CJSOTL Search for Senior Editor

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CJSOTL: HOW CAN YOU STEER ITS FUTURE?

Call for Senior Editor opens today!

Do you want to have a bigger impact on the Canadian post-secondary sector?

The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL) recognizes excellence, innovation, and scholarship while providing an infrastructure for encouragement, promotion, modeling, and sharing in universities and colleges across Canada.

As CJSoTL’s Senior Editor, you will be developing and maintaining the vision of a peer-reviewed journal with a national reach.

We invite you to join our editorial team in facilitating the development and dissemination of scholarly activity that sheds new light on teaching practice and student learning in higher education.

More information about this role is available in the full Senior Editor Call for Applications.

Written applications for this position should be no more than two pages single-spaced and should address the selection criteria (linked above). Your application should also include a current Curriculum Vitae and must be submitted no later than July 27, 2020 to STLHE’s Executive Director, Michelle MacDonald, at execdir@stlhe.ca.

RCACEA : COMMENT PILOTER SON AVENIR?

Appel à candidatures pour un poste de rédacteur ou rédactrice en chef est maintenant ouvert!Souhaitez-vous avoir une plus grande influence sur le secteur postsecondaire canadien?

La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA) souligne l’excellence, l’innovation et l’érudition en fournissant une infrastructure pour l’encouragement, la promotion, la modélisation et le partage parmi les universités et les collèges canadiens.

Comme rédacteur ou rédactrice en chef de la RCACEA, vous continuerez d’élaborer et d’assurer la conception d’une revue évaluée par les pairs avec une portée nationale.

Nous vous invitons à vous joindre à notre équipe éditoriale afin de faciliter l’élaboration et la diffusion des travaux d’érudition qui contribuent à élargir l’éventail de la pratique pédagogique dans l’enseignement supérieur.

Plus de renseignements sont disponibles dans l’appel à candidatures pour le poste de Rédacteur ou Rédactrice en chef.

Les candidatures à ce poste doivent répondre aux critères de sélection dans l’appel complet (lié précédemment) et ne doivent pas dépasser deux pages à simple interligne. Votre candidature doit aussi comprendre un curriculum vitae à jour et doit être présentée par voie électronique, au plus tard le 27 juillet 2020, à la Directrice de l’administration de la SAPES, Michelle MacDonald, à l’adresse execdir@stlhe.ca.

Veille scientifique du CRIFPE | No. 221, 2 juillet 2020

Livres Abraham, J. (2020). L’école haïtienne. Entre ségrégation et rapports sociaux d’inégalités. Paris, France : L’Harmattan. Felouzis, G. (2020). Les inégalités scolaires. Paris, France : PUF – Que sais-je ?. Katz Bourns, S., Krueger, C. & Mills, N. (2020). Perspectives on Teaching Language and Content. New Haven, CT, USA : Yale University Press. Lecompte-Ducharme, S. (2020). Apprendre à lire autrement. Une histoire de la méthode dynamique des filles de la Charité du Sacré-Coeur de Jésus, 1942-2002. Québec, Québec : Presses de l’Université Laval. Miège, B. (2020). La numérisation en cours de la société. Points de repères et enjeux. Grenoble, France : PUG.

Mémoires et thèses Abarchi, H. (2019). Le suivi de l’apprentissage en famille de type unschooling : le point de vue de parents unschoolers et le droit de l’enfant à l’éducation. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec. Cuerrier, M. (2020). Description et analyse de pratiques d’enseignants experts qui utilisent la littérature jeunesse au 1er cycle du primaire pour l’enseignement-apprentissage du vocabulaire. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec. Matias-Gomez, V. (2020). Interculturalité et éducation : la pratique pédagogique des formateurs d’enseignants dans le cadre de la formation initiale autochtone de l’État de Michoacán au Mexique. Thèse de doctorat inédite, Université de Montréal, Montréal, Montréal. Smaïl, D. (2020). L’enseignement individualisé à la formation générale des adultes. Mémoire de maîtrise inédit, Université de Montréal, Montréal, Québec.

Rapports et études Aucejo, E. M., French, J. F., Ugalde Araya, M. P. & Zafar, B. (2020). The Impact of COVID-19 on Student Experiences and Expectations : Evidence from a Survey. Cambridge, M.A., USA : The National Bureau of Economic Research. Conseil supérieur de l’éducation (2020). Avis du Conseil supérieur de l’éducation sur la modification temporaire envisagée pour le Règlement sur le régime des études collégiales. Québec, Québec : Conseil supérieur de l’éducation. Gender At Work, & Labour Research Service (LRS) (2019). Oeuvrer pour mettre un terme à la violence liée au genre en milieu scolaire. Écrits de représentantes et représentants de syndicats de l’enseignement en Afrique de l’Est, Afrique de l’Ouest et Afrique Australe. Toronto, Ontario : Gender At Work – Labour Research Service. OECD (2020). How prepared are teachers and schools to face the changes to learning caused by the coronavirus pandemic?. Paris, France : OECD Publishing. UNESCO (2020). Global education monitoring report, 2020: Inclusion and education: all means all. Paris, France : UNSECO. Vincent-Lancrin, S., Gonzalez-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerrai, M., Jacotin, G. et al. (2020). Développer la créativité et l’esprit critique des élèves. Des actions concrètes pour l’école. Paris, France : OECD Publishing.

Périodiques professionnels Cahiers pédagogiques, (562) 2020 Education Next, 20(3) 2020 Info lettre du Récit 2020 TEACH magazine 2020

Revues scientifiques Éducation et francophonie, XLVIII(1) 2020 Historical Studies in Education / Revue d’histoire de l’éducation, 32(1) 2020 Journal of Science Education and Technology, 29(4) 2020 Revue de l’AQEFLS, 33(1) 2020 Revue Hybride de l’Éducation (RHÉ), 4(3) 2020

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Job opportunity: seeking graduate student in ETAD for STEM Transitions Course Developer

STEM Transitions Course Developers (req5686)

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Department: Teaching and Learning Enhancement
Location: Saskatoon
Status: Term, 7 weeks with possibility of extension
Employment Group: Graduate Students – PSAC
Posted Date: 6/11/2020
Closing Date: 6/17/2020
Number of Openings: 8

Rate of Pay: See current rates of pay (https://working.usask.ca/agreements/compensation/salary-ranges.php#PSACGraduateStudents)
Required Number of Hours: 26 hours per week 

Duties and Responsibilities:

• Supporting the development of curricula/modules for biology, chemistry, physics and/or math first year preparatory courses including broad curricular design (devising aligned learning outcomes, learning activities and assessment) and creating, revising, or updating online course structure, content and learning resources.
• Utilizing educational technologies such as Canvas, online portfolios, video creation and editing tools, student response systems, and other such tools in development of learning resources to enhance student learning
• Creating, revising, or updating assignments and quizzes for online delivery in ways that will support learning
• Investigation of discipline specific online/remote teaching and assessment approaches appropriate for curricular delivery
• Participating in regular email and/or WebEx check-ins with supervisor and mentor
• Working collaboratively with other graduate student team members to advance the project in time with key deliverables and timelines.

Skills Needed/Developed: STEM transitions course developers will be responsible for curriculum/module development, particularly in an online context including learning resource and assessment design aligned to course learning outcomes.  Furthermore, skills in oral and written communication, team work, digital literacy, metacognition, critical thinking and problem solving would be beneficial.  Successful individuals will also further develop mentoring skills as they mentor STEM transitions course facilitators.

Nature of Work:  STEM course developers will start their employment with an onboarding process (synchronous, online) on the requirements of the role and their specific duties in relation to curriculum development as part of the broader team and the learning technology tools available for curriculum development and delivery. When work on curriculum development begins, course developers will report daily on progress/issues to their supervisor through remote team meetings.  Feedback on their progress and development will be provided regularly by their supervisor during one on one check-ins during which areas of positive performance and opportunities for growth will be identified.  When gaps in performance are identified through observation or feedback, additional training and/or focused mentoring will be provided.

Each STEM transitions course developer will be paired with a university subject expert in the field specific to the curriculum they are developing. These subject experts will be available for regular check-ins on content development.  Additionally, a faculty member from the College of Education with expertise in remote teaching will be available for regular check-ins and advising as curriculum development progresses.

Qualifications
Education:  The successful candidate will be enrolled in a graduate program in the College of Education or College of Arts and Science.  Preference will be given to candidates who have STEM subject matter expertise and experience in developing curriculum learning modules for online learning environments.  An equivalent combination of education and experience may be considered.

Experience:  A minimum of two years of work experience facilitating/supporting learning in senior high school or introductory university STEM subjects is expected.  Knowledge of and experience with Learning Management Systems (Canvas, Blackboard) is an asset.

Technical Skills: Candidates should have experience in working with educational technologies such as online portfolios, video creation and editing tools, student response systems, and other such tools required for the development of learning resources to enhance student learning.  Furthermore, candidates should be comfortable utilizing video conferencing software (WebEx, Microsoft Teams).

Inquiries regarding this position can be directed to Kevin Riffel (kevin.riffel@usask.ca ).

#LI-DNI

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The University believes equity, diversity, and inclusion strengthen the community and enhance excellence, innovation and creativity. We are dedicated to recruiting individuals who will enrich our work and learning environments. All qualified candidates are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadian citizens and permanent residents will be given priority.

We are committed to providing accommodations to those with a disability or medical necessity. If you require an accommodation in order to participate in the recruitment process, please notify us and we will work together on the accommodation request.

The University of Saskatchewan’s main campus is situated on Treaty 6 Territory and the Homeland of the Métis. We pay our respects to the First Nations and Métis ancestors of this place and reaffirm our relationship with one another. Together, we are uplifting Indigenization to a place of prominence at the University of Saskatchewan.