Laura Hirsto, University of Helsinki, Finland

The aim of the workshop is to familiarize with processes and practices of research based educational development and tools. The workshop is designed so that first, the participants will get a short introduction to the processes and tools, and then they will have a chance to try out and practice the use of specific tools. The insights and ideas are discussed in the light of possible use of tools in contextualized developmental processes in different contexts.

Gitte Wichmann-Hansen & Torben K. Jensen, Aarhus University, Denmark

Current changes in research education, such as ‘massification’ and diversity of the student population, have considerable impact on research supervision practices, and it causes new challenges for those responsible for supervisor development and training. The purpose of this workshop is to provide participants with a rich source of knowledge and practice on how to implement and run development programs for research supervisors, informed by scholarly literature.
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Kathryn Sutherland, Victoria University of Wellington, New Zealand

What are the myths and realities of work-life balance in academia, and how can we demystify these myths for early career academics? We will discuss the institutional and personal processes needed to support all academics to be successful teachers, researchers, academic citizens, friends and family members. Participants will leave having confronted the myths, pondered the realities, and reflected on some strategies for supporting academics (or themselves) to find some semblance of balance in academic life.
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Michele DiPietro, Kennesaw State University, USA

A solid understanding of the learning process is essential to respond to the enormous global changes in higher education. This interactive workshop, based on the book “How Learning Works: 7 Research-Based Principles for Smart Teaching,” will synthesize 50 years of research on learning into seven integrated principles (Ambrose et al. 2010). The principles highlight how prior knowledge, the organization of knowledge, motivation, practice, feedback, developmental issues, classroom climate, and metacognitive skills facilitate or hinder learning.
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Liz Shrives, SEDA, UK

SEDA’s research (2013) on the impact of the UK National Professional Standards for Teaching and Supporting Learning evidences a profound impact on how individual teaching faculty undertake and think about learning and teaching and an influence on changing institutional teaching practice. The purpose of this workshop is to explore the potential of a framework of standards for teaching, in supporting the development of teaching from the perspective of individual teachers, groups and institutions in different international contexts.
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Matti Lappalainen, University of Turku, Finland
Markku Ihonen, University of Tampere, Finland
Merja Maikkola, University of Oulu, Finland

The workshop will offer a forum to concentrate in your everyday work challenges and problems with the support from your colleagues. This will happen in a trustful atmosphere. Our experiences from different contexts have shown that even in a short period of time the participants have gained a lot from the ideas of their peers. The method can also be utilized afterwards in participants own contexts.
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Arshad Ahmad, President, STLHE; Vice-President, ICED
Robert Lapp, President Elect, STLHE;
David Campbell, President, McMaster University Student Association
Anita Acai, 3M National Student Fellow, University of Guelph

As we become busier in whatever we do, we raise questions about how teaching and learning are implicated. We challenge the cult of busy through personal narratives, and a dialogue that promotes different learning designs. This workshop also presents opportunities to explore the role of educational developers, teachers and students to promote meaningful learning, effective mentorship strategies, and how we might be able to reclaim the only resource that seemed to be in our hands.
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Lena Berggren & Katarina Winka, Umeå University, Sweden

This workshop explores how practical exercises can be used in doctoral supervisor's courses to illustrate important aspects of doctoral supervision. We start by giving a presentation of our two-week supervisor's course. After that we will do two of the practical exercises we use in the course and discuss the potential value, pros and cons of practical exercises like these when training doctoral supervisors.
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Taiga Brahm & Tobias Jenert, University of St. Gallen, Switzerland

The workshop is about change management in higher education institutions (HEI). Based on a computer-based simulation, the participants will experience how to initiate change initiatives in HEI and how to deal with open or hidden resistance in change processes. If you are facing a change initiative in your HEI, join our workshop and learn about important change concepts and most importantly - experience the sometimes frustrating, sometimes joyful role of a change agent.
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David Green, Brenda Leibowitz, Katarina Mårtensson, and Kathryn Sutherland

In this interactive pre-conference workshop, we will guide you through the publication process with ICED’s peer-reviewed International Journal for Academic Development, based on our experience as IJAD co-editors.
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