DOI: 10.48127/spvk-epmq/22.14.45

Author's Information
Author Institutional affilation - Country Author's Email Author's ORCID

Nataša Brouwer
Iwona Maciejowska
Claire McDonnell
Matti E. Niemelä
Bob Pirok
Ştefania Grecea
Cristina Femoni
Josefa Ortiz-Bustos
William Byers
Iring Wasser

University of Amsterdam - The Netherlands
Jagiellonian University - Poland
Technological University Dublin - Ireland
University of Oulu - Finland
University of Amsterdam - The Netherlands
University of Amsterdam - The Netherlands
University of Bologna - Italy
King Juan Carlos University - Spain
Ulster University - United Kingdom
ASIIN - Germany

Volume/Issue :
Volume 14
Issue 1

Article type :

Case study

Page No :


Abstract :

Today, we are faced with immense global challenges in finding sustainable equilibria between socio-economic, political, and ecological concerns. The European Chemistry Thematic Network (ECTN), the European University Association (EUA) and the European Commission are committed to sustainable improvement of the quality of university chemistry education to cope with these challenges. In this position paper, we advocate the creation of the Eurolecturer Academy (ELA), an innovative, European state of the art higher education learning platform serving academics in their continuous professional development of teaching competences and thereby supporting academics to educate students to be successful in the changing world. Within this newly established educational entity, there will be two levels of membership, Associated membership and Full membership. The ELA will not only facilitate continuous professional development of university teaching staff but will at the same time create a structure to support recognition of teaching competences of lecturers within the European dimension in teaching and learning. The certification will profit from the new 5th European Qualification Framework for micro-credentials, providing a much needed “academic currency” for the purpose of recognition of academic credentials. The ELA micro-credentials will be issued by certifying the learning outcomes of short-term learning experiences in the field of teaching and learning in higher education. The ELA will provide a micro-credentials catalogue that will address the needs for professional development of lecturers and ensure the quality of the micro-credentials through close cooperation with the internationally operating accreditation organization ASIIN ( using quality standards and valid assessment according to international best practice.

Keywords :

continuous professional development, chemistry education, Eurolecturer Academy, university teaching staff

References :

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). Open University Press.
Brouwer, N., Maciejowska, I., Lis, A., Machado, C., Grecea, S., Kärkkäinen, J., Niemelä, M., Kranjc, K., Podlipnik, Č., Prashar, S., Russo, V., & Tarallo, O. (2020). The need for STEM continuous professional development at European universities. VIRT&L-COMM, 21.
Brouwer, N., Grecea, Ş., Kärkkäinen, J., Maciejowska, I., & Niemalä, M. (2021). Roadmap for continuous professional development of STEM lecturers. In Eurovariety 2021, 9th European Variety in University Chemistry Education Conference (7-9 July 2021, p. 52). Ljubljana, Slovenia.
Brouwer, N., Maciejowska, I., Lis, A., Grecea, S., Kärkkäinen, J., Niemelä, M., Kranjc, K., Podlipnik, Č., Prashar, S., Russo, V., & Tarallo, O. (2022). Implementation status of the STEM-CPD@EUni, Erasmus plus project. VIRT&L-COMM, 23.
Couch, B. A., Brown, T. L., Schelpat, T. J., Graham, M. J., & Knight, J. K. (2015). Scientific teaching: Defining a taxonomy of observable practices. CBE—Life Sciences Education, 14(1), Article 9.
EUA (European University Association) (2021). Universities without walls. A vision for 2030,
Eurostat (2020). People on the move — Statistics on mobility in Europe — 2020 edition. 2.1 Studying abroad. European Commission.
European Commission (2022). Commission Communication on a European strategy for universities: Communication from the commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the regions on a European strategy for universities,
Graphical version, download:
European University Association, Briefing (2022). Recognition of professional qualifications,
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
Grecea, Ş., Brouwer, N., Niemelä, M., & Kärkkäinen, J. (Eds.). (2021). Roadmap for STEM Continuous Professional Development at European Universities, Recommendations and Guidelines, STEM-CPD@EUni project.
Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical content knowledge in social studies. Scandinavian Journal of Educational Research, 31(2), 59-70.
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Steward, J., Tilghman, S. M., & Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521-522.
Henderson, C., Connolly, M., Dolan, E. L., Finkelstein, N., Franklin, S., Malcom, S., ... & St. John, K. (2017). Towards the STEM DBER alliance: Why we need a discipline-based, STEM-education research community. Journal of Geoscience Education, 65(3), 215-218.
MICROBOL, European project (2022): Micro-credentials linked to the Bologna Key Commitments, Common Framework for Micro-credentials in the EHEA, European Commission EHEA
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
OECD. (2019). OECD Future of Education and Skills 2030 Conceptual Learning Framework: Core Foundations for 2030.
STEM-CPD@EUni(2020). EU Erasmus+ Project: 2020-1-PL01-KA203-081802.
Yates, P., & Brouwer, N. (2012). ECTN Working group lecturing qualifications. Eurolecturer, ECTN WG report and website

Cite as :

Brouwer, N., Maciejowska, I., McDonnell, C., Niemelä, M. E., Pirok, B. W. J., Grecea, Ş., Femoni, C., Ortiz-Bustos, J., Byers, W., & Wasser, I. (2022). Creating a common ground for professional development of university chemistry (STEM) lecturers in Europe. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 14(1), 45-57.