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UEA student spoke in House of Commons about diversity in the curriculum  

A student from the University of East Anglia (UEA) spoke in the House of Commons after her petition to integrate diversity into the school curriculum reached 88,000 signatures.

Cynthia Ashlyne Muthoni who is 22 and studying MSc Climate Change and International Development at UEA presented via video link to a joint session of the Petitions Committee and Women and Equalities Committee on Thursday (5 November).

She is classed as vulnerable to COVID-19 and therefore was unable to physically attend protests over the death of George Floyd in the USA and calls for racial equality in the UK in June, so as an alternative method of protest she started the online petition. Within 48 hours of Cynthia setting up the online petition it gained 10,000 signatures, the necessary amount needed for the Government to respond, and it has steadily grown to just over 88,000 signatures.

Cynthia has experienced and witnessed racism throughout her life. She believes that the key to preventing it in education, healthcare, employment and other parts of society is to actively teach anti-racism to children in schools, so the next generation doesn’t become perpetrators or victims.

She said: “I remember being in school and always being called by the name of another black pupil despite us looking completely different. Teachers were angry to the point they would begin yelling at me for not responding and were later embarrassed by their actions. Sadly, this isn’t the only time I have been subject to racism.

“I would like teachers to be given appropriate anti-racism training, so they feel knowledgeable, confident, and empowered teaching such topics as well as when providing advice and assistance with any incidents of racism.

“Seeing the response to the petition is heart-warming, knowing so many people are co-signing and advocating for your idea because they recognise its importance. It gives you more confidence in your beliefs, it encourages you, and your determination becomes unwavering.

“It’s an honour to appear in parliament in any sense, but to be given the privilege to voice your ideas to people who have the power to affect real change is truly incredible. I feel prepared to combat this argument and demonstrate the necessity of education on racism and diversity being made mandatory.

“My aim is to have this idea transformed into legislation so that a significant portion of the curriculum is dedicated to deconstructing ideas of racism, providing children with tools necessary to combat racism, to become anti-racist and an ally.

“Instead of diversity (racially, ethnically, and culturally) being something children are told to tolerate, it should be something they are taught to celebrate. Diversity isn’t just acknowledgement of differences it’s the empowerment of the elements that make us different.”

Catherine McKinnell MP, Chair of the Petitions Committee, said: “I am pleased that the Petitions Committee is able to hold this joint evidence session with the Women and Equalities Committee and members of the Education Committee on such an important issue. This joint work allows us to delve deeper into concerns to petitioners that cut across policy areas.

“In the last few months, petitions calling for greater diversity in the National Curriculum have seen more than 390,000 signatures. Although the Government’s response to one of these petitions states that the curriculum provides teachers with ‘opportunities…to teach about Britain’s role in colonisation and the transatlantic slave trade’, many petitioners feel this does not go far enough in ensuring that students experience a fully diverse education all year round.”

Caroline Nokes MP, Chair of the Women and Equalities Committee added: “To tackle racism and create a more equal and just society, we must understand and learn from the past. That starts in schools, with a more inclusive history curriculum. The sheer number of signatures these petitions have received show the strength of feeling on these issues. The Woman and Equalities Committee wants to work with the Petitions Committee and colleagues on the Education Committee to explore this in more detail.”

To view the petition, visit: https://petition.parliament.uk/petitions/323808

What are students experiencing right now?

In the face of the COVID-19 pandemic, many universities have decided to move teaching from their classrooms to the cloud. It is a long known battle for students to gain access to teaching and study material at any time and place, but little did we know that it would be the external pressure of a global pandemic sparking the online revolution within academic institutions.

Almost as if knowing what challenges 2020 would bring, the University of Iceland (UI) tested a new learning management system during the first wave of the pandemic last spring and was ready to implement the improved software in the new academic year be held almost exclusively online. Alongside some of the greater features – integrated assignments, calendars, and multiple forms of feedback for both staff and students – students who submit their assignments on time are celebrated with confetti all over their screens.

Even though studies are now more flexible than ever, and virtual confetti aside, students’ lives have never been as restricted. The social and societal impacts of Covid-19 weigh heavily on us all, not to mention the financial setback many of us have had to tackle (and are still tackling). Many students depended on mini-jobs and were among the first to face lay-offs.

Fear of the unknown

In a survey conducted by the Student Council of UI, 2208 students reported their well-being during the pandemic in association with their studies. A vast majority of students reported feeling higher stress levels due to the pandemic, fearing it will negatively affect their academic progress. More than half of the participants reported feeling anxious, fearing to become infected. The risk of becoming infected is a great uncertainty feeding isolated students’ anxious minds. But it is a source of uncertainty none of us can control.

What we can control, however, is uncertainty within our academic institutions. Instead of re-evaluating restrictions and policies according to fluctuations of the pandemic, why not create a set plan for the whole academic year? The announcement that teaching would be held online this semester was a great relief to many students, but with in-person final exams on the horizon, the complaints box fills up again.

Students are assets

As if exams are not stressful enough, the risk of infection is a more serious threat than potential academic failure. Keeping away from online or take-home exams because they are unknown territory, is no argument for today’s average university student, a digital native. This generation of university students is fluent in technology, indifferent to traditional academia’s presenteeism.

Being part of a network of research-intensive universities across Europe focusing on societal impact, amongst other topics, we are all highly aware of the long-lasting challenges this pandemic brings. The establishment of a “new normal” is evident, but the question remains, by whom?

With a multidisciplinary approach to health research and a large sample of the most forward-thinking young individuals in society, Aurora universities are the perfect testing grounds for innovative practices during these times of uncertainty. Like ours, universities can use this opportunity to serve as a leading light to society in finding a new normal.

Written by Emily Reise Aurora Student Council Secretary

Elísabet Brynjarsdóttir is Outstanding Young Icelander 2020

Elísabet Brynjarsdóttir, former President of the University of Iceland Student Council and the Aurora Student Council, was recently selected as Outstanding Young Icelander of 2020 for her contributions in the area of philanthropy and volunteering.

The award is presented by JCI Iceland, who recognises people as part of an international programme that JCI organises all over the world to honour success and motivate other young people to succeed.

This was the nineteenth time the award has been presented in Iceland. As previously, the evaluation committee nominated ten people, all of whom were recognised as an Outstanding Young Icelanders for their contributions to Icelandic society. The group includes several current and former University of Iceland students.

The award itself is then presented to one person who stood out in particular, and the honour this year went to Elísabet Brynjarsdóttir. Elísabet received the award from Guðlaug Birna Björnsdóttir, National President of JCI Iceland, on 18 November.

Elísabet graduated from the University of Iceland with a degree in nursing in 2017. During her time as a student, she was involved in establishing the mental health education association Hugrún, working together with other University of Iceland students in nursing, psychology and medicine. The association educates young people about mental health and the resources available. Elísabet served as director of the association for the winter 2017-2018.

In the winter 2018-2019, Elísabet was President of the Student Council at the University of Iceland. During her term she organised the climate strike here in Iceland. She was also elected President of the Aurora Student Council 2018-2020, Aurora being a collaborative network of 9 prestigious European universities, including the University of Iceland. As President, Elísabet represented a total of 230,000 students within the network; this is probably the largest group that any Icelandic student leader has ever led in an international context.

Incredible achievement in raising awareness of drug abuse

Elísabet now works as a project manager at Frú Ragnheiður, a harm reduction service from the Red Cross in Iceland, having previously worked as a nurse for Frú Ragnheiður for two years. Before that, she worked on the project as a volunteer.

“As project manager, she has achieved incredible things in organising our work and raising awareness of the causes, nature and consequences of drug abuse for the individual as well as society as a whole, such as conditions for the homeless and the less able. She is a tireless advocate for marginalised groups, for example the homeless and intravenous drug users. She educates the public about people with drug abuse problems and is passionate about the subject. She has taken on the role of trying to show the nation that people are people, no matter what circumstances they find themselves in, everyone deserves compassion and respect,” said the statement from the JCI evaluation committee.

Aurora, alongside the University of Iceland, congratulates Elísabet on her recognition as an Outstanding Young Icelander.

Aurora Endorses the Manifesto For EU COVID-19

Aurora has signed the Manifesto For EU Covid-19 Research that maximizes the accessibility of research results in the fight against COVID-19. All Aurora universities support this quest to join forces on ground breaking research and innovation.

The Manifesto is part of the EU Coronavirus response, the common European response to the coronavirus outbreak. It provides guiding principles for beneficiaries of EU research grants for coronavirus prevention, testing, treatment and vaccination to ensure that their research results will be accessible for all and guarantee a return on public investment. This will aim to ensure that no one is left behind in the fight against Covid-19 and that solutions will be developed, produced and deployed to every single corner of the world.

By endorsing the manifesto, Aurora will support to:

  • Make the generated results, whether tangible or intangible, public and accessible without delay, for instance on the Horizon Results Platform, on an existing IP sharing platform, or through an existing patent pool.
  • Make scientific papers and research data available in open access without delay and following the FAIR principles via preprint servers or public repositories, with rights for others to build upon the publications and data and with access to the tools needed for their validation. In particular, make COVID-19 research data available through the European COVID-19 Data Platform
  • Where possible, a grant for a limited time, non-exclusive royalty-free licences on the intellectual property resulting from EU-funded research. These non-exclusive royalty-free licenses shall be given in exchange for the licensees’ commitment to rapidly and broadly distribute the resulting products and services under fair and reasonable conditions to prevent, diagnose, treat and contain COVID-19

The Manifesto seeks the voluntary support and endorsement from public and private stakeholders benefitting from EU funding, as well as from other research funders and prominent institutions. An updated list of organisations that already endorsed the Manifesto may be found here.

Palacky University Olomouc New Associate Member of the Aurora Network

The Aurora General Council welcomes Palacky University in Olomouc (Czech Republic) as an associate member to the Aurora Universities Network. Aurora President Jon Atli Benediktsson welcomes the newest member to the Aurora network.

In its meeting on 5 November, the Aurora General Council decided to award Palacky University the status of associate member, thus giving it access to all activities of the Aurora Universities Network. Palacky was already a member of the Aurora European Universities Alliance – which is one of the now 41 European University alliances.

We welcome the students, academics, leadership and support staff of Palacky University into the Aurora community.

Yours truly,

Jon Atli Benediktsson
President of the Aurora Universities Network and President of the University of Iceland

Aurora Autumn Biannual 2020

On November 4th and 5th 2020, the eighth Aurora biannual was organized using an online social video conference platform called Gatherly. A total of 264 participants connected remotely during the two-day biannual to take part in the 27 Aurora parallel sessions, two plenaries and a reception.

The two biannual plenaries – one for the Aurora Universities Network plenary and one for the Aurora European University Alliance, were well attended with over 80 participants listening in to various presentations. David Richardson – stepping down as Aurora president during the Biannual – opened the network plenary. Guest speakers Ann-Sofie van Enis and Tim Strasser from SOS International presented the Green Office movement model and the Green Impact model.  Afterwards, Maurice Vanderfeesten shared progress on the SDG Bibliometrics tool.

The Alliance plenary was opened by Mirjam van Praag, president of VU Amsterdam and of the Aurora Alliance Board; with all presidents of alliance university members sharing their pride in being part of the alliance. To quote some of them:

Tilmann Märk – The University of Innsbruck: “We are together on a journey to become a more united group of universities, with an own identity and own culture. We’ve had challenging weeks and months. Times are changing but here within this project we are luckily in the driver seat to steer the change we want to see. And so, therefore, we can build on our individual strength and the excellent working plan we have put up together.”

Ulrich Radtke – University Duisburg-Essen “Aurora Alliance is a network of excellence and trust. It is very important for me, and it’s a joy to work together in Aurora, and the University of Duisburg-Essen is proud of being part of the Aurora European University Alliance”

David Richardson –  University of East Anglia “I think we have a real opportunity to go together as a university alliance in how to co-develop our curricula in ways which can become more inclusive, more representative, and more reflective of the global issues. Our students must understand and are educated in sustainability and the United Nations Sustainable Development Goals. So they become future leaders for us. In our alliance, we have 350.000 students who are in the most entrepreneurial, enterprising, creative, innovative, and actually risk-taking stages in their lives. We have a real opportunity to grasp that as an alliance by taking forward and prepare people who can make a real difference to the world when they graduate from our alliance and go on to pursue their lives across the globe.”

Copenhagen Business School message was given by Mirjam van Praag:  “For Copenhagen Business School, the Aurora project is a great opportunity to form international partnerships and network across countries. It is particularly positive that the EUN partnership addresses the scientific field of societal impact and social entrepreneurship and innovation. These core aspects mirror important priorities in CBS’s new strategy. So to put it mildly, we are very happy to join the project.”

After the impactful speeches by the alliance presidents, Bernhard Fugenshuh inspired us on how universities can equip graduates with the right skill set and mindset. Aurora Student President Callum Perry from the University of East Anglia presented his vision for Aurora and launched the Aurora Student Championship to the Aurora community.

During the biannual, it was also announced that David Richardson’s term ended as president of Aurora universities Network. We thank Mr Richardson for his continuous efforts of being part of the network and being the driving force behind Aurora. Without his profound vision of creating a network of united universities who are not only societally engaged but also excel in academics, Aurora would not have been where it is now. Jon Atli Benediktsson, the rector of the University of Iceland, succeeds Mr Richardson and will be the president for the coming two years.

Aurora also hosted a reception where all could raise the glass while listening to the musical interlude prepared by the University of East Anglia choir. Enjoy the interlude here. Aurora invited Simon Anholt to speak about his book The Good Country Equation and share key observations about a university’s role in society. Since many participants were keen on reading Mr Anholts book, his publishers, Berrett-Koehler, have offered a 30% discount on the digital editions (e-book and Audiobook) of The Good Country Equation to attendees of the conference and the wider Aurora network.

During the Biannual, a total of 27 separate working groups met during the five time slots for parallel sessions. Among these were the vice-rectors education, the Aurora Student Council, the Alliance teams for Health & Well-being, for Social Entrepreneurship, as well as the coordinating teams for Learning for Societal Impact, Engaging Communities, and Sustainability Pioneers.

Note from the President III: Introducing Jon Atli Benediktsson

At the Aurora Autumn Biannual, it was announced that Jon Atli Benediktsson has succeeded David Richardson as Aurora President. In this note, Mr Benediktsson introduces himself to the wider Aurora community.

When the general council of Aurora appointed me as the new president of Aurora, I accepted this role with pride and humility.

I accepted with pride because Aurora is such a great network. Such a great group of universities, dedicated to helping each other in becoming as good as we possibly can in the things that we cherish most: matching academic excellence with societal relevance, enhancing the societal impact of both learning and research, supporting our societies in the most equitable and inclusive way possible, and making our organisations and communities as sustainable as we can.

I accepted with humility because I step in great footsteps. David Richardson, Vice-Chancellor of the University of East Anglia and my predecessor as Aurora president, has really played a crucial and central role in making Aurora the strong and vibrant community of students, academics, and support staff that it currently is.

We go through very challenging times, generally and certainly also as university communities. The pandemic is still with us, although recent news about vaccination has been promising. The impact on the mental well-being of students is a grave concern and we must assume that this impact will last longer than the immediate duration of the COVID-19 waves.

In some respects, we should see the pandemic not only as a crisis in itself but also as a wake-up call on the longer-term concerns of climate change. Our recent Biannual shows that more is possible in the virtual world than we thought possible – although meeting in real life will remain important.

Digitisation and globalisation seem powerful forces which continue to breed uncertainty among large numbers of people in our communities. The role of universities in strengthening and maybe re-inventing the social contract and fabric of society will need to be explored more intensely than we do now. We may see ourselves as part of the solution, but we are maybe not always aware enough that others may see us as part of the problem rather.

In all these concerns and challenges, Aurora as a group of societally committed research universities has a unique role to play. We need to help each other – and we are in a unique position to help each other – to each serve our society in which we are embedded.

Jon Atli Benediktsson

Aurora Feedback on EEA Roadmap

The AURORA universities network supports the development of a strong vision on the European Education Area, interconnected with the European Research Area. Although the roadmap points out the way to get a new EEA, it less specifically describes the goals and expected achievements Europe needs. In order to improve the text, including vision, goals and achievements or deliverables, we addressed some aspects.

In brief, the roadmap mainly focuses on training and skills/competencies (esp. on skills for digitalisation and green transition). We recommend adding aspects of “education” i.e. on citizenship, critical thinking, democracy and political polarisation, individual prosperity and growth, and wellbeing. In return, this will benefit from mentioning a strong vision on the connection between education, training and research and will be referring to EU-level flagship actions. More specifically, it will benefit from mentioning the strategic contribution of the European University alliances to both EEA and ERA. Currently, it does not specify how an all-inclusive, meaningful, structured and sustained engagement of stakeholders will be achieved apart from “targeted consultation”. As with the research agenda setting the development, implementation, execution and evaluation of a new EEA need proper co-creation and co-design in all phases with all stakeholders to fulfil all ambitions through broadly supported and effective EEA strategies.

As a university network, Aurora published its position paper on the EEA and ERA. We still emphasize that:

  • The EEA needs strong European and national funding to fulfil its ambitions;
  • Both EEA and ERA are open to the world beyond the EU fostering all dimensions of knowledge;
  • SDGs must be the guiding themes and compass for both EEA and ERA to engage (younger) people and contribute to the solutions;
  • EEA and ERA need to develop and strengthen the European identity, values, standards of education and research to complement existing identities, values and standards;
  • EEA and ERA need to be developed at national and institutional levels – and supported by champions at all these levels.

The higher education and research sector contribute to this. Therefore, AURORA recommends and supports:

  • A meaningful international experience as a component of all study and learning paths rather than an obligation of learning abroad as such;
  • The acceptance of (subject-specific, general academic, personal) competences for the purpose of work, study and civil life regardless of the place where or the mode through which these competencies were acquired, rather than just qualifications recognised across the EU;
  • The matching principle of academic excellence with societal relevance in education, research and outreach to society, which is core to our vision;
  • A clear vision on the role of European University alliances in the establishment and achievement of an interconnected EEA and ERA from which the full European higher education sector should benefit.

A Horizon2020 SWAFs grant awarded to three Aurora universities

Three Aurora universities, University Rovira i Virgili, University of Innsbruck, Vrije Universiteit Amsterdam, and together with the Iberoamerican Knowledge Foundation (GECON) have won a Horizon 2020 “Science with and for society” or SWAFs grant in the amount of 297.500 Euros for a total duration of 24 months.

The SWAFs grants have been developed aimed at citizens, organisations and territories and to encourage their engagement in joint research and innovation activities in several strategic orientations. One of these strategic orientations is referred to as the “Research innovation needs & skills training in PhD programmes”. The call envisioned the development of open science and entrepreneurship skills related training to complement existing PhD programmes via innovative open methodologies, and aid PhDs in acquiring skills necessary for labour markets insertion and engagement. 

The winning project entitled Video gamEs foR Skills trAining or VERSA aims to complement the current soft skills training of PhD candidates in already existing PhD projects at three Aurora universities and thus improve their employability and engagement with the industrial sector in their respective countries. VERSA will approach the challenges of innovative training for soft skills of PhDs via an online and video game training methodology developed by GECON called soft skills games

The benefits of the VERSA project are two-fold: 

A) the novel methodology will certainly modernise PhD training provision at our universities by offering digital tools for soft skills training (the platform itself can be used for more than soft entrepreneurship skills there are over 20 skills that are covered by GECON’s methodology),

B) the project aims to stimulate employability of PhD graduates by providing training of selective skills that are considered as critical by employers in turbulent academic and non-academic labour markets. 

The training will be provided for eight soft skills in total: Creativity, Critical Thinking, Complex Problem Solving, Cognitive Flexibility, People/Team Management, Time Management, Judgement and Decision Making and Goal Setting. Over 70 PhD candidates from different PhD programmes across the three universities will be able to play selected video games in intervals of 2-4 months and enhance all or one of the skills mentioned above.  

Aurora European University Alliance Programme Accepted

Proud and happy, we announce that the Aurora European University Alliance programme has been accepted by the European Commission. The Aurora European University Alliance programme will be one of 41 projects leading the way in helping to create a European Higher Education and Research community.

The Aurora Alliance has been selected by the European Commission as one of the now 41 European University initiatives supported through the Erasmus+ programme to lead the way to a European Higher Education and Research sector that contributes to a Europe of prosperity and well-being.

The Aurora Alliance stems from the Aurora Universities Network. Originally formed in 2016, Aurora is a network of research-intensive universities deeply committed to the social impact of our activities, and with a history of engagement with our communities.

The Aurora Alliance consists of the Vrije Universiteit Amsterdam, University of East Anglia, University of Iceland, University Duisburg-Essen, University Rovira I Virgili, University of Naples, University of Innsbruck, Copenhagen Business School, and Palacky University in Olomouc. The Alliance has a number of associate partners, four of which are universities in Central and Eastern Europe.

Aurora President Prof David Richardson said: “I’m extremely delighted with this news. Universities are here to serve society, and therefore they have to be socially inclusive. Aurora is a socially inclusive network with exciting ideas on how to deliver relevant inclusive curricula for the future.”

Aurora Board member and Vrije Universiteit President Mirjam van Praag shares her gratitude as the Aurora Alliance receives the European Universities Alliance Grant. She says that the Aurora Alliance can now start building programs based on social entrepreneurship and apply it to societal relevant topics.

Callum Perry, President of the Aurora Student Council, finds Aurora to be remarkable and is honoured to be part of such a grand network of students and staff. The crux of Aurora lies in that Aurora doesn’t ask what society can do for universities, but what universities can do for societies. Please watch his video testimonial below:

We are looking forward to implementing and executing our strategy in the coming months to kick off the Aurora Alliance Programme.

For further information please contact Aurora Program Director Sabine Allain Sainte-Rose: s.allain-sainterose@vu.nl