Keynote Speaker: Professor Sally Brown, Pro Vice-Chancellor (Academic), Leeds Metropolitan University

Conference Website: www.edgehill.ac.uk/cltr/Events/Conference.htm
Online Registration: http://bit.ly/3hkJ4X
Facebook Group: www.facebook.com/group.php?gid=25922028890

Call for Presentations
The deadline for receipt of abstracts (up to 300 words) is 5pm on Tuesday 26th January 2010. Proposals should be submitted for peer review to Jennie Barnsley jennie.barnsley@edgehill.ac.uk and must include presenter(s) name(s), role(s) and institution(s). Submission must be made by email only.

Presentation sessions are 40 minutes in length, allowing for a 20-minute presentation and 20-minute Q&A.

Please see full details of the call for presentations and a list of conference themes on CLTR Conference website www.edgehill.ac.uk/cltr/Events/Conference.htm

Our conference provides an excellent opportunity for colleagues with interests and responsibilities covering a broad spectrum of teaching, learner support, leadership and policy making, to engage with current intelligence-informed practices of significance for adoption or adaptation in their unique contexts.

The conference is free of charge to Edge Hill staff.

This event is once again being run back-to-back with the conference of the CLTR’s sister organisation SOLSTICE CETL http://www.edgehill.ac.uk/solstice/Conference2010/index.htm offering delegates a rich variety of related experiences over a two-day period.

Here is this month’s selection of recent book and journal information from the CLTR Delicious bookmarks collection. The collection is also continuously updated with links to resources relevant to the area of learning and teaching research.

A sandwich lunch will be available from 12.30 with presentations starting at 1pm.

To book a place please contact Claire Penketh penkethc@edgehill.ac.uk

The following presentations will provide opportunities for discussion:

Paul Greenbank(TLDU) Facilitating critical reflection through the use of unfreezing techniques and analogical encoding: an action research approach
This paper examines how we can encourage students to critically reflect on their values through the use of techniques such as unfreezing and analogical encoding. Whilst the paper focuses on the use of unfreezing and analogical encoding as ways of facilitating reflection (and change) in relation to career decision-making and planning, these techniques can be used in other situations. The paper also provides insights into how action research can be used to enhance practice.

Andrea Cerevkova (FAS – Law & Criminology) & Margi Rawlinson (Learning Services) The law is a ass: Using a Range of Texts to Support Academic and Legal Writing Skills for 1st year Law Undergraduates. (work in progress)
Over the past few years, it has become apparent that a fair number of law students tend to struggle with the basic literacy skills. In particular they find writing challenging. In order to combat the retention issue and to prevent an influx of remedial students to Learning Services, the Department introduced an additional support tool in the form of a short diagnostic essay which students were asked to complete during the Freshers Week. This presentation will offer points for reflection on the ways in which we can support the development of academic literacies.

Marc Stanton (FAS – Media) Video feedback
The most vital part of any assessment is the feedback. No student can learn without it. The problem is how do you get the student to pay any attention to the feedback. All they are really interested in is the mark at the bottom of the page. Video feedback is the answer. Send them a short video attached to an email of your personal feedback. It is really easy to do and can make a real difference to students understanding and perception of feedback.

Conference Website: www.edgehill.ac.uk/cltr/Events/Conference.htm
Online Registration: bit.ly/3hkJ4X
Facebook Group: www.facebook.com/group.php?gid=25922028890

Keynote Speaker: Professor Sally Brown, Pro Vice-Chancellor (Academic), Leeds Metropolitan University

Call for Presentations
Please see full details of the call for presentations and a list of conference themes on CLTR Conference website

The conference is free of charge to Edge Hill staff.

This event is once again being run back-to–back with the conference of the CLTR’s sister organisation SOLSTICE CETL, offering delegates a rich variety of related experiences over a two-day period.

The symposium will focus on the ways in which the teaching and learning activities we employ should reflect different stages of learning in higher education.

* How do our approaches to teaching and learning engage students in their first year of study?
* How is critical thinking and analysis developed throughout the student life-cycle?
* How are the teaching and learning strategies we employ at Level 4 similar to or different from those at Level 5 and Level 6?
* How should our teaching and learning practices be supporting student retention?

We would welcome presentations from colleagues who would like to share research and practice related to this area of the student experience. If you have a proposal in mind, please contact Claire Penketh, email claire.penketh@edgehill.ac.uk or phone ext 4153.

This may be of particular interest to teams currently planning for the revalidation of their programmes.

We hold two symposia a year, one in November/December and one in February/March. These half-day events are open to Edge Hill staff and take place on the Ormskirk Campus.

The aim of the symposium is to provide an opportunity for colleagues to discuss current ideas in learning and teaching research, with a view to encouraging the development of these discussions into presentations for the Annual Conference or for the ongoing Seminar Series and, beyond that, into papers for publication.

Website: http://www.uclan.ac.uk/ahss/ceth/news_events_publications/ceth_conference_2010.php

Key Note Speakers:
• Professor Lee Harvey, Copenhagen Business School
• Professor Ron Barnett, Institute of Education
• Professor Freyda Tallantyne, Higher Education Academy
• Odile Quintin, EU Director General of Education of Culture (tbc)

Themes:
Papers, workshop presentations and posters are invited on the following themes:
• Embedding Employability in Non-Vocational Disciplines
• Evaluation and Impact
• Employer, Community and Alumni Engagement
• Teaching, Identifying and Assessing Employability Skills
• Learning spaces and real/realistic work environments
• Evaluation and Impact
• The voice of the students

This two day conference will focus on how student employability is best developed and enhanced. In particular it will:
• Draw upon innovative and successful practice that has embedded employability within the curriculum, rather than through “bolt-on” modules that focus on (for example) particular aspects of skill development or career development.
• Examine models and practices that can be applied throughout the varied landscape of HE, both in the UK and overseas.
• Consider the contribution that all our graduates make to the world economy; a contribution that is even more vital at this time of economic crisis.

We welcome contributions that are “traditional” in approach (papers, workshops, work-in-progress sessions, posters) as well as more creative approaches (performances, blogs, films, podcasts and panels).

We are especially interested in hearing from students and would encourage their participation as presenters or co-presenters.

You are invited to Register for the Conference and to submit a presentation. If you have any further questions please contact ceth@uclan.ac.uk.

NOTE: Payment is not required prior to event.

Enquiries: pam@ieinfo.org
Web address: http://www.innovativeeducators.org
Sponsored by: Innovative Educators

This session will examine the concept of “intrusive academic advising,” which was formulated by Robert Glennan in the mid-1970s. Intrusive (or “proactive”) advising has been found to have a positive impact on student success. Intrusive advising means that colleges and universities through instructional faculty, academic advisors, counselors and others take the initiative to reach out to students to offer advice, support and assistance, rather than waiting for students to seek help. For example, intrusive academic advising expects that advisors will schedule meetings with their advisees at critical junctures, especially during the first-year of enrollment, following receipt of notifications of academic difficulty, planning academic programs, changing majors, etc.

Intrusive advising does not mean “hand holding” or the return of in loco parentis. Rather, it suggests that faculty, counselors, academic advisors and others demonstrate an active concern for students’ academic progress and a concomitant willingness to assist students to understand and utilize programs and services that can increase the likelihood for their success. Intrusive advising programs and advisors understand that many students, especially those who may be at greater risk for dropping out, often do not seek assistance in time for the assistance to have a positive impact on their progress.

Objectives:
*Principles and philosophy of intrusive advising: What do we mean by intrusive advising?
*How and why intrusive advising impacts student achievement, persistence and success.
*How to implement intrusive advising programs and interventions.
*Professional development for intrusive academic advising programs and advisors
*Best practices in intrusive academic advising.

Who Should Attend?
*Faculty
*Vice-Presidents and Deans
*Advising administrators
*Student affairs professionals
*Student affairs leaders
*University 101 instructors
*Retention coordinators
*Anyone interested in improving student retention and engagement

Who is the speaker?
Thomas Brown – a lifelong student and academic affairs educator with an impressive record of effectiveness in creating academic and student affairs programs that promote increased learning, achievement, and success. Tom served as Dean of Advising Services/Special Program at Saint Mary’s College of California, was a member of the Board of Directors and Vice President of the National Academic Advising Association, and was chairperson of the Prelaw Advisors National Council.

Tom is currently Managing Principal of a consulting network that assists campuses to increase student success, build inclusive communities, and manage change (http://www.tbrownassociates.com). He also writes an occasional column, The Advising Dean, for The St. Helena Star newspaper in California’s Napa Valley
(http://www.sthelenastar.com/sharedcontent/search/index.php?search=go&o=0&l=20&s=relevance&r=Author&d1=01-06-2006&d2=01-20-2009&q=Tom+Brown)

His work is based on an integration of theories, research findings, and practical experience that makes a real difference for individuals and institutions.

A consultant to more than 350 colleges and universities in the US and abroad.

Regularly invited to deliver keynote addresses at national conferences, campus colloquia, and professional development workshops for faculty and staff.

Nationally recognized author and expert in retention, academic advising, promoting the success of at-risk students, international education, and diversity/inclusivity training.

Here is this month’s selection of recent book and journal information from the CLTR Delicious bookmarks collection. The collection is also continuously updated with links to resources relevant to the area of learning and teaching research.

October 15, 2009 (A Formula for Collaboration)
October 21, 2009 (A Data-Driven Approach)

Online Webinars (Register for one or both!)
NOTE: Payment is not required prior to event.

Enquiries: pam@ieinfo.org
Web address: http://www.innovativeeducators.org
Sponsored by: Innovative Educators

WEBINAR 1 TITLE: Understanding and Implementing the Seidman Formula & Model for Student Success
DATE/TIME: Thursday, October 15th, 1-3pm EDT

OVERVIEW:
This webinar will demonstrate how a college faculty, with administrative support, can prepare their programs & courses so students will have the greatest probability of success both personally & academically. The integration of college services & programs (assessment, developmental courses, career services, faculty, financial aid,
internships, learning & classroom communities, learning resource centers, mission statement, orientation) is critical to student success and a vital part of this model.

WEBINAR 2 TITLE: A Data-Driven Approach to Increase Student Success: There’s No Silver Bullet But, There is a Silver Process
DATE/TIME: Wednesday, October 21st, 1-3pm EDT

OVERVIEW:
This session will provide a step-by-step approach that you can use to increase persistence, course completion, and graduation rates of underrepresented, low-income, and non-traditional college students. Participants will be able to implement this strategy immediately and see results quickly. Electronic tools used to assess and analyze student success, as well as intervention strategies will be demonstrated, discussed and emailed to participants. Specifically, participants will receive tools for quantitative and qualitative data collection and analysis. Templates will also be made available to each participant.