HEA STEM: Annual Learning and Teaching Conference 2013: Where practice and pedagogy meet
Date: 17 Apr 2013 - 18 Apr 2013
Location/venue: University of Birmingham
Call for papers
The Higher Education Academy's second annual learning and teaching STEM conference entitled “Where practice and pedagogy meet” will take place on 17-18 April 2013 at The University of Birmingham.
Higher education has changed dramatically over the past ten years with advances in technology, the changing expectations of students, growing diversity and the increasing variety of higher education institutions. This conference aims to disseminate evidence based, effective practice and to examine how this impacts on STEM disciplines.
The Conference will explore the relationship between pedagogy and practice across the full range of HEA STEM disciplines (see below for the full list of HEA STEM disciplines).
Areas for consideration at the conference will include, but are not limited to;
• Improving the employability skills of STEM graduates;
• Innovative approaches to teaching and assessing large classes;
• Giving effective feedback to students;
• Growing diversity in the student population;
• Practices in peer mentoring;
• Impact of information technology in learning and teaching;
• Students as partners.
1 September 2012 - call for, full papers, abstracts for oral presentations, abstracts for posters and workshops submissions;
21 November 2012 - deadline for the submission of full papers, abstracts for posters and workshops;
17 February 2013 - deadline for the submission of camera-ready papers;
1 March 2013 - at least one presenting author must be registered.
The HEA STEM Conference Committee is responsible for handling the review process for the conference. The Conference Committee consists of an Editor-in-Chief (Conference Committee chair), nine Editors and external reviewers.
PresentationsPresentations should describe the purpose, methods, and conclusions of your work. We are pleased to accept submissions under 4 options: to present as full papers, as oral presentations, as poster presentations, or as workshops. (Please note, last year’s conference was hugely popular and the number of presentations we can accept for inclusion in parallel sessions is restricted).
Option 1 - Full paper presentationEach presenter will be allocated 20 minutes to present, including time for questions / discussion. Submissions should occupy no more than 5 A4 pages; accepted papers will be included in the conference proceedings.
Option 2 - Oral presentationEach presenter will be allocated 20 minutes to present, including time for questions / discussion. Submissions should be in the form of an abstract and should be a maximum of 300 words.
Option 3 - Poster presentationPoster sessions at the conference will consist of posters displayed for informal browsing with opportunities for individual discussion with authors. Submissions should be in the form of an abstract and should be a maximum of 300 words.
Option 4 – WorkshopWorkshop sessions will be up to one hour in length. Submissions should include the title of the workshop and the motivation and description of the objectives of the workshop. Submissions must not exceed one A4 page.
Guidelines for submissions are provided in a separate document. Further guidelines will be provided for accepted submissions.
Submissions should be emailed to:Catherine Redfern, Administrator for STEM: email@example.com
Biology, Zoology, Genetics, Microbiology, Molecular Biology, Biophysics and Biochemistry, Others in Biological Sciences, Psychology, Forestry, Food and Beverage studies, Agriculture, Chemistry, Physics and Astronomy, Forensic and Archaeological Science, Geology, Ocean Sciences, Others in Physical Sciences, Human Geography, Physical Geography and Environmental Science, Mathematics and Statistics, Operational Research, Computing, General Engineering, Mechanical, Production and Manufacturing Engineering, Aerospace Engineering, Naval Architecture, Electronic and Electrical Engineering, Civil Engineering, Chemical, Process and Energy Engineering, Others in Engineering, Materials and Minerals Technology, Maritime Technology, Others in Technology, Architecture, Building, Landscape Design, Planning (Urban, Rural and Regional), Others in Architecture, Building and Planning.
Location/venue: Lakeside Centre, Aston University, Aston Triangle, Birmingham, B4 7ET
The event will hear presentations from leading figures in industry and higher education, exploring how we can best encourage and support young women to pursue further study and employment in engineering, manufacturing and related fields.
A journal paper has been published, with an finalist student from 2011 as one of the co-authors. Kariyawasam K., A., Turner S., Hill G. (2012) "Is it Visual? The importance of a Problem Solving Module within a Computing course", Computer Education, Volume 10, Issue 166, May 2012, pp. 5-7, ISSN: 1672-5913. To avoid potential bias for the work on student experience during a problem-solving module from tutors, also to get honest feedback, the survey data collection and some of the analysis was carried out by an undergraduate computing student (one of the co-authors Kumuditha Achini Kariyawasam) under an URB@N funded project. URB@Nstands for 'Undergraduate Research Bursaries at Northampton'. It is a bursary scheme that offers undergraduate students an opportunity to participate in a pedagogic research project taking place at the University of Northampton
ABSTRACT This paper looks at student’s view of the usefulness of a problem solving and programming module in the first year of a 3-year undergraduate program. The School of Science and Technology, University of Northampton, UK has been investigating, over the last seven years the teaching of problem solving. Including looking at whether a more visual approach has any benefits (the visual programming includes both 2-d and graphical user interfaces). Whilst the authors have discussed the subject problem solving and programming in the past this paper considers the students perspective from research collected/collated by a student researcher under a new initiative within the University.
All students interviewed either had completed the module within the two years of the survey or were completing the problem-solving module in their first year.
The journal is being re-launched with a new Editorial Team, we are inviting authors to submit articles for publication in the forthcoming Autumn 2012 edition of the journal and we are looking for further papers.
The theme for this edition is “Creative strategies for enhancing the learner experience”. We welcome papers which embrace this theme in flexible ways, incorporating interesting and innovative techniques which have been shown to impact positively on students. In line with the aims and scope of the journal, we seek articles which actively incorporate the student voice.
The journal welcomes
research articles (3000-6000 words) for
articles reporting original pedagogic research focussed on enhancing the learner experience ;
critical case studies (3000-4000 words) for
case studies of institutional practice out of which original conceptualisations of enhancing the student experience can be considered;
short reports (up to 2000 words) for
describing work in progress or a smaller piece of innovative work where a regular length paper would not be appropriate;
The Book Review Section is made possible because of the willingness of professionals to review books. We have a continual need for those interested in providing an occasional book review. If you would be willing to review a book for publication in the Book Review section of ELEHE, please contact the Book Review Editor, Dr Simon Sneddon.
This week the School of Science and Technology at the University of Northampton's teaching and learning blog exceeded 11, 000 pages views, with it being viewed from many countries (see sample below). The blog was set up for:
member's of the School to disseminate their work (both internally to the school but also externally);
sorry it has taken so long to get the workshop programme sorted for next year
but at last we have a better idea of what will happen. There will now be a
closed call for discipline specific workshops from which we hope to fund three
Computing workshops at £750 (for the host institution). I then hope to be able
to invite at least another 7 “master class” workshops organised in a similar
fashion to last year’s workshop & seminar series. To cover the costs of
catering, we will this year need to charge for attendance. To make things a
little easier for host institutions, registrations for all HEA events will be
organised by through the HEA website.
the success of this year’s conference, our next conference will be held at the
University of Birmingham on 17 – 18 April 2013. The call for full papers,
posters and workshops will be made in early September with full papers due by
21 November 2012.
a very successful STEM “new to teaching” event held in Birmingham earlier this
summer, I am now planning for a similar discipline specific event next summer.
If your institution would like to host such an event for approximately 20
people, please let me know. The HEA will cover the full cost of this one-day
for this workshop are now invited and should be submitted to Alastair.firstname.lastname@example.org
by Friday 19th October 2012. Abstract should be 300 – 500 words long and should
include title of paper, author’s name, author’s affiliation and email address.
of acceptance will be provided by 31st October 2012.
themes to include
New challenges and opportunities in computer forensics •
Development of computer forensics as a discipline •
Challenges in teaching computer forensics •
Assessing computer forensics practical skills •
Structure of computer forensics programmes •
Computer forensics curriculum •
Teaching technical issues in computer forensics (hardware and software) •
Development of case material in computer forensics •
Cloud forensics •
Accreditation and professional bodies •
Professional standards •
Research in computer forensics •
Employability in computer forensics •
Collaboration between universities and practitioners
for this workshop is: £50
(from HEA subscribed institutions) £85 (others)
HEA has now launched our next phase of the Teaching Development Grants (TDGs).
TDGs are a core part of the HEA’s work to build up an evidence base for the
sector around what works in learning and teaching. Grants are awarded through a
bidding process to individuals, academic departments and collaborative teams
within higher education institutions that subscribe to the HEA.
Departmental grant scheme invites proposals from single departments in HEIs
that encourage cooperation between colleagues to support the enhancement of
learning and teaching. Successful
applications will demonstrate team impact across a department; there will be
scope for long-term impact, and provision for evaluation and dissemination will
be clearly defined. The hosting institution will be expected to contribute
funds towards the project. Applications
are invited from any academic departments in HEA-subscribing institutions in
England, Northern Ireland, Scotland and Wales. Proposals
submitted under the Departmental scheme may request up to £30,000 from the
Higher Education Academy. Projects will run for fifteen months. The
key themes for the 2012/13 round are assessment and feedback and flexible
learning. 75 per cent of funding will be allocated to projects in these two
thematic areas. 25 per cent of funding will be dedicated to an open call for
innovative pedagogic projects. These projects could build on previous pedagogic
work, or they could seek to develop a new area of work entirely. Call
opens – Tuesday 28
August 2012 Deadline
for submissions – 5:00pm
on Thursday 27 September 2012
HEA’s UK travel fund enables staff and students in UK higher education to
exchange and disseminate good practice in learning, teaching and assessment and
engage with their peers. The funding may be used to help the applicant(s)
attend conferences, network meetings and special interest groups that are being
run in the UK.
note that applications must now be made at least one month prior to the event.
Applicants may be awarded only one travel grant per academic year. The funding
available is subject to a maximum of £300 per individual for travel,
accommodation, event feeds and subsistence. Funding
is available to support applications for three activity streams: •
Students participating in learning and teaching events; •
Staff presenting papers on learning and teaching practice; •
Staff travelling across a national border within the UK to attend a teaching
and learning event. This
is an open call running throughout the academic year. Full details can be found
Other information – supplied for dissemination
would like to draw your attention to the recent launch of the Royal
Institution’s video channel:
Royal Institution (Ri) Channel showcases the best STEM videos from across the
web. Stay up to date with the latest inspirational videos or catch up with the
Royal Institution’s classic Christmas Lectures and event highlights. View the
website at http://richannel.org