Keynote speakers

Professor Otto Kruse has been one of the key persons in the recent revival of interest in the development of writing practices and writing research in higher education in Germany and in German speaking Europe. His many publications and workshops on academic writing have had a great impact. A trained psychologist and psychotherapist, Otto Kruse has worked as a psychological counsellor for students and as a professor of psychology in social work before he specialized in writing pedagogy. His studies in writing were motivated by very practical needs of supporting student writing. The close connection of writing with disciplinary research as is typical for the Humboldt tradition, motivated him to view writing as part of critical thinking and disciplinary socialization.

He organized one of the first conferences on academic writing in Germany and became a co-founder of the European Association for the Teaching of Academic Writing, being a board member for 8 years. He also founded the Forum for Academic Writing, a national writing society in Switzerland. Otto now teaches writing at Zurich University of Applied Sciences and has given hundreds of workshops for doctoral students, faculty and professionals. He has published a dozen of books on writing, learning and study skills, and is a member and work group leader of COST Action IS7073 “The European Research Network of Learning to Write”, which encompass writing researchers from many countries. Some publications:

Kruse, Otto (2006) The Origins of Writing in the Disciplines. Traditions of Seminar Writing and the Humboldtian Ideal of the Research University. Written Communication Vol 23 (3)

Kruse, Otto (2006) Das Schreiben und die Universität: Was blockiert die Institutionalisierung schreibpädagogischer Projekte?. In: Wissenschaftliches Schreiben in der Hochschule: Reflexionen, Desiderate, Konzepte / Walter Kissling (Hrsg.) - Innsbruck: Studienverlag, 2006, S. 25 ff. ISBN/ISSN: 3706519968

Kruse, Otto: Prozessorientierte Schreibdidaktik an der Hochschule: Was Hochschulen tun können, um wissenschaftliches Schreiben besser anzuleiten (2006) In: Prozessorientierte Schreibdidaktik: Schreibtraining für Schule, Studium und Beruf / Otto Kruse (Hrsg.) - Bern: Haupt, 2006, S. 151 ff.

Kruse, Otto: Schreibkompetenz und Studierfähigkeit.: Mit welchen Schreibkompetenzen soll die Schule ihre Absolvent/inn/en ins Studium entlassen? (2007) In: Texte schreiben / Michael Becker-Mrotzek (Hrsg.) - Duisburg: Gilles & Francke Verlag, S. 117 ff. ISBN/ISSN: 978-3-925348-74-7

Kruse, Otto: Vertrackte Routine: Was tun, wenn das Schreiben stockt? (2008) In: Forschung & Lehre / Deutscher Hochschulverband (Hrsg.) - 2008/12, S. 850 ff

Dai Hounsell is Vice Principal for Academic Enhancement at the University of Edinburgh, where he is also Professor of Higher Education. His current teaching responsibilities include a master's course in online assessment and a doctoral course on engaging with the literatures of education. He has published widely on student and teacher experiences of learning, teaching and assessment in higher education (particularly in relation to feedback on written and other forms of communication), has led various multi-university research and development projects in these fields, and has been an adviser to universities and higher education organisations in Sweden, Norway, Australia and South Africa. In 2007 he was awarded a Fellowship of the Society for Research into Higher Education. Some publications:

Hounsell, D. & Anderson (2009) Ways of thinking and practicing in biology and history. Disciplinary aspects of teaching and learning environments. In University and it disciplines. Ed C. Kreber, Routledge

Hounsell, D. et al (2008) The quality of guidance and feedback to students. Higher Education research and Development. Vol 27 (1).

Hounsell, D (2007) Towards more sustainable feedback to students.  In Rethinking assessment in HE. Ed Boud & Falchikov, Routledge.Carroll, J. (2007), 2 nd edition, A Handbook for Deterring Plagiarism in Higher Education. Oxford Centre for Staff and Learning Development, Oxford Brookes University

Jude is a Principal Lecturer and has worked in a variety of roles at Oxford Brookes since 1990. She was until recently a Deputy Director of the ASKe Centre for Excellence in assessment standards where she was responsible for enhancing before university's management of student plagiarism. In 2008/9, she worked on secondment at the Royal Technical University in Stockholm Sweden as an educational developer. In her current Brookes post, Jude supports a range of projects linked to plagiarism, teaching International Students, and supporting efforts to accredit professional learning in the workplace. In 2009, she was awarded a National Teaching Fellowship by the Higher Education Academy (HEA) and funded under the Prime Ministers Initiative (PMI2). Also in 2009, she was selected with a colleague, Dr Janette Ryan, to establish a centre for teaching and learning for international students (TALIS), linked to the HEA . This initiative grew out of the joint publication by Carroll and Ryan, teaching international students: improving learning for all (published by Routledge in 2005). Jude conducts research, writes and lectures widely on deterring students from plagiarism and on effective teaching in culturally diverse classrooms. She has collaborated with others in the UK and around the world to study the use of so-called ‘detection software’ when used formatively on students’ understanding of academic writing. She has served as an FDTL5 project evaluator and for the JISC-funded Plagiarism Advisory Service. Some publications:

Carroll, J. (2007), 2 nd edition, A Handbook for Deterring Plagiarism in Higher Education. Oxford Centre for Staff and Learning Development, Oxford Brookes University

Carroll, J. (2008), ‘Credit where credit is due: citation and plagiarism’, in A Handbook for Postgraduate Research Students, Hall, G. (ed), London : Palgrave Macmillan

Carroll, J. (2008) ‘Dealing with student plagiarism in transnational teaching’ in Teaching and Learning in Transnational Higher Education: Offshore and international students eds. Wallace, m. & Dunn, L., New York : Routledge

Carroll, J. (in press), ‘ Plagiarism as a threat to learning: an educational response’ inAssessment, Learning and Judgement, ed. Joughlin, G., Berlin : Springer.

Richard Andrews is Professor in English and International Coordinator in the Faculty of Culture and Pedagogy, Institute of Education, University of London. He has undertaken a number of research projects on argument, most recently on argumentation at undergraduate level. These form the basis of a book published in September 2009 by Routledge, New York: Argumentation in Higher Education: Improving Practice through Theory and Research. He has also recently published in The Cambridge Journal of Education a systematic review of research on argument for 7-14 year olds; plus co-edited with Froydis Hertzberg a special issue of the journal Argumentation on the teaching of argument in England and Scandinavia. His other interests include writing development, e-learning research methodology and contemporary rhetoric. He is Visiting Research Fellow at The University of Western Sydney in September 2010, where he is working on a project on argumentation in SE Asia with Wayne Sawyer and Michael Singh. Some publications:

Andrews, R. (2009) Argumentation in Higher Education: improving practice through theory and research. New York: Routledge.

Andrews, R. (2008) 'Shifting Writing Practice: focusing on the productive skills to improve quality and standards', Getting Going: generating, shaping and developing ideas in writing 4-21.

Andrews, R. (2008) 'What Counts as Evidence in Education?', Teacher Training Resource Bankhttp://www.ttrb.ac.uk, article ID: 14608.

Andrews, R. (2008) 'The Case for a National Writing Project for Teachers', Reading: Centre for British Teachers (CfBT) Educational Trust 48.

Lotte Rienecker (writing centre director) and Peter Stray Jørgensen (senior consultant) run the Academic Writing Centre at Copenhagen university, since 1992 with a focus on student, especially MA thesis writer’s, writing processes, for the past 3 years with a teacher and supervisor focus. They teach academic writing to PhD students, supervision and HE teaching at staff courses. Since 2007 they have conducted departmental obligatory accreditation courses for MA thesis supervisors.

Among their publications are:

Rienecker, Lotte & Stray Jørgensen, Peter (m.fl.), 2005 Den gode opgave [The Good Paper] and (with Thomas Harboe) 2005: Vejledning – en brugsbog for opgave- og specialevejledere på videregående uddannelser, [Supervision – a Handbook], Frederiksberg, Samfundslitteratur.

Rienecker, Lotte (2007): Skrivning og kundskabsopbygning på videregående uddannelser – hvad ved vi, og hvad mangler vi at vide?. I: Matre, Synnøve & Løkensgaard Hoel, Torlaug: Skrive for nåtid og framtid. Skriving og rettleiing i høgre utdanning. Vol 2., Trondheim, Tapir forlag.

Rienecker, Lotte; Stray Jørgensen, Peter: The Genre in Focus, not the Writer: Using Model Examples in Large-class Workshops. I: Björk; Bräuer; Rienecker; Stray Jørgensen (eds.) (2003): Teaching Academic Writing in European Higher Education. The Netherlands, Kluwer Academic Publishers. 

Rienecker, Lotte; Stray Jørgensen, Peter: The (Im)Possibilities in Teaching University Writing in the Anglo-American Tradition when Dealing with Continental Student Writers. I: Björk; Bräuer; Rienecker; Stray Jørgensen (eds.) (2003): Teaching Academic Writing in European Higher Education. The Netherlands, Kluwer Academic Publishers.

Stray Jørgensen, Peter (2007): Teksten i vejledning – modeller for vejledning i videnskabelig opgaveskrivning. I: Skrive for nåtid og framtid. Oslo, Tapir.

Stray Jørgensen, Peter: Videnskabelige ord – sproglig rådgivning i videnskabelighed. I: Jørgensen, Henrik; Stray Jørgensen, Peter (red.) (2004): På godt dansk. Festskrift til Henrik Galberg Jacobsen i anledning af hans 60 års fødselsdag den 4. februar 2004. Århus, Wessel & Huitfeldt.

Lotte and Peter were both among the founding members of EATAW (European Association of Teachers of Academic Writing. Lotte was the first EATAW  chair, 1999-2003.