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Call for Proposals

Call for Proposals

 

Strands for Proposal Submission

You may submit one or more proposals, but, for each submission, please choose from the following strands:

 

STRAND I: Scholarly Teaching:   Sharing “Scholarly Teaching” Practices Aimed at Generating Learner-Centered Teaching. 

We invite you to submit proposals for sessions that focus upon “Scholarly Teaching” practices that actively involve the learner. Scholarly Teaching as we are defining it, “involves teaching well, engaging students, and fostering important forms of student learning. It entails, as well, certain practices of classroom assessment and evidence gathering, is informed not only by the latest ideas in the field but by current ideas about teaching the field, and invites peer collaboration and review.” (Hutchings and Shulman, 1999)

Below are examples of possible topics to consider; however, we invite you to propose any topics that are relevant to the conference theme and central to your work: 

  • Using technology to stimulate active and interactive learning (e.g. learning with mobile devices; flipped classrooms)
  • Developing programs that support diverse populations (e.g. international/global,  learning disabilities)
  • Implementing innovative approaches for learner-centered teaching that involve faculty risk-taking and challenging student responses
  • Explicitly teaching and assessing the development of students’ critical thinking and problem solving skills
  • Explicitly teaching and assessing the development of students’ creative thinking
  • Developing experiential learning experiences that involve students in applying theories to real world practice
  • Explicitly inviting student voice, collaboration, and partnership in activities, courses, programs and research
  • Examining the impact of undergraduate research projects on students

STRAND II: Scholarship of Teaching and Learning: Using the “Scholarship of Teaching and Learning” (SoTL) to Design, Implement, and Assess Efforts to Generate Learner-Centered Teaching. 

We invite you to submit proposals of SoTL studies that describe and analyze faculty efforts to incorporate learner-centered teaching approaches in higher education classrooms and programs. We are defining a Scholarship of Teaching and Learning (SoTL) study as one that builds upon and goes beyond studies of Scholarly Teaching. In a SoTL study, “faculty frame and systematically investigate questions related to student learning—the conditions under which it occurs, what it looks like, how to deepen it, and so forth—and does so with an eye not only to improving their own classroom but to advancing practice beyond it.” (Hutchings and Shulman, 1999)

Below are examples of possible topics, however, we invite you to propose any topics relevant to the conference theme and central to your work. The topics immediately below are the same as those listed in Strand I but if pursued in Strand II (SoTL category), the proposal should include the guiding research question, literature reviewed, methods of data gathering/analysis and potential findings.

Examples of Possible Topics:

  • Using technology to stimulate active and interactive learning (e.g. learning with mobile devices; flipped classrooms)
  • Developing programs that support diverse populations (e.g. international/global,  learning disabilities)
  • Implementing innovative approaches for learner-centered teaching that involve faculty risk-taking and challenging student responses
  • Explicitly teaching and assessing the development of students’ critical thinking and problem solving skills
  • Explicitly teaching and assessing the development of students’ creative thinking
  • Developing experiential learning experiences that involve students in applying theories to real world practice.
  • Explicitly inviting student voice, collaboration, and partnership in activities, courses, programs and research
  • Examining the impact of undergraduate research projects on students

Other possible topics include:

  • An exploration/examination of the challenges of conducting SoTL studies for faculty with heavy teaching loads in teaching institutions
  • An exploration/examination of challenges of conducting SOTL studies with the tenure/promotion requirements of research institutions
  • An exploration/examination of working with students as co-researchers in SoTL studies
  • The impact that SoTL can have on faculty development and students (as learners or as SoTL co-researchers)
  • A study of how faculty in different disciplines respond to SoTL as a legitimate means of inquiry

Formats for Conference Presentations

You may submit one or more proposals, but, for each submission, please choose from one of the following three formats:

  • All-Conference Interactive Poster Sessions (Friday): This session is designed for presenters who can display their projects or research in a visual/electronic means and will benefit from questions and informal discussion/feedback regarding their work. For those who will be sharing work with technology, there will be “hands-on” opportunities to engage interactively with participants.  Presenters are encouraged to use this venue to show works in progress as well as completed projects. They should plan a brief presentation to describe the issues or findings on the poster/computer/mobile device, but also be prepared to engage spontaneously with their audience.
  • All Conference Round Table Discussions (Friday): These round tables are included for conference participants who want to engage with others from different settings in dialogue and discussion on challenging issues confronting faculty/students in higher education. Participants who are willing to facilitate a discussion should propose a question or topic, the reason why it is challenging and several different possible perspectives on the issue.  There will be a minimum of one hour for discussion.
  •  One Hour Teaching, SoTL, or Panel Presentations (Friday or Saturday): These sessions are designed for presenters who wish to have time for both an in-depth exploration of their topic and discussion with their audience. Presenters should speak for a maximum of 40 minutes and then devote a minimum of 20 minutes to discussion or other type of interaction with the audience. Questions from participants should come first, but presenters should also be prepared to pose their own provocative questions.

 

Criteria for Acceptance of Proposals

As you prepare your proposals, we urge you to think about and specifically address these categories and questions, as appropriate for the strand and format you have selected. These criteria are to be fully addressed in all proposals for One Hour Presentations; they should be adapted as appropriate for Poster Sessions and Round Tables.

I. Teaching Practice (Strand I) or Research Question (Strand II) and Rationale: (25%) What important teaching practices, research questions or issues does your proposal raise for the conference theme or the Scholarship of Teaching and Learning? Why do you think these practices, questions or issues are important? How do you demonstrate an understanding of the existing scholarship on the current teaching practice or SOTL questions you address?

II. Description of Teaching Practice (Strand I) or Theory/Methods of SoTL Study (Strand II): (25%) If you are proposing a description/analysis of a particular teaching practice, what type of examples and potential applications will you offer? If you are proposing a research study, what theories/methods/frameworks/ or models are you using to examine your question/issue, and why are they appropriate for your particular question/issue?

III. Outcomes: (25%) What examples, evidence, findings, or conclusions do you have (or will you have) to share as a result of your focus on a particular teaching practice or SoTL study?  How does your work contribute to the understanding of learner-centered teaching or SoTL?

IV. Reflective Critique: (15 %) What questions (critique) or reflections do you raise about your work?

IV. Audience Participation: (10%) What is your plan for actively engaging the audience throughout your session?

 

Important Dates:

  • Deadline for Submission of Proposals: June 9
  • Notification of Proposal Decisions: July 16
  • Deadline for Submitters of Accepted Proposals to indicate intent to attend: August 15
  • Deadline for Early Registration: September 12 ($50.00 late fee will be added after this date)

 

Submission Information/Requirements:

Presenters must submit both a proposal (not a completed paper), an abstract for the program, and contact information.

Length of Proposal: Up to 1,000 words, excluding references.

Length of Abstract: Up to 100 words (for inclusion in conference program).

Contact Information:

We need the phone number and email address of lead presenter and all co-presenters. If contact information changes, please notify us at once. We will notify by e-mail, presenters or co-presenters as to the acceptance or rejection of the proposal.  All presenters (including co-presenters) whose proposals are accepted are expected to register for and participate in the entire conference and should be available to present at any session time during the conference.

Registration and Conference Fees:

Registration for the conference will be open by April 28. We will send out an email reminder of the date and that information will also posted on the Finch Center for Teaching and Learning Website (www.maryville.edu/ctl).

Registration Fees:

  • Early Registration (by September 12) for Individuals: $300.00 (same as last year)
  • Registration for Groups of 4 – 9 from the same institution: $225.00 (same as last year)
  • Registration for Groups of 10 or more from the same institution: $180.00 (same as last year)
  • Registration Fee for Students: $85.00
  • Late Registration Fee (after September 12): $50.00

Registration Fee includes:

  • Friday Breakfast, Lunch, and Late Afternoon Reception
  • Saturday Breakfast and Box Lunch
  • All conference materials
  • Snacks throughout the conference

If you have questions concerning the proposal process or the conference, please direct your questions to the following email address: musotl@maryville.edu

We sincerely hope that you will submit one or more proposals and plan to join us on October 10-11, 2014 for a weekend of new perspectives, stimulating conversation, and exciting approaches to take back to your classroom, program, or institution.

Marilyn M. Cohn, Director, Finch Center for Teaching and Learning
2014 Conference Coordinator; SoTL Facilitator
Maryville University

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