Veille scientifique du CRIFPE | No. 207, 14 novembre 2019

Livres

Alvarez Ramos, E. (dir.) (2019). Humanidades digitales: una mirada desde la interdisciplinariedad. Bern, Switzerland : Peter Lang.
Couchot-Schiex, S. (2019). Du genre en éducation. Pour des clés de compréhension d’une structure du social. Paris, France : L’Harmattan.
Éthier, M.-A. & Lefrançois, D. (dir.) (2019). Agentivité et citoyenneté dans l’enseignement de l’histoire. Un état de la recherche en didactique de l’histoire au Québec. Saint-Joseph-du-Lac, Québec : M éditeur.
Ravestein, J. (2019). Les causes de l’échec scolaire évaluées par les enseignants. Louvain-la-Neuve, Belgique : Academia-L’Harmattan.

Mémoires et thèses

Abdou, E. (2019). How young Egyptians’ interactions with Egypt’s master historical narrative shape their social identities and civic attitudes. Thèse de doctorat inédite, Mc Gill University, Montreal, Quebec.
Fleming Hemphill, B. (2019). Response to Implementation: An Analysis of Teachers’ Perceptions of Efficacy Concerning the Implementation of Response to Intervention in Selected Schools. Thèse de doctorat inédite, The University of Texas, Austin, USA.
Pothier, W. (2019). Déterminants et traitements influençant la reprise des activités professionnelles ou scolaires chez des jeunes adultes en début d’évolution d’un trouble psychotique : le rôle de la cognition. Thèse de doctorat inédite, Université Laval, Québec, Québec.
Spann Casey, T. (2019). The Effectiveness Of Alternative Routes To Teacher Certification. Thèse de doctorat inédite, Northeastern University, Boston, USA.

Rapports et études

Conseil supérieur de l’éducation (2019). Mémoire concernant le projet de loi no 40 : Huit recommandations pour une gouvernance scolaire au service de la réussite éducative. Mémoire au ministre de l’Éducation et de l’Enseignement supérieur. Québec, Québec : Le Conseil.
CSQ (2019). Réforme des structures scolaires : danger d’inégalités. Québec, Québec : CSQ.
Department of Education and Skills (2019). Connectedness & Collaboration through Connectivity. Report of the Technological Universities Research Network to the Department of Education and Skills. Dublin, Eire : Department of Education and Skills.
European Commission/EACEA/Eurydice (2019). Teachers’ and school heads’ salaries and allowances in Europe. Luxemburg, Luxemburg : Publication Office of the European Union.
Fédération autonome de l’enseignement (FAE) (2019). Projet de loi no 40 Loi modifiant principalement la Loi sur l’instruction publique relativement à l’organisation et à la gouvernance scolaires. Montréal, Québec : FAE.
Monarrez, T., Kisida, B. & Chingos, M. (2019). Charter School Effects on School Segregation. Washington, D.C., USA : Urban Institute.
Saforcada, F. (dir.) (2019). Tendencias de privatización y mercantilización de la universidad en América Latina. Los casos de Argentina, Chile, Perú y República Dominicana. Buenos Aires – San José, Brasil – Costa Rica : Internacional de la Educación-IE.
U.S. Secret Service National Threat Assessment Center (NTAC) (2019). Protecting America’s Schools. A U.S. Secret Service Analysis of Targeted school Violence. Washington, DC, USA : U.S. Secret Service, Department of Homeland Security.

Périodiques professionnels

Carnets rouges, (17) 2019
Education Canada, 59(2) 2019
Education Next, 19(4) 2019
Vive le primaire, 32(4) 2019

Revues scientifiques

BERJ – British Educational Research Journal, 45(5) 2019
Comparative and International Education / Éducation comparée et internationale, 48(1) 2019
Harvard Educational Review, 89(3) 2019
Recherche et pratiques pédagogiques en langues de spécialité / Researching and Teaching Languages for Specific Purposes, 38(2) 2019

Colloques en éducation

8e Sommet du numérique en éducation
7e Colloque international en éducation : Enjeux actuels et futurs de la formation et de la profession enseignante
6th International Conference on Education and Training Technologies (ICETT 2020)

Society for Teaching and Learning in Higher Education | Société pour l’avancement de la pédagogie dans l’enseignement supérieur: Call for Nominations: 2020 D2L Innovation Award in Teaching and Learning | Appel de candidatures : Prix d’innovation en pédagogie D2L 2020

Call for Nominations: 2020 D2L Innovation Award in Teaching and Learning | Appel de candidatures : Prix d’innovation en pédagogie D2L de 2020

The Society for Teaching and Learning in Higher Education (STLHE) and Desire2Learn (D2L) are pleased to invite submissions for the 2020 D2L Innovation Award in Teaching and Learning. This award recognizes innovative approaches that promote student-centered teaching and learning.

The award is open to instructors, both nationally and internationally, who are currently teaching at a post-secondary institution, regardless of discipline, level, or term of appointment; however applications will only be accepted in English or French. Candidates need not be members of STLHE to apply.

Award winners (up to five per year) receive the following:

  1. Up to $2,200.00 to offset the registration and travel costs to attend the Annual STLHE conference and an Award Recipients retreat the day before the conference
  2. Two year membership in STLHE.
  3. Certificate of Recognition

Submission Deadline

The deadline for applications is 19 January 2020.

For detailed information about the application process, including the application dossiers, examples of innovation in teaching and learning and the selection process, please visit the STLHE website:https://www.stlhe.ca/awards/d2l-innovation-award/.

I encourage you to share this announcement with your fellow colleagues. This award offers the opportunity for deserving persons to be recognized for their innovations in teaching and learning.

Sincerely,
Elaine Khoo
D2L Innovation Award Coordinator
d2laward@stlhe.ca

La Société pour l’avancement de la pédagogie dans l’enseignement supérieur (SAPES) et Desire2Learn (D2L) sont heureuses de lancer le présent appel de candidatures pour le Prix d’innovation en pédagogie D2L de 2020. Ce prix vise à souligner les approches novatrices qui mettent en valeur la pédagogie centrée sur l’étudiant.

Le concours est ouvert aux personnes qui enseignent dans un établissement d’enseignement postsecondaire à l’échelle nationale et internationale, quelle que soit la durée de leur mandat, la discipline enseignée ou le niveau. Les dossiers de candidature doivent être présentés en anglais ou en français. Il n’est pas nécessaire d’être membre de la SAPES pour participer.

Les lauréats du prix (jusqu’à cinq par année) reçoivent les prix suivants :

  1. Un montant allant jusqu’à 2 200 $ pour couvrir les frais d’inscription et de déplacement afin d’assister au Congrès annuel de la SAPES ainsi qu’à une retraite pour les lauréats des prix qui se tiendra la veille du congrès.
  2. Un abonnement de deux ans à la SAPES.
  3. Un certificat de reconnaissance.

Date limite

La date limite pour le dépôt des dossiers de candidature est le 19 janvier 2020.

Pour obtenir de plus amples renseignements sur le processus de mise en candidature, notamment sur les dossiers de candidature et le processus de sélection, et des exemples d’innovations pédagogiques, consultez le site Web de la SAPES : https://www.stlhe.ca/fr/prix/prix-dinnovation-d2l/.

Je vous invite à transmettre cette annonce à vos collègues. Ce prix permet de souligner les innovations en pédagogie de personnes qui le méritent.

Salutations distinguées,
Elaine Khoo
Coordinatrice du prix D2L
d2laward@stlhe.ca

Educational Development Specialist position at the University of Saskatchewan

Inviting applications for a new educational developer position at the Gwenna Moss Centre for Teaching and Learning at the University of Saskatchewan.  It is an excellent organization and filled with wonderful people.   https://usask.csod.com/ats/careersite/JobDetails.aspx?id=5196&site=14

Educational Development Specialist 


The University of Saskatchewan values diversity, and Indigenous engagement is a strategic priority.

Department: Gwenna Moss Centre for Teaching and Learning (GMCTL)
Location: Saskatoon
Status: Permanent
Employment Group: ASPA
Full Time Equivalent (FTE): 1.0
Salary Information: The salary range, based on 1.0 FTE, is $62,850.00 – 98,205.00 per annum (Specialist Professional/Phase 2). The starting salary will be commensurate with education and experience.
Posted Date: 11/8/2019
Closing Date: 11/28/2019
Number of Openings:
1

Primary Purpose:  The Gwenna Moss Centre for Teaching and Learning (GMCTL) provides professional development opportunities for departments, colleges, instructors and graduate students in teaching and professional skills, offers curriculum development and instructional design support for academic programs and courses, works to create an environment that enables good teaching and learning practices, and supports cross institutional initiatives in Indigenization and internationalization.  The Educational Development Specialist plans, develops and provides educational development services for our campuses.

Nature of Work: Reporting to the Manager, Professional and Curriculum Development, and working in partnership with academic leaders (particularly Associate/Vice Deans, Department Heads, Undergraduate and Graduate Chairs) and faculty/instructors, the incumbent will work to identify needs, build relationships and provide curriculum development support across the institution in order to enable the design and development of professional learning programs and support initiative and strategic directions,  thereby ultimately improve the quality of student learning experiences across the University of Saskatchewan.  This position requires a high level of initiative, interpersonal and facilitation skills with knowledge of the higher education teaching and learning literature, excellent teaching practice in higher education, and a strong knowledge of national and international practices in educational development.  The successful candidate must collaborate with people in varying academic and administrative roles and work in partnership with other service units across the institution. The position requires a commitment to an exceptional standard of service and continuous improvement.

Accountabilities:

  • Work collaboratively with wide variety of teaching and learning stakeholders
  • Facilitate curriculum development work, in partnership with academic leaders, involving faculty and other stakeholders
  • Research, plan and design, in collaboration with team members, new services and programming in professional and curriculum development, drawing on good practice and scholarship in this area from Canada and around the world
  • Conduct on-going assessments of projects in achievement of stated goals
  • Apply knowledge of, and experience with, curricular and course design, instructional approaches, and assessment and evaluation
  • Plan and deliver formal and informal faculty professional development and courses
  • Assist with the day-to-day operations of the GMCTL when necessary
  • Participate in college and departmental committees as appropriate
  • Lead education development for graduate students in a variety of formats
  • Actively engage in professional development and reflection.

Qualifications
Education: Graduate degree required, preferably at the level of PhD/EdD or equivalent education and experience. 

Experience: 1-3 years of experience with supporting professional learning or faculty development is required. Experience with educational change initiatives is preferred. Demonstrated understanding of teaching and learning is essential. Experience with one or more of outcomes-based assessment, culturally responsive instruction (including Indigenizing curriculum, instruction and/or assessment), open education, or learning technologies is an asset.

Skills:

  • Demonstrated ability to effectively collaborate with academic leaders, faculty and administrators in higher education to develop and achieve shared goals, and manage many competing priorities
  • Proven initiative, organizational skills and ability to follow through on commitments
  • Ability to work comfortably with senior administrators, faculty members and academic staff to interpret department/college/institutional academic goals and priorities
  • Exceptional interpersonal and communication skills, both written and verbal, and a high level of optimism, energy and empathy
  • Demonstrated understanding of teaching and learning, educational change initiatives, and/or program evaluation.



The University of Saskatchewan is strongly committed to a diverse and inclusive workplace that empowers all employees to reach their full potential. All members of the university community share a responsibility for developing and maintaining an environment in which differences are valued and inclusiveness is practiced. The university welcomes applications from those who will contribute to the diversity of our community. The University must, however, comply with federal immigration requirements. All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.