* HERDSA TATAL Adelaide 2018
* For Facilitators of Communities of Practice and Social Learning Communities
* Call for book chapter proposals: MIGRATION, EDUCATION AND TRANSLATION
* Position: Vice President For Learning & Teaching at University College Cork
* REGISTRATIONS NOW OPEN: RAISE Conference 2018 - Working better together: collaborations in student engagement
* A symposium on people seeking refugee/ asylum and higher education at UNSW
* Workplace well-being amongst educational developers
* Higher Education in the Headlines

To submit an announcement for this list complete the online form at http://herdsa.org.au/herdsa-notices

A full list of HERDSA Notices is online at http://www.herdsa.org.au/latest-news

To unsubscribe or change your email details see http://mailman.anu.edu.au/mailman/listinfo/herdsa

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HERDSA TATAL Adelaide 2018
19th June 2018 commencement of online TATAL

Take some time at HERDSA 2018 to Talk About “your” Teaching And Learning (TATAL) 

Is it time to ‘hit the pause button’ and reflect on my teaching? Do I have a teaching philosophy? Well! TATAL might be for you. The 8th HERDSA TATAL workshop offers an opportunity to share, reflect and review the values and beliefs that underlie your approach to teaching and learning. 
We’re ‘flipping out’ at Adelaide HERDSA TATAL this year. The half-day workshop is supported by an online preconference learning experience. Following the conference, you can continue the experience with the workshop group to develop a teaching portfolio suitable for a HERDSA Fellowship application. 
Register for TATAL by Monday 18th June (online portion commences June 19). There is a maximum of 30 participants, so register early. Go to http://herdsa2018.aomevents.com.au/pre-conference/#pre_conference_worksh...

For further information go to: http://herdsa2018.aomevents.com.au/wp-content/uploads/sites/25/2018/04/T...

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For Facilitators of Communities of Practice and Social Learning Communities
14 June

Are you a facilitator of a community of practice in professional and higher education? Would you like to connect with a community of colleagues who also have a similar role? You are invited to join an online community site, Co-researching the facilitation of social learning. This is a Google+ community site created to connect facilitators, and share experience, resources and expertise about the facilitation of social learning communities.

If you are interested in meeting with other facilitators, you might also be interested in joining us for an online meeting on June 14, 12.30 – 1.30pmon Adobe Connect https://connect.uow.edu.au/copfm/, and/or join us at the HERDSA Conference in the mini-workshop ‘Facilitating and valuing communities of practice in higher education’ on Tuesday 3rd July at 3.30 – 5.00pm.

Kind regards, 

Associate Professor Jacquie McDonald (USQ), Dr Alisa Percy (UOW), Helen Stephenson (Flinders)

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Call for book chapter proposals: MIGRATION, EDUCATION AND TRANSLATION
250 word abstracts due 18 June 2018

MIGRATION, EDUCATION AND TRANSLATION: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters will be a collection of peer-reviewed essays edited by Vivienne Anderson & Henry Johnson (Centre for Global Migrations, University of Otago)

In educational contexts, those who experience or encounter migration in its many manifestations will negotiate linguistic, cultural and/or epistemological translation (Cronin 2006; Inghilleri 2017). Translation allows people to move between languages, social and behavioural norms, ideas, interpretations, and individual and collective meanings. However, translation also involves the reduction of differences (Lugones 2006). Historically, translation and language loss have occurred alongside colonisation, and colonial relations continue in university ranking methodologies and academic publishing processes that privilege the English language. Indigenous perspectives demand attention to the purposes and outcomes of education at all levels, including the role of education in promoting both language loss and language revitalisation. 

Contemporary educational migrations take many forms and have a range of implications for national education systems. Existing literature considers educational migrations in relation to transnationalism (Waters 2008; Zhang 2009), multiculturalism (Kelly 2009), globalisation (Velde 2005), mobility (Brooks and Waters 2011; Rao 2012; Synge 1971), child and youth migration (Crivello 2009; Sherington and Jeffery (1998 ), employment (Ritterband (1978), study abroad (Myers 1972), internal migration (Gould 1981; Marr, McCready and Millerd 1977), racism (Hagendoorn and Nekuee 1999) and minority group experiences (Bekerman and Geisen 2012).

Migration and education are often linked to the notion of “internationalisation”, which involves the movement of ideas, staff and students across borders, raising questions about which languages and histories “education provider” countries privilege in their course development and delivery. Internationalisation also raises questions about the translatability of course content – whether ideas grounded or developed in one socio-political context are relevant to another. Forced migrations raise questions about educational access – how national education systems can serve those from minority language groups, who may have experienced trauma, loss and broken educational pathways. How might educational contexts be re-imagined in ways that privilege bi- and multilingualism? How might English language dominance be challenged in educational spaces at local and global levels? What can be learnt from existing educational spaces that privilege minoritised or indigenous languages? How might we exercise “linguistic hospitality” in a world marked by high levels of forced migration and educational mobility? What would this look like in practice? 

This multidisciplinary collection of essays will examine the connections between education, migration and translation. The editors welcome chapter proposals on the following topics (other topics will be given due consideration): 

· The translation of ideas in educational contexts
· Education and communication beyond language 
· Intercultural communication in education
· Untranslatability 
· “Otherness” and education 
· Colonial and postcolonial perspectives 
· Language survival and maintenance 
· Minority and endangered languages 
· Linguistic loss 
· Linguistic imperialism 
· Linguistic hospitality 
· Bilingual education 
· Language teaching and language learning
· Critical perspectives on education
· Power, hegemony, education and language 
· Internationalisation and education
· Forced migrations and education
· Educational access 
· Multilingual research and writing 
· Translanguaging and bi/multilingual learning strategies
· Linguistic translation in education 
· Compulsory education and language
· Resilience in education

Timeline:
250-word abstracts by 18 June 2018 to henry.johnson@otago.ac.nz
Please include a short bio of about 150 words.
Proposals will be reviewed by 15 July 2018
Chapters (6000 words including references and footnotes) submitted by 15 November 2018

Further information henry.johnson@otago.ac.nz

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Position: Vice President For Learning & Teaching at University College Cork
Deadline: 19/06/2018 12pm (IST)

VICE PRESIDENT FOR LEARNING & TEACHING – UNIVERSITY COLLEGE CORK, CORK, IRELAND
The University seeks a high calibre academic leader to further enhance its profile in learning and teaching. The ideal candidate will have a track record of international excellence in learning and teaching. S/he shall combine extensive leadership achievement, strategic management and evidence of budgetary experience with demonstrable ambition, creativity and vision for the University. Current remuneration for the post is basic salary of €144,187 per annum.

Reporting to the President, The Vice President for Learning and Teaching will have a central role in leading the strategic development and direction of policy and practice in Learning and Teaching within the University. The Office of Vice-President for Learning & Teaching (OVPLT) plays a lead role in enabling UCC to achieve its vision ‘To be a leading university of independent thinkers’ (www.ucc.ie/teachlearn). The overall strategic objective of the Office of Vice-President for Learning & Teaching is to develop a learning and teaching environment that is ‘student-focussed, staff-supported and globally informed’.

For an information package including full details of the post, selection criteria and application process see www.ucc.ie/hr/vacancies under "Senior Appointments". Applications must be submitted online via the University College Cork vacancy portal. Queries relating to the online application process should be referred to recruitment@ucc.ie, quoting the job-title. Candidates should apply, in confidence, before 12 noon (Irish Local Time) on Tuesday 19th June 2018.

Further information https://www.academicgates.com/job/detail/71933d53-5e2d-4f04-911e-53fa987...

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REGISTRATIONS NOW OPEN: RAISE Conference 2018 - Working better together: collaborations in student engagement
5th – 7th September 2018 (Sheffield Hallam University, Sheffield, UK)
 
Registrations are now open for the RAISE Annual Conference 2018 hosted by Sheffield Hallam University on Wednesday 5th until Friday 7th September 2018. This conference is themed around Celebrating our Collaborative Approaches to Student Engagement, featuring over 100 contributions from international researchers, practitioners, students and theorists around the growing area of Student Engagement in Higher Education.  
 
Plenary Speakers:
Our keynote speakers this year feature Dr Amami Bell (University of Sydney, Australia) and Dr Jessica Riddel (Bishop’s University, Canada). Also, this year’s conference will include a policy panel with confirmed speakers so far including Douglas Blackstock (CEO, QAA), Alex Bols (Deputy CEO, GuildHE) and Rosie Tressler (CEO, Student Minds).
 
Registrations details:
Please see our conference website for more information and links to registrations: http://www.raise2018.co.uk/
 
If you have any queries about the conference, please contact the Sheffield Hallam University Events team via email at eventservices@shu.ac.uk
 
All the best and we look forward to seeing you in September
 
Colin Bryson
Chair of RAISE

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A symposium on people seeking refugee/ asylum and higher education at UNSW 
20-21 November

Registrations are open for the Opening Universities for Refugees (OUR) 3C Symposium on higher education and people from refugee backgrounds, to be held at UNSW on 20th and 21st November 2018. 

Opening Universities for Refugees (OUR) is an initiative that brings together institutions that offer, and are willing to offer, higher education courses and/or diploma and certificate programs to people from refugee and asylum seeker backgrounds. OUR’s principal aim is to, create an open and accessible knowledge network accessible by all to push for better educational opportunities and outcomes for people from refugee and asylum seeker backgrounds. 

The Australian 3C Forum—titled Project Eucalyptus—will take place at UNSW over two days in November 2018 as a collaborative venture between OUR, 2016 Young People’s Human Rights Medal recipient Arash Bordbar, the Refugee Council of Australia Education Special Interest Group, UNSW’s Grand Challenges on Refugees and Migrants, and the Forced Migration Research Network. This free forum will seek to build effective collaborations amongst participants leading to new initiatives to increase access to higher education opportunities, not only for recently resettled refugees, but also for displaced communities in the Asia-Pacific region. 

The main goal is to involve as many interested parties and stakeholders as possible, from all levels of engagement and responsibility for refugee and asylum seeker education, to ensure the participation of the most representative group of people who have the energy and expertise to develop solutions to the challenges posed by the provision of higher education in Australia, and to examine Australia’s role in supporting higher education provision in transit countries, such as Malaysia and Indonesia.

There are limited places available to people working in tertiary education, and to students with lived experience, so please register your interest and give us an idea of what you hope to achieve and what you can bring to the discussions: http://initiativeour.org/project/project-eucalyptus/

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Workplace well-being amongst educational developers

Dear Colleagues 

We are soliciting information on factors that promote workplace well-being amongst educational developers (we recognize that there are many variations to this term). Your valuable feedback will help us propose different models/frameworks that would help prevent burnout and create a work environment where we can all thrive and flourish. We invite those who engage in educational development work to complete a survey, which we expect will take approximately 15 minutes of your time. We would be very grateful if you would consider helping us with our important research. Any feedback you provide will be anonymous. Our hope is that the results of this project will benefit you directly in adapting strategies that encourage a flourishing work environment and support the wellbeing of educational developers. The project is supported by an Educational Developers Caucus Grant of the Society for Teaching and Learning in Higher Education.

Survey Link: https://queensu.qualtrics.com/jfe/form/SV_bghboYpJKeiOqTr

You must read the Letter of Information and Consent Form before responding; they can be found at the top of the survey. This study has been granted clearance according to the recommended principles of Canadian ethics guidelines, and Queen's policies: GCTL-041-18. Many thanks in advance for your participation. We value your input!

Sincerely,

Klodiana Kolomitro, Natasha Kenny, Suzanne Le-May Sheffield, and Emily Cehic

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Higher Education in the Headlines

Wild swings in key export data | TIM DODD | Australian Higher Education | Date, 2018
The bureau of statistics has slashed more than $1.3 billion from its previous estimate for education exports.
https://www.theaustralian.com.au/higher-education/wild-swings-in-key-exp...

UK-Ireland deal on post-Brexit student flows ‘imperils EU links’ | Rachael Pells  | Times Higher Education | 17 May, 2018
Giving Irish undergraduates continued access to home fee status and loans could be discriminatory, experts warn
https://www.timeshighereducation.com/news/uk-ireland-deal-post-brexit-st...