The Centre of Excellence for Equity in Higher Education (CEEHE) at the University of Newcastle is pleased to open applications for a one year Writing Program for Equity & Widening Participation Practitioners.
It is increasingly important that higher education institutions demonstrate the impact of equity and widening participation initiatives, including strategies to support access, transition and retention of students from historically underrepresented backgrounds.
One way to achieve this is through greater integration of practitioner-led evaluations and academic evaluations of equity and widening participation practice.
The University of Newcastle, Australia in conjunction with Sheffield Hallam University, UK and the Office for Fair Access, UK, have developed a writing program to enhance the relationship between equity and widening participation practitioners and academics.
The aim of the program is to:
- enhance the relationship between widening participation practitioners and academics
- raise the profile of robust research and evaluation of widening participation activity nationally and internationally
- support widening participation practitioners to present research and evaluations of their practice in refereed academic journals, enabling practitioners and academics to share their work with broader audiences.
In 2018 there are up to 14 places available in the Australian program.
Equity Practitioners in Higher Education Australasia (EPHEA) are generously providing up to $3,000 in travel grants to facilitate the participation of EPHEA members, who cannot access financial support from their institution to participate in the Writing Program. Further information on the grants is available in the attached.
Detailed information on the program, including an outline of the workshop dates and locations, can be found in the attached document, as can the application form.
Applications for the 2018 program close 5pm Friday 9 February.
More details are available here. Email ceehe@newcastle.edu.au to obtain an application form.
