melissa Vernon, Robyn Wall, and Lucinda White - https://ro.uow.edu.au/jutlp/vol18/iss7/03/

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Inclusive, multi-partner co-creation for the teaching of special educational needs and disabilities in higher education

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Co-creation of curriculum content is a growing priority across Higher Education and, while many projects stress the market benefits to institutions and students, this research instead focussed on promoting inclusion, social justice and anti-oppressive practice, with theoretical underpinnings in the…

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Cross-team working: case studies presented where faculty and students work in teams across disciplinary and faculty boundaries - within and outwith institutions - in local, national and international contexts

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Cross-team working: case studies presented where faculty and students work in teams across disciplinary and faculty boundaries - within and outwith institutions - in local, national and international contexts

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Examples where higher education institutions work with each other and other, external partners for student success

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Examples where higher education institutions work with each other and other, external partners for student success

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Highlighted was how collaboration can create opportunities for all to foster more inclusive, socially just and equitable universities - a humane higher education

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Highlighted was how collaboration can create opportunities for all to foster more inclusive, socially just and equitable universities - a humane higher education

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How we can come together, faculty and students, creating a 'we' rather than a 'us' vs 'them' ethos - a collaborative higher education?

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How we can come together, faculty and students, creating a 'we' rather than a 'us' vs 'them' ethos - a collaborative higher education?

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TALON and TAKE5 present:

In the Symposium, we challenge a Higher Education that is increasingly individualistic to rediscover the power of collaboration, to build spaces and places for partnership between service staff, faculty and students - within institutions, between institutions, and with wider stakeholders. Together we can construct the stories and practices of who we are, what we do, and what we and our students want to become - a space to come together to construct meaning and ourselves.

Following on from the publication of our Special Issue of the Journal of University Teaching and Learning Practice (JUTLP) on Collaboration in Higher Education, we have brought together the authors to speak about their research. The presentations build on practical experience, research data, personal and collective reflections, to outline how contributors have navigated tensions in Higher Education to create dialogic spaces of voice and hope.

The Journal presented case studies that are boundary crossing and life-affirming: collaborations with students as partners, co-researchers and co-authors, and partnerships that operated across disciplinary boundaries and beyond; that involved cross-institution collaboration; pedagogical co-creation and the re-conceptualising of learning. Together they provided refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. The Special Issue started the conversation that we want to develop in this Symposium - to seed an ecology of collaborative practice for social justice - a more humane academia.

REGISTER FOR FREE HERE. Everyone welcome.

[click on image to see details]

The Symposium will open and close with two brilliant keynote speakers:

To open we have Professor Digby Warren, Head of the Centre for Professional and Educational Development, London Metropolitan University, United Kingdom who will speak to: The transformative potential of collaboration in higher education.

Natasha Kenny, Senior Director, Taylor Institute for Teaching and Learning, University of Calgary, Canada, will pull the event to a close, speaking to: Reflections on collaboration, networks and Covid-19.

The presentations are divded into four parallel strands, including international contributors from the United Kingdom, United States, South Africa, India, New Zealand, Hungary, Russia and Canada:

Strand 1: Cross-team working

Strand 2: Cross-institution collaboration

Strand 3: Cross-boundary working

Strand 4: Pedagogical co-creation and students as partners

Contributor Bios (alphabetical):

Keynotes

Kenny, Natasha holds a Ph.D. in Land Resource Science and is Senior Director of the University of Calgary's Taylor Institute for Teaching and Learning (TI). In her role, Natasha leads and collaborates with colleagues across the TI and university to strengthen teaching and learning practices, cultures and communities. In 2018, she was awarded the Educational Developers Caucus of Canada Distinguished Educational Development Career Award for helping to advance the field of educational development locally and nationally. Her research interests relate to educational leadership, well-being in higher education, the scholarship and practice of educational development, and the scholarship of teaching and learning (SoTL). She is committed to giving back to the community, as a leader in UCalgary's United Way Campaign and a past member of the Educational Developers Caucus of Canada's Executive. In her spare time, Natasha can be found exploring nature, and running/cycling trails within and around Calgary.

Warren, Digby, Professor, Head of the Centre for Professional and Educational Development (CPED) and Professor of Higher Education at London Metropolitan University, has over 30 years' experience and expertise in teaching, learning and curriculum development and staff professional development, focusing on education for social justice and transformational approaches to teaching in the context of student diversity. He played a lead role in two EU-funded international projects (2011-2018) to modernise HE, using curriculum and teaching development as a driver for innovation. He is co-editor and a contributing author of Enhancing Teaching Practice in Higher Education (2nd edition) (Sage, 2021) and Co-Director of the Higher Education Research Group (HERG) at London Metropolitan University.

Strands

Strand 1: Cross-team working

Bryant, Katie has spent more than 15 years working in the field of writing studies, coordinating writing centres in both Canada and South Africa, and helping academics and university students on both the African and North American continents develop their abilities to engage in research and research writing for their disciplines of study. Most recently, she spent two years as a visiting scholar at Mangosuthu University of Technology (MUT), located in uMlazi, South Africa, helping the institution open its first writing centre. During this time, she worked closely with her colleagues in the Department of Chemistry to develop and implement an embedded writing support program for its final-year undergraduate and post-graduate students. Her research interrogates rhetorical reasons for African researchers' limited visibility in international research circles. Katie holds a Ph.D. in Education from McGill University and is an adjunct research professor in Carleton University's School of Linguistics and Applied Language Studies (Ottawa, Canada).

Buckley, Carina, Ph.D., has been the Instructional Design Manager at Solent University since 2015, following 10 years as a Learning Developer. She is responsible for the use of the VLE as a flexible and engaging student-centred learning and teaching space, supporting transformative change through collaboration and partnership working with colleagues to build a community of innovative and inspiring practitioners. Carina has sat on the Steering Group of the Association for Learning Development in Higher Education since 2012 and led its strategic development for six years, building its national and international profile. Her work is now focused on the research and scholarship base for learning development, and she currently facilitates a Community of Practice dedicated to ideas around leadership. She is an Advance HE Principal Fellow and a Certified Leading Practitioner in Learning Development.

Heard-Lauréote, Karen is Professor and Head of Learning and Teaching at Solent University, responsible for leading the implementation of Solent's agendas for improving learning, teaching and assessment practices, course enhancement, academic development and curriculum development. Following a successful career at the University of Portsmouth, which culminated in the post of Professor of Education and Society, she has been at Solent since 2019. Karen is committed to opening up the transformative power of education to all students, regardless of background, and as such she leads on the development and enhancement of inclusive learning and teaching strategies at Solent. Her research interests include active learning pedagogies and matrix leadership in cross-portfolio working. She is a National Teaching Fellow, an Advance HE Principal Fellow, and a Fellow of the Leadership Foundation.

Makhanya, Fezokuhle Mfundo is an industrial technician and a Lecturer in Analytical Chemistry for post-graduate students in the Department of Chemistry at Mangosuthu University of Technology. He holds a Master of Applied Sciences degree in Chemistry from Durban University of Technology. Currently, he is currently pursuing a Ph.D. in Chemistry at the University of KwaZulu-Natal. His research focuses on biomass processing and heterogeneous catalysis with a focus on zeolites. More recently, he has become interested in teaching and learning issues, focusing specifically on helping students in his discipline learn how to write for academic and research purposes.

Palmer, Zsuzsanna B. is Assistant Professor in the Department of Writing at Grand Valley State University. She teaches business and technical communication, document design, and web design. Her interests include intercultural online collaboration projects, visual rhetoric, and website accessibility. Her research has appeared in the Journal of Technical Writing and Communication, in the Journal of Business and Technical Communication, in Business and Professional Communication Quarterly, and in several edited collections.

Qwabe, Lindelani is a Senior Lecturer in the Department of Chemistry at Mangosuthu University of Technology located in uMlazi township in Durban, South Africa. He teaches Physical and Analytical Chemistry across all levels of the Diploma and Advanced Diploma program and holds a Ph.D. in Chemistry - obtained from the University of KwaZulu-Natal. His research interests are in catalysis with a special focus on environmental application. He also works on the use of modified agricultural waste materials in adsorption of heavy metals in water bodies. More recently, Lindelani has become interested in teaching and learning issues related to the discipline of chemistry and completed a post-graduate diploma in Higher Education with the Centre for Higher Education Teaching and Research at Rhodes University in South Africa.

Smith, Rosi is Lecturer in Education Studies at De Montfort University, United Kingdom. Formerly a further education lecturer in alternative provision, and basic literacy and numeracy, then support worker for literacy and English as an Additional Language (EAL) in a secondary school. Rosi is dyspraxic and has anxiety.

Vernon, Melissa is a final year student BA Speech and Language Therapy at De Montfort University, United Kingdom. Melissa wrote her dissertation on the experience of obtaining an autism diagnosis in adulthood. She is autistic.

Wall, Robyn is a final year student BA Education Studies at De Montfort University, United Kingdom. Robyn wrote her dissertation of the use of physical resources to support children with SEND. She is autistic and dyslexic.

White, Lucinda is a final year student BA Education Studies at De Montfort University, United Kingdom. Lucy wrote her dissertation on the experiences of dyslexic teachers. She is dyslexic, and has anxiety and depression.

Wright, Emma is a Lecturer in Education Studies at De Montfort University, United Kingdom. She is a former teacher of a specialist SEND class in mainstream primary. Emma has anxiety and is parent to a child with special educational needs.

Strand 2: Cross-institution collaboration

Bath, Corinna chaired the group Gender, Technology and Mobility at the institute for flight guidance, TU Braunschweig, Germany, and Ostfalia University for Applied Sciences. She was also the speaker of the interdisciplinary Ph.D. program Gendered Configurations of Humans and Machines. Interdisciplinary Analyses of Technology (2017-2021). 18 doctoral researchers with backgrounds in the social sciences and humanities as well as in the engineering sciences explored the question of how the construction of gender is entangled with the construction of machines. Her research addresses the fields of gender studies in mechanical engineering and computer science, feminist science and technology studies, socially fair and ethical design of technologies, feminist theory and epistemology, inter- and transdisciplinarity.

Buchmüller, Sandra graduated from the Köln International School of Design (KISD) and holds a Ph.D. from the Berlin University of the Arts. She has worked as a design researcher for various telecommunications companies and universities in Germany. She combines theories from gender studies and (feminist) science & technology studies with approaches from user-centred, critical and participatory design to contribute to a responsible, socially fair, gender and diversity informed research and development. As a former member of the research group Gender, Technology, Mobility at the TU Braunschweig and a future visiting professor at the TU Dresden; her main concern is to integrate the above-mentioned theories and approaches into engineering teaching and research of engineering sciences.

Cullingworth, Jane completed a Ph.D. at the University of Glasgow, exploring the relationship between the third sector and the state. She is currently a Research Associate with Children's Neighbourhoods Scotland, a place-based programme working to improve outcomes for children and young people living in neighbourhoods with high levels of poverty. Jane is co-chair of the Voluntary Sector Studies Network, a network that brings together academics and practitioners interested in third sector research.

Karlsson-Brown, Paula is a Senior Lecturer in Management at the University of Glasgow, United Kingdom teaching and researching voluntary sector management. Her Ph.D. focused on risk in collaborative public service delivery, and she is co-chair of the Charities Special Interest Group at the Institute of Risk Management. She is currently doing her final year project for her Master of Education degree, co-producing an open access online course for all those interested to learn more about the voluntary sector.

Lebec, Laura is a Post-Doctoral Research Fellow based at the Alzheimer Scotland Centre for Policy and Practice, in the University of the West of Scotland. Laura is currently working with a research team on a project which is co-producing careers guidance intervention for people living with dementia. Laura's background is in the third sector where she has worked for a number of years as a Senior Manager for regulated social care organisations. Her research focus has been centred on quality improvement and organisational performance measurement in the third sector.

Malhotra, Sugandh has over 20 years of professional experience in industrial design and automotive styling industry. He worked on design projects for marquees in the industry that include Honda R&D, Hero Global Design, Hi-Tech Robotic Systemz Ltd., SETI Labs Berkley, Aprilia Motors Italy, Bombardier Canada and most of the leading automotive and consumer brands of India. He has been instrumental in the design of over 50 techno-commercially successful launched products at a pan India level and won many International and National level design awards. He took keen interest in teaching design and has been mentoring students from leading institutions such as TU Braunschweig, Monash University Australia, IIT Delhi, IIT Roorkee, ISB Hyderabad and many more. Presently, he is working as an Associate Professor in the MVD program at IDC School of Design, IIT Bombay, India.

Mercer, Jenny, Ph.D., is a Principal Lecturer and Reader at Cardiff Metropolitan University. Her research in applied psychology spans a number of the cognate disciplines, including education. She has a keen interest in the experiences of students and staff in higher education; illustrated via publications about non-traditional students (e.g., mature age students; those on Erasmus placements), students with mood disorders, and research about collaborative working. Her academic role has involved numerous opportunities to engage in partnership working including: placements for MSc dissertation students in applied settings (e.g., prisons, charities, healthcare providers), and working with staff in other Higher Education institutions across Europe as moderator for an undergraduate programme, and coordinator of Erasmus programmes. She believes such work has been useful not just in enhancing an understanding of the processes involved, but to develop her own practice. It also allowed her to become very familiar with the geography of Athens!

Oswal, Sushil, K., Ph.D., is a Full Professor of Human-centered Design and Accessibility in the School of Interdisciplinary Arts and Sciences, CREATE Faculty at the Center for Research and Education on Accessible Technology and Experiences, and an Affiliate Professor in the Disability Studies Program at the University of Washington. His research focuses on HCI co-design with disabled and low-resourced users in a variety of areas - interaction design of learning systems, self-service digital kiosks, and library databases. His interdisciplinary research in digital design, HCI, and accessible technologies appears in such journals and proceedings of the Association of Computing Machinery (DL) as: ACM Conference on Computer Supported Cooperative Work (CSCW), ACM Communication Design Quarterly, ACM SIGDOC, and X Latin American Conference on Human Computer Interaction (CLIHC). He has published his distributed teams and international teaching collaborations-related research in the Journal of University Teaching and Learning Practice, Journal of Virtual Exchange, and Journal of Technical Writing and Communication. He is presently completing an online healthcare information design study relating Covid-19 which includes a national survey, focus groups with disabled stakeholders in the United States, and co-design activities in a disability-focused ecosystem to imagine an accessible information infrastructure for digital health interfaces.

Walker, Alison, Ph.D., is a Lecturer in Adult Continuing Education at Swansea University. She was previously a Senior Lecturer at Cardiff Metroplitan University, where she developed the first Service-Learning module in Wales. Her research is focused on learning and community engagement. In her role at Cardiff Metropolitan University she worked in partnership with over 80 community organisations and she continues to work with community partners to offer part-time opportunities for undergraduate study for non-traditonal learners in local communities in South West Wales. She is passionate about the power of student volunteering for learning and is trustee of a student volunteering charity.

Strand 3: Cross-boundary working

TheALDinHE Research Community of Practice was founded in April 2020 and became a virtual community (vCoP) because of the pandemic times. We are a small group of UK-based Learning Developers who are research-active to various (contractual and non-contractual) extents. We meet monthly as a supportive space in which to discuss and develop our research ideas with like-minded others, and have thrived and grown as a group using this format. The vCoP has also led to collaborative research between its members, such as the paper from which this contribution is born: at a very reflective and meta-level, we examined and wrote collaboratively about how we had come together across institutional and geographical boundaries. In doing so, we suggested ways in which both the wider learning development community, and individuals and groups within it, can bolster the research component of their professional identities The formation of the vCoP, as described in the JUTLP paper, could also serve as an example to others who would like practical suggestions about how to foster a common interest.

Bodnaresko, Sulyn is a third-year Educational Research doctoral student at the University of Calgary in Adult Education. Her research focuses on newcomer-settlers (first- and second- generation Canadians) in truth and reconciliation with Indigenous peoples through a lens of ethical citizenship. Her interdisciplinary background includes global affairs, immigration and settlement, public policy, and education.

Koris, Rita, Ph.D., is an Associate Professor and academic developer at Budapest Business School (Hungary). She has been involved in several virtual exchange projects in Higher Education for more than 10 years. She has given presentations and held workshops on the internationalization practices and virtual online collaboration in Higher Education, and also works as a trainer for UNICollaboration.

For many years,Lucas, Patricia, Ph.D., has focused her Higher Education teaching and learning contributions in the context of work integrated learning (WIL), specifically within the field of New Zealand sport and recreation. She is a Senior Lecturer whose roles include; course design, course coordination, academic supervision of WIL students and post-graduates, industry connections, and WIL research. Tricia's key WIL research areas are related to student engagement in critical reflection to enhance learning by linking theory to practice and understanding employability from the perspective of indigenous students, graduates, and their respective organisations. She is passionate about supporting, guiding and nurturing students WIL experiences to ensure students and their organisations optimise the opportunities offered by engaging in WIL programs of learning.

Poitras Pratt, Yvonne (Métis) is Associate Professor at the Werklund School of Education, University of Calgary. Her family roots trace back to Red River and more recently to Fishing Lake Métis Settlement. Her 2019 book, Digital Storytelling in Indigenous Education: A Decolonizing Journey for a Metis Community, ethnographically explores the process of creating 19 digital stories with Fishing Lake community members. She has published on Métis education, reconciliatory and decolonizing pedagogy, service-learning, and the integration of arts in education. Yvonne earned two teaching awards, CAFA Distinguished Academic Early Career Award (2018), and the Alan Blizzard Award for Collaborative Teaching (2021).

Scott, Michelle is the Director of Indigenous Initiatives at St. Mary's University, and a doctoral candidate at the Werklund School of Education, at the University of Calgary. She is a proud L'nu (Mi'kmaw) and Irish/English woman whose ancestral home is Ktaqmkuk (Newfoundland). She is committed to creating educative and embodied spaces for people to begin to understand themselves, their world, and the future they want to create together, in a good way, on the path of truth towards reconciliation in Canada.

Wilkinson, Helene has been teaching across various marketing related courses in Higher Education since 1999. For most of that time she has also been involved in Work Integrated Learning and values the opportunity she has in working closely with her students as they progress through their studies. She is very passionate about education and business. Owning and operating multiple retail businesses over the last 30 years, she continues to connect theory with practice, and actively brings this into her teaching. Helene is about to conclude her own studies in an EdD, and is looking forward to extending her interests and research within the area of innovative practice in Higher Education.

Strand 4: Pedagogical co-creation and students as partners

Bustillos Morales, Jessie, Ph.D., is a Senior Lecturer in Education at Oxford Brookes University. Throughout her career she has been a Course Leader overseeing various courses in education at several UK universities and has taught at undergraduate and postgraduate levels, publishing in the fields of Education and Sociology. Dr Bustillos Morales has also presented her research at various international conferences in Sweden, France, Lithuania, Turkey and Luxembourg. Some of her most recent publications are Universal Basic Income (2019) and Understanding Education and Economics: Key Debates and Critical Perspectives (2020).

Keeling, Kellie, Senior at the University of North Georgia, USA, studies English with a concentration in Writing & Publication and a minor in Graphic design. She currently works on campus as a writing tutor in the UNG Writing Center and owns a freelance editorial business for independent fiction authors. She co-authored Redesigning a Sustainable English Capstone Course Through a Virtual Student-faculty Partnership (Journal of University Teaching & Learning Practice) with Dr. Rifenburg and Zoë Phalen.

Marrs, Kristin, MFA, M.AmSAT, is an Associate Professor of Instruction at the University of Iowa Department of Dance, where she teaches ballet, pointe, Alexander Technique, functional anatomy, dance kinesiology, and dance studies courses. Inspired by the philosophies underlying embodied learning and writing across the curriculum, Marrs integrates self-reflective writing practices, somatic inquiry, and personal exploration into diverse academic and studio classes. Marrs is a certified Alexander Technique teacher with the American Society for the Alexander Technique, and runs a private studio in addition to teaching the Technique to students throughout Iowa's Division of Performing Arts. She is a founding member of Alexander Technique Iowa. As a choreographer, Marrs explores the evolution of ballet as a movement technique, narrative form, and collaborative process. She is currently choreographing Karkinos, a new opera by Jacob Bancks created in partnership with the Quad Cities Symphony Orchestra and the Living Proof Exhibit, an organization that provides artistic experiences for cancer survivors.
Prior to finding her home teaching and choreographing as a liberal arts educator, Marrs performed withColumbus Dance Theatre, Ballet Quad Cities, Arova Contemporary Ballet, Paradise Ballet Theatre, Opera Columbus, and Images (London).

Mattingly, Kate is an educator and scholar invested in dismantling systemic exclusions and building interdisciplinary collaborations. For four years she was in a tenure-track position with the School of Dance at the University of Utah before opting to leave to join the Department of Communication and Theatre Arts at Old Dominion University. A highlight of her time as a faculty member at the University of Utah was her collaboration with Kristin Marrs of the University of Iowa on the article Searching for the yet Unknown: Writing and Dancing as Incantatory Practices, for the Journal of University Teaching and Learning Practice Special Issue on Collaboration in Higher Education. Her doctoral degree in Performance Studies with a Designated Emphasis in New Media is from University of California, Berkeley, her MFA degree in Dance is from NYU, and her undergraduate degree in Architecture is from Princeton University. Her writing has been published in the New York Times, Village Voice, Dance and Pointe magazines, The Washington Post, and academic journals: Performance Research, Mapping Meaning, Dance Chronicle, Convergence, International Journal of Screendance, and Dance Research Journal. She has a chapter in the forthcoming Routledge anthology Milestones in Dance History.

Pavlov, Vlad is an Associate Professor at HSE University, St. Petersburg, Russia. He holds a Ph.D. in Teaching English as a Second Language from the University of Calgary (Canada). His research focuses on online pedagogies, second language writing and language assessment. He has a strong interest in practical aspects of teaching English as a second language and is actively involved in teacher training.

Phalen, Zoë a fourth-year English - Writing and Publication student at the University of North Georgia, is an experienced content writer and social media manager. She has received placement on both the Dean's and President's lists during her undergraduate studies. Following her forthcoming graduation, she will be in pursuit of her Master's of Communication beginning this upcoming fall semester. She has co-authored multiple blog posts and the JUTLP article titled Redesigning a Sustainable English Capstone Course Through a Virtual Student-faculty Partnership.

Rifenburg, Michael J., Ph.D., Associate Professor of English at the University of North Georgia, USA, serves as co-director of first-year composition and senior faculty fellow for scholarly writing with UNG's Center for Teaching, Learning, and Leadership. He authored The Embodied Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018). His next book, Drilled to Write: Becoming a Cadet Writer at a Senior Military College, is forthcoming. He is a recipient of the University System of Georgia Regents' Scholarship of Teaching & Learning Award. With Kellie Keeling and Zoë Phalen, he co-authored a recent JUTLP article.

Smirnova, Natalia V. is an Associate Professor and heads the Department of Foreign Languages at HSE University, St. Petersburg, Russia. She holds a Ph.D. in Teaching English as Foreign Language, and is currently doing her Post Graduate degree in the field of Writing for publication practices of Russian scholars (Open University, UK). Her research interests are also online pedagogies, second language writing issues and pedagogies.

Organizers/Hosts:

Abegglen, Sandra is a Researcher in the School of Architecture, Planning and Landscape at the University of Calgary where she explores learning and teaching in the design disciplines as the project lead of TALON. Sandra has an MSc in Social Research and a MA in Learning and Teaching in Higher Education. She has over eight years' experience as a Senior Lecturer in Education Studies. Her research interests are in online education, creative learning and teaching, mentoring, visual narratives, identity and qualitative research methods. She has published widely on emancipatory learning and teaching practice, and playful pedagogy, and was co-editor for the JUTLP Special Issue on Collaboration in Higher Education. Sandra is a Certified Practitioner for Learning Development and a Fellow of Advance HE. She has been awarded the Team Teaching Award 2020 by the University of Calgary.

Burns, Tom is a Senior Lecturer in Education and Learning Development in the Centre for Professional and Educational Development at London Metropolitan University, developing innovations with a special focus on praxes that ignite student curiosity, and develop power and voice. Tom is a member of the #creativeHE community, always interested in theatre and the arts and their capacity for holistic practice. He has set up adventure playgrounds, and community events and festivals for his local community, and harnesses art, creativity and theatre practices in teaching and learning, and in his writing and research. Tom is co-author of Teaching, Learning and Study Skills: A Guide for Tutors, and Essential Study Skills: The complete Guide to Success at University (5th Edition, forthcoming 2022), and he is co-editor for the JUTLP Special Issue on Collaboration in Higher Education. Tom is a Senior Fellow of Advance HE, a Certified Leading Practitioner in Learning Development and a University Teaching Fellow.

Neuhaus, Fabian PhD, is an Associate Professor at the University of Calgary with the School of Architecture, Planning and Landscape in Canada. He is the research lead for the Richard Parker Initiative (RPI) and the principal investigator for TALON and NEXTCalgary. His research interests are the temporal aspects of the urban environment, focusing on the topics of habitus, type, and ornament in terms of activity, technology, and memory. He has worked with architecture and urban design practices in the UK and Switzerland as well as on research projects at universities in Switzerland, Germany, and the UK. He is passionate about learning and teaching, and design pedagogy.

Shah, Krisha is a Graduate Student in the Master of Planning program at the School of Architecture, Planning, and Landscape, University of Calgary. She was admitted to the program in the Fall of 2021 as an international student. With a background in Architecture and a passion for community driven projects, Krisha has joined the TALON team as Graduate Assistant Researcher in January 2022. She works actively on managing the social media for TALON and connecting with the community of educators and learners.

Sinfield, Sandra is a Senior Lecturer in the Centre for Professional and Educational Development at London Metropolitan University and a co-editor for the JUTLP Special Issue on Collaboration in Higher Education. She is the founder of Take5. Sandra has co-authored of Teaching, Learning and Study Skills: A Guide for Tutors, and Essential Study Skills: The Complete Guide to Success at University (5th Edition, forthcoming 2022). She is a member of the #creativeHE community and one of the co-founders of the Association for Learning Development in Higher Education (ALDinHE). Sandra is interested in creativity as emancipatory practice in Higher Education, has integrated creative practice into the curriculum and has designed and led a variety of creative learning events for both students and academic staff. Sandra is Senior Fellow of Advance HE, a Certified Leading Practitioner in Learning Development and a University Teaching Fellow.

Wilson, Kylie is a Graduate Student in the Master of Architecture program at the School of Architecture, Planning, and Landscape, University of Calgary. In the 2020-2021 academic year, she was admitted to the program and completed the foundation year level courses. Before pursuing architecture, she graduated with a Bachelor of Arts in Communications, Minoring in Political Science, also from the University of Calgary. She joined the TALON team as Graduate Assistant Researcher in May 2021 and works actively on the project's audio-visual content collection, newsletters and TALON publications. She is passionate about storytelling and knowledge-sharing through media and built form and empowering users through placemaking in architecture.

Design

Martins, Beatriz is on her last year of Visual Studies Honours, with a minor in Architectural Studies at the University of Calgary. She currently works as a Research Graduate Assistant at NEXTCalgary.

See you at the Symposium - April 07 2022!

Sandra Abegglen, Tom Burns, Fabian Neuhaus, Krisha Shah, Sandra Sinfield & Kylie Wilson
Organizers

Beatriz Martins
Design

Jessica Alder
Event Specialist

Vita Leung & Nicola Johnson
Marketing

School of Architecture, Planning and Landscape, University of Calgary &
Centre for Professional and Educational Development, London Metropolitan University

Social Media
talon_cloud
LinkedIn: Talon Cloud

#Collaborate22 #Take5 #TLN #cc4 #LoveLD

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Media & Events: Collaboration in Higher Education - TALON teaching and learning online network

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TALON and TAKE5 present: In the Symposium, we challenge a Higher Education that is increasingly individualistic to rediscover the power of collaboration, to build spaces and places for partnership between service staff, faculty and students - within institutions, between institutions, and with wider stakeholders.

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Special Issue Journal: Collaboration in Higher Education 

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Special Issue Journal: Collaboration in Higher Education 

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Journal of University Teaching & Learning Practice

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Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders Sandra Abegglen, Tom Burns, and Sandra Sinfield

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Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

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Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

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Abstract

Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity. Together we construct, structure and restructure the stories that build the larger narratives of who we are, what we do and how we live, act and behave as people, professionals and larger communities. It is through our collaborations that we come together, and construct meaning and ourselves. As Higher Education continues to exclude and sideline, as it constrains and removes spaces and places for collaboration between service staff, faculty and students within institutions, between institutions, and with other stakeholders, there is a need to rediscover the power of collaboration. The articles included, build on practical experience, research data, personal and collective reflections, to outline how the contributors have navigated this tension to create spaces of voice and hope. Presented are case studies that are boundary crossing: across disciplinary boundaries; cross-institution collaboration; cross-boundary working; pedagogical co-creation and the re-conceptualising of learning; and students as partners, co-researchers and co-authors. Together they showcase refreshed notions of collegiality and collaboration in Higher Education that support new and more nuanced, and dynamic models of co-creation. We hope the Special Issue helps seed an ecology of collaborative practice for social justice - a more humane academia.

Practitioner Notes

1. Humans are social, interdependent beings - humane collaborative practices enable us to make space for ourselves as we strive to co-create a humane university.

2. Working with other people provides an opportunity for both a recognition of the self - and for joint growth and development.

3. Beyond the transactional: collaboration in Higher Education creates opportunities not for 'best practice' but for refreshed notions of collegiality and partnership.

4. Working together in academia and with external partners implicitly challenges the managerialist imperative of the neoliberal university.

5. An ecology of collaborative university practice supports social justice.

Recommended Citation

Abegglen, S., Burns, T., & Sinfield, S. (2021). Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders. Journal of University Teaching & Learning Practice, 18(7), 1-6. https://doi.org/10.53761/1.18.7.1

Twitter Handle

@sandra_abegglen, @LevellerB, @Danceswithcloud

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Editorial: Collaboration in higher education: Partnering with students, colleagues and external stakeholders

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Welcome to this Special Issue of the Journal of University Teaching and Learning Practice (JUTLP). This editorial provides an overview of Collaboration in Higher Education. Humans are social, inter-dependent beings, needing to be and communicate with each other. Being with other people provides an opportunity to grow and develop, creating a sense of self and identity.

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Digby Warren, in his Keynote, argues that collaboration in higher education has transformative potential

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Digby Warren, in his Keynote, argues that collaboration in higher education has transformative potential

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We did a collaborative writing exercise and then shared our thoughts...this is our word cloud

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We ask and expect our students to be collaborative in their studies (group work assignments etc), so we should expect that of ourselves too (academic and administrative staff) - but it requires a culture change in relation to the competition aspect noted above

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We ask and expect our students to be collaborative in their studies (group work assignments etc), so we should expect that of ourselves too (academic and administrative staff) - but it requires a culture change in relation to the competition aspect noted above

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shift of perspective from 'my' and 'your' to 'our' !

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Collaboration and cross-culture approaches and challenges are central to practice in many applied projects. 

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Collaboration and cross-culture approaches and challenges are central to practice in many applied projects. 

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a question that came up but we did not have time to discuss: To what extend is collaboration a "transferable" skill?

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a question that came up but we did not have time to discuss: To what extend is collaboration a "transferable" skill?

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Collaboration in Higher education institutes is like running a 'Relay race' in which we keep passing the baton and continuously support each other rather than solo running a dash.

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Collaboration in Higher education institutes is like running a 'Relay race' in which we keep passing the baton and continuously support each other rather than solo running a dash.

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Students leave higher education with the skills to be able to work as part of a collaborative team (emulating many facets of the workforce), they can identify their own strengths through participating in collaborative practice and can work to capitalize on these strengths throughout their studies.

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emancipatory. I took this from Digby's key note and in our post-project reflections, our co-creation group echoed similar thoughts.

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Natasha Kenny - citing Michael Hart, Vice-Provost, Indigenous Engagement, UCalgary: "Relationships before tasks"

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Natasha Kenny - citing Michael Hart, Vice-Provost, Indigenous Engagement, UCalgary: "Relationships before tasks"

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thinking about what your ethical positioning; how do we support one another? All of us, together. Natasha showed us how this might be done.

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Heterarchical or ensemble mentorship model

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Heterarchical or ensemble mentorship model

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not only thinking about but practicing the flattening of a strongly hierarchical structure, the University.

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Thank you to all the strand 1 presenters. I found the matrix leadership and 3rd space moving away from hierarchy very relevant to my work setting up an online instructor community of practice. Also in presentation 4 a reminder of the importance of personal recommendation over formal introduction ... when looking for organisational change.

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TALON IS... ... A Teaching and Learning Online Network ... An interactive lexicon of tools and resources for remote teaching and learning ... A hub for critical discussion of approaches to online design education ... A bulletin keeping the academic community informed about current developments in the virtual classroom

Industries

Education Administration Programs

Specialties

virtual, online, pedagogy, SOTL, community, education, design, studio, network, learning, experiential, practice, online learning, research, publications, remote learning, remote education, virtual learning, hybrid learning, e-learning, and distance learning

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TALON IS... ... A Teaching and Learning Online Network ... An interactive lexicon of tools and resources for remote teaching and learning ... A hub for critical discussion of approaches to online design education ...

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In these Higher Education third spaces

Indigenous and decolonization

Interactions build virtual mentorship

relations

All learning developers in dialogue

Communities of practice