CTL Faculty Projects and Publications


Helga Dorner have been elected as the new academic coordinator of the Special Interest Group "Higher Education" of the European Association for Research on Learning and Instruction (EARLI) at the organization's biennial meeting in Tampere, Finland. EARLI is the largest educational association in Europe, representing over 2000 members from 60 countries. Dr. Dorner, together with her colleagues from Germany and Norway will work on creating synergies among researchers from the area of higher education teaching and learning.
Link to the SIG site: https://www.earli.org/node/27

Kinga Káplár-Kodácsy, doctoral student at the Doctoral School of Education, Eötvös Loránd University, Budapest (ELTE) supervised by Dr. Dorner, presented their joint research on reflective practice at the 12th Educational Research Symposium, July 31 – August 1, 2017, Oxford University, St John's College, Oxford: UK as well as at the biennial conference of the European Association for Research on Learning and Instruction (EARLI), August 29 – September 2, 2017, Tampere: Finland.     


Research on CEU doctoral students' conceptions of online teaching portfolios is published in the special volume edited by Mònica Feixas (Universität St. Gallen), Ann Stes (University of Antwerp), Gerlese Åkerlind (Australian National University & University of Canberra) and Georgeta Ion (Universitat Autònoma de Barcelona), an international group of experts who have been pioneering research in the area of development and socialization of academics.
The paper, co-authored by Helga Dorner and Joanna Renc-Roe, discusses findings from a research project on the reflective processes involved in the creation of online teaching portfolios by CEU doctoral students. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism.
Link to the paper: http://www.zfhe.at/index.php/zfhe/article/view/959

Dr. Dorner and Dr. Kumar's co-authored paper "Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education" appeared in Tech Trends, a leading journal for professionals in the educational communication and technology field. It provides a vehicle that fosters the exchange of important and current information among professional practitioners. Articles published in the journal contribute to the advancement of knowledge and practice in the field.
Authors Dorner and Kumar discuss the Mentored Innovation Model that is an online collaborative mentoring model developed in Hungary to help technology integration in teaching in meaningful ways. It combines an online modular approach of formal pedagogical ICT training with an informal online community experience of sharing, developing and critiquing of shared learning resources during teacher education coursework.
Link to the article: https://link.springer.com/article/10.1007/s11528-015-0016-1

Helga Dorner participated in the Higher Education Conference in Amsterdam in July 13-15, 2016 in Amsterdam, the Netherlands. She presented her paper on "Exploring students' conceptions of learning through the lens of internationalization: Experiences from international collaborative seminars". Dr. Dorner's paper outlines findings from a research project on students' conceptions of learning in a series of international online collaborative seminars involving partner institutions from Europe and the US. The lead institution was CEU.
Link to conference website: http://www.hec2016.org/

A research study on "Peer Teaching as an Opportunity for Enactment and Academic Practice", co-authored by Jessica Deshler, visiting Fulbright Scholar at CEU from the University of West Virginia, Helga Dorner and Joanna Renc-Roe was presented at the Higher Education Conference in Amsterdam in July 13-15, 2016 in Amsterdam, the Netherlands
Link to conference website: http://www.hec2016.org/


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

Faculty Collaboration, Tamara Steger (ENVSCI) and Sally Schwager (CTL)

CEU faculty member Tamara Steger (ENVSCI) presented research on continuous student feedback and faculty reflection, developed as part of a Teaching Development Grant in collaboration with CTL Director, Sally Schwager, at the European Scholarship of Teaching and Learning Conference, University College Cork, Ireland June 2015.
The CEU Center for Teaching and Learning cosponsored the event along with the Irish National Agency for the Integration of Research, Teaching and Learning ( NAIRTL), Lund University, and the UK Association of National Teaching Fellows.  Flyer_EuroSOTL

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.