CTL Faculty Projects and Publications

CTL Faculty, Helga Dorner
CTL faculty member, Helga Dorner was co-author of a chapter in the book “The Future of Holocaust Memorialization”. This publication of the Tom Lantos Institute focuses on new ways of teaching the Holocaust.

U.S. Ambassador Colleen Bell was among the speakers at the book launch event at CEU on May 21, 2015. Helga Dorner, lecturer at CEU’s Center for Teaching and Learning, talked about one of the major projects introduced in the book. Read more

 

CTL Faculty, Joanna Renc-Roe
CTL faculty member, Joanna Renc-Roe is working with colleagues in Ireland, Sweden and UK, to organise the inaugural European Scholarship of Teaching and Learning Conference to take place in Cork, Ireland in June 2015.

The conference organisers include the Irish National Agency for the Integration of Research, Teaching and Learning  ( NAIRTL), Lund University, CEU-CTL and the UK Association of National Teaching Fellows."

 

CTL Faculty, Helga Dorner
Helga Dorner presented co-authored paper at the 44th IALHI conference “Opening up Social History Repositories: New Technologies and New Methods” hosted by the Open Society Archives, September 26-28, 2013, Budapest, Hungary.

The conference aimed at re-opening a dialog between social history research and archival curation by focusing on the nature of archival collections in the digital age.  Helga Dorner (co-authored with Andrea Pető) presented her empirical research on the integrative use of video testimonies from the USC Shoah Foundation Visual History Archive in existing graduate-level curricula that focus on gendered perspectives of the Holocaust.

As Dorner outlined, using digital archives and video testimonies in particular require new and innovative approaches to teaching in a seminar setting and graduate students are challenged by the new ways of acquiring and working with digitized historical resources. She also described the instructional contexts and explored the potentials of using an online archive to initiate new forms of historical thinking. Conceptual and methodological challenges such as locating, selecting and ‘interacting with’ relevant materials were also discussed.

CTL Faculty, Joanna Renc-Roe
In 2012-13, CTL faculty member, Joanna Renc-Roe participated in an international collaborative writing group initiative. In this project, groups of researches from multiple continents and disciplinary backgrounds developed their ideas for a scholarly article over several months of intensive discussion, first in a face-to-face, and then, an online environment. The resulting article, based on narratives of identity development of scholars of teaching and learning, was published in a special issue of Teaching and Learning Inquiry. The article became the basis for a well-received panel at ISSOTL 2013 international conference and multiple extensions of the work and future writing projects are being planned.

Reference: Simmons, N., Abrahamson, E., Deshler, J.M., Kensington-Miller, B., Moron-Garcia, S., Oliver, C., and Renc-Roe, J. (2013). Conflicts and Configurations in a Liminal Space, SoTL Scholars Identity Development, Teaching and Learning Inquiry 1 (2), 9-21.
to access the article go to: http://www.jstor.org/stable/10.2979/teachlearninqu.1.issue-2

CTL Faculty, Joanna Renc-Roe
Chapter 2, Renc-Roe, J. and Yarkova, T. Preparing Doctoral Students for a Teaching Career, the Case of an International University with a history of Regional Engagement


Eszter Simon and Gabriela Pleschová (Eds.)(2012)Teacher Development in Higher Education: Existing Programs, Program Impact, and Future Trends, (London, Routledge)

“The book introduces different responses from around the world to the need to improve teaching in higher education, demonstrates many different ways success may be understood, and investigates what factors may influence the results of instructional development. Contributors use these factors, as well as those found in the related literature, to explain program success through theoretical frameworks. This book also provides input for higher-education managers by pointing out how the local context and both institutional and national policy-making may help or hinder the effective preparation of professors for their teaching responsibilities.”

CTL Faculty, Joanna Renc-Roe
In October, 2012 CTL faculty member Joanna Renc-Roe delivered the opening plenary address at the International Society for The Scholarship of Teaching and Learning annual conference in Hamilton, Canada. The conference was attended by around 600 academics from nineteen countries. The plenary focused on the challenges of internationalising the work of scholars of teaching and learning and it provided a focus for many discussions throughout the conference.The abstract and video of the plenary are available from the conference website: http://issotl12.com/plenary-presenters/ .

CTL Faculty, Helga Dorner
Section 3, Chapter 11, Dorner, H. Mentoring innovation through online communications in a digital culture


Fletcher, S. & Mullen, M. (eds.). Handbook of Mentoring and Coaching in Education. London: Sage. (2012)

From the cover:
The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning. This Handbook is a leading source of ideas and information. It covers national and international research on schools, higher education, and disciplines within and beyond education. [...] Contributors who are leading scholars and practitioners address issues of theory and practice in schools, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers.

CTL Faculty, Helga Dorner
Chapter 12, Co-authored chapter Kárpáti, A. & Dorner, H. Developing epistemic agencies of teacher trainees. Using the Mentored Innovation Model.

 Moen, A., Mørch, A.I., & Paavola, S. (eds.). Collaborative Knowledge Creation; Practices, Tools, Concepts. Rotterdam: Sense Publishers. (2012)

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. [...] The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knoweldge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical, and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools.