This project aims to improve internationalization at universities in Europe through professional development of academics. We will design two courses to help participants to teach international students more effectively and to improve academic writing skills. As a result, participant teachers will devise new curricula of undergraduate and graduate courses for international students, prepare effective academic writing assignments for students and enhance own publication record through publishing in impacted journals and/or with reputed academic publishers. We will undertake pilot testing of both courses with at least 75 academics from two universities. Another project outcome will be a dedicated web portal with freely accessible materials for teachers in social sciences and humanities that will allow them to use innovative teaching methods and approaches and network with colleagues from other institutions. We will evaluate the course impact in at least two studies focusing particularly on the potential of reflective teaching and on the role of trust while facilitating changes in teaching and wider academic practice. Finally, under this project we will compile a plan for professionalizing higher education teaching in the region. The outcomes of our project will be disseminated to a number of institutions beyond the project consortium to increase internationalization and quality of education in Europe in general.To conclude, please allow us to summarize the main strengths of our project as we can see them. This project builds upon a survey of needs undertaken at two project partners for which the new curricula will be designed and where they will be tested before offering them to other beneficiaries teams up institutions that are leaders in internationalization with those committed to increase internationalization and quality of learning in order to allow tangible synergic effects from cooperation produces high-quality outcomes: curricula of two courses, a dedicated portal with teaching and learning materials and a cooperation plan that can be accessed easily and for free by a variety of users including university teachers, students, university managers, educational developers, learning technologists, etc.encourages symbiosis between research (including that from cognitive sciences) and teaching, which are two key responsibilities of academics, yet too often considered separatelyincludes two reputed associated partners outside the project consortium. Each of them has a number of institutional members that can directly benefit from this projectfocuses on areas that can be directly linked to enhanced student and staff mobility evaluates its outcomes using scientific methods of data collection, data analysis and presentation, similarly as it has been done in impacted peer reviewed publications innovates for a wide circle of European institutions of higher education based on the latest findings from pedagogical research.References Adamová, Ľ, Muráriková, P, eds. (2013) Innovating Teaching and Learning. Reports from University Lecturers. Budrich UnipressErasmus+ in numbers 2016. European Comm, 2017 http://ec.europa.eu/programmes/erasmus-plus/about/statistics_en,Handal, G (1999) Consultation Using Critical Friends. New Directions for Teaching and Learning 79, 59-70Knight, P T, Trowler, P R (2000) Department-level cultures and the improvement of learning and teaching. Studies in HE, 25(1) 69-83Kreber, C (2004) An analysis of two models of reflection and their implications for educational development. International Journal for Academic Development 9(1) 29-51Lave, J, Wenger, E (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of CambridgeMezirow, J (1999) Transformative Dimensions of Adult Learning. San Francisco: Josey-BassPleschová, G, McAlpine, L (2016) Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation 48,1-9Pleschová, G. Simon, A, eds. (2018) Early Career Academics Reflections on Learning to Teach in Central Europe. Staff and Educational Development AssociationRoxå, T,Mårtensson, K (2009) Significant conversations and significant networks -exploring the backstage of the teaching arena. Studies in HE 34(5) 547-559, (2014) Higher education commons – a framework for comparison of midlevel units in higher education organizations, European Journal of HE 4(4) 303-316Schön, D A (1983) The Reflective Practitioner. How Professionals Think In Action. Basic Books.Šeďová, K, Švaříček, R, Sedláčková, J, Čejková, I, Šmardová, A, Novotný, P, Zounek, J (2016) Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception. Studia Paedagogica, 21(1) 9-34Van Waes, S, Van Bossche, P, Moolenaar, N, Stes, A, Petegem, P (2015) Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in EduE 46,11-28