Kwantlen University College's eJournal: Transformative Dialogues: Teaching and Learning Journal.

This is a call for submissions for our fourth issue of Kwantlen University College's eJournal:
Transformative Dialogues: Teaching and Learning Journal.
http://www.kwantlen.ca/academicgrowth/TD/.

Volume 2, Number 1 - Exploring the Range, Assessment and Dissemination of Scholarly Activity in Teaching and Learning

What is Scholarly Activity in Relationship to Teaching and Learning? How Do We Assess Scholarships other than Academic Papers? We believe that in a broad definition that includes scholarly teaching which we define as the application of teaching and learning principles to the practice of teaching to enable more effective teaching strategies and learning outcome. Share your experiences and research around scholarly activities as it relates to teaching and learning.

We encourage a variety of digital formats that encompass:
Inquiry Articles (2,000 to 8,000 words)
Essays (2,000 to 5,000 words)
Service Projects (2,000 to 8,000 words)
Personal Reflections (500 to 1,500 words)
Images and other (new) media
Artifacts including presentations, poetry, etc.

Submission Deadline: May 15, 2008 - Publication: August 1, 2008.

All submissions must be received by May 15, 2008 as an unformatted Word or text document attached to an email to td@kwantlen.ca.

Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. Reflections and understandings shared are focused on improving student and faculty learning, and critical thought processes in their current and future life long learning. We understand that scholarship may play out differently in different disciplines, but the basic principles should be consistent (Boyer, 1992).

Our journal adopts the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. We welcome relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via communications technologies.

General Submission Format and Style Guidelines
Previously unpublished submissions (which are not under consideration for any other publication at the same time) are to be made at any time for consideration for future publication, subject to double-blind peer reviewer approvals, to the editor at TD@kwantlen.ca.
The file format of text materials should be MS Word, RTF, OpenOffice 2.0 or plain text. Please note that if accepted (and after any revisions), the file will be converted to PDF for online publication.
All written submissions are to be in plain English (colloquial and regional-term free), and be subjected to an English spell check prior to submission.
Use the American Psychological Association (APA) format as the basis for references. The rest of the submission should be in plain text.
The title page should contain the submission title, author(s) name, position/affiliation, institution, address, phone number, email address, as well as a 100 - 250 word abstract and a list of 4 - 12 keywords.
The author(s) name(s) should not appear in the original submission (except on the title page).
Labeled tables, graphs, images, and illustrations are to be placed at the appropriate places within the body of the submission with suitable titles and subtitles. If color or grayscale images are used, they should be tested on a black and white printer to ensure legibility when downloaded.
Citations, and suggested sources should be placed at the end of the submission.
Place page numbers in the bottom left hand corner of each page.

Expectations for different submission lengths are as follows:

* 500 to 1,500 words or equivalent artifacts - poster-style or creative media, using other self-selected page/font guidelines;
* Up to 1,000 words - book reviews;
* 1,000 to 3,000 words - speculative reflections, and tutorials; and
* 2,000 to 8,000 words - applied innovations and professional developments, research reports, and general articles and literature surveys
* 2,000 to 8,000 words - service and community projects.

Please note that the editors are more interested in quality of content (with some formatting accommodations for readability) versus perfectly APA formatted, but weak submissions. The editors encourage the use of tables, figures, images, etc. to illustrate and support text, as well as between 5 and 30 references and/or suitable reflections on process (depending on the submission type).

Copyright remains with the author(s) except for this particular electronic publication.

Permission is granted to Share - to copy, distribute and transmit the work under the following conditions: Attribution - You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work); Non-commercial - You may not use this work for commercial purposes; No Derivative Works - You may not alter, transform, or build upon this work

The London Scholarship of Teaching & Learning (SoTL)
7th International Conference

Call for Proposal Abstracts

The Royal College of Obstetricians & Gynaecologists
Regent's Park
London, UK

This is the first formal call for proposal abstracts for the above conference. Conference Theme: SoTL Connect: the Challenge of Boundaries for the Scholarship of Teaching and Learning The conference will consider the challenges of boundaries for SoTL today's higher education environments, with reference to the interfaces with students, colleagues, institutional and national frameworks. Papers addressing policies, infrastructures and curriculum issues are also welcome. The format for papers is 45 minutes for 3 papers, and 15 minutes for discussion The following - not exclusive - strands will be addressed:

Strand 1
Broadening SoTL horizons new methodologies, new alliances Papers submitted in this strand will reflect on the future for SoTL as a vehicle for researching teaching and learning, and as a community of scholars intent on changing practices in post-compulsory and higher education. Contributions of a conceptual, methodological or empirical nature which will provide opportunities for taking stock, and making suggestions for moving SoTL forward are welcome.

Strand 2
SoTL in context - taking account of the realities of practice Papers submitted in this strand will be based on SoTL initiatives in practice, and provide analytical/critical accounts of how SoTL is practiced, and how practice could be enhanced through conceptual, structural or policy change. Practitioner-based research contributions are welcome in this strand.

Strand 3
Boundary-crossing: approaches & technologies This strand focuses on SoTL strategies and techniques to enhance the student experience both in and outside of the classroom. Contributions are particularly welcome on teaching and learning strategies that utilise non academic contexts (eg. Workplace, experiential, community-based, etc) and privilege technologies as a medium for learning. This year's conference will embrace the full range of debates surrounding the challenges of boundaries for SoTL. This theme will feature in the plenary panel sessions and in the now customary "Author meets Reader" sessions. We encourage all participants to address the theme whenever possible throughout the conference.

A pre-conference 'networking event' is scheduled on 14 May from 2.30 pm for delegates who arrive to London early. It includes drinks, and a visit to a cultural London site. An optional dinner (at delegates' own expense) is also planned. Please indicate your intention to apply on registration.

All abstracts submitted from outside the UK will be reviewed, with a decision taken and communicated to the author(s), within a fortnight of submission.
Distinctive features of the conference:
* Opportunity to disseminate outcomes of works in progress, project reports and learning and teaching grants
* Scholars from Australia, Canada, Europe, South Africa, Japan, UK, and US regularly attend the London SoTL Conference
* Authors of new and recent books on the Scholarship of Teaching and Learning
* Papers, works in progress, project reports, seminars and workshops demonstrating the scholarship of teaching and learning

All forms of scholarship are encouraged to be submitted for presentation.

Sponsored by the Centre for Educational and Academic Practices, City University, London, England in association with the International Society for SoTL, the Carnegie Academy for SoTL (US), and the Higher Education Academy (UK).

Visit the conference website for details on conference themes, draft programme, abstract submission, and registration form: http://www.city.ac.uk/ceap/sotlconference/index.html

Summer 2008 Case Studies in Science Workshop
Presented by the National Center for Case Study Teaching in Science

Sponsored by the National Center for Case Study Teaching in Science, this five-day workshop focuses on training college science faculty to teach with case studies, to write their own cases, and to assess their students’ learning with cases. The first three days of the workshop focus on learning the case study method, with demonstrations and time to prepare cases of your own. In the final two days of the workshop, participants teach a case they have developed during the workshop to a student audience hired for that purpose. Workshop participants are expected to produce a case study within six months of the workshop for our national case collection.

DESIGNED FOR:
Faculty who teach in a science-based discipline. Past workshops have included instructors of biology, chemistry, physics, astronomy, computer science, mathematics, geology, geography, psychology, anthropology, nursing, dentistry, medicine, engineering, science education, and other science-related disciplines.

Workshop Director: Dr. Clyde (Kipp) Herreid is a Distinguished Teaching Professor in the Biological Sciences Department at the University at Buffalo, State University of New York. He has conducted numerous workshops around the country on case method teaching, team learning, and problem-based learning. He is the author of a column on case studies regularly featured in the Journal of College Science Teaching and Director of the National Center for Case Study Teaching in Science.

LOCATION:
120 Clemens Hall, North Campus, University at Buffalo, State University of New York (see campus maps and directions).

COST:
$600.00

INCLUDES:
ALL workshop sessions, materials, computer access, and meals (beginning Monday morning through Friday afternoon).

REGISTRATION:
Registration formally opens at 9 a.m. on January 9, 2008. There is no deadline for registration; rather, registrations will be taken on a first-to-register, first-to-pay basis until we fill the workshop at 40 people.

To register, please use our online registration form, located at: http://ublib.buffalo.edu/libraries/projects/cases/workshop/wkshp2008_reg_form.html

Cancellation Policy:
Registration cancellation requests must be in writing and must be received by us no later than Wednesday, April 28, 2008. Please send cancellation requests to Carolyn Wright’s attention via email to nccsts@buffalo.edu or fax to 716-645-2975.

No refunds will be given after April 28, 2008. A $100 processing fee will apply to ALL registration cancellations. There will be no refunds for individuals who register for the workshop but do not attend.

For more information, contact Carolyn Wright, Workshop Coordinator, 716-645-2363 x111, nccsts@buffalo.edu, or visit http://ublib.buffalo.edu/libraries/projects/cases/workshop/index.html

Call for Proposals
New England Faculty Development Consortium

Taking place at the University of Massachusetts, Amherst: The New England Faculty Development Consortium's Spring Conference, titled "Teaching Outside the Box: Teaching & Learning Beyond the Classroom Walls."

Submissions may broadly address all areas of experiential and project based teaching and learning. These might include field-based programs, class-based programs, or programs that combine the two. Here are a few suggestions related to the theme:

• Engaging students through pedagogy that extends beyond the classroom
• Incorporating real-world experiences into traditional classroom settings
• Design, planning and facilitating long-term experiential learning projects, individualized internships, and study-abroad programs
• Student assessment in experiential learning programs
• The role of service-learning in curricular programs
• Using technology to support experiential learning

The Program Committee seeks proposals that reflect the best in the research and practice of college teaching in New England.

Our Keynote Speaker will be Joe Raelin from Northeastern University. Joe Raelin holds the Asa S. Knowles Chair of Practice-Oriented Education at NU. In this role, he has overall responsibility for the Center for Work and Learning. Joe is an international scholar known for his work in articulating an epistemology of practice that illustrates the special way that one can learn from practice especially through reflective opportunities that can be enhanced through facilitated classroom experiences. Many of these experiential approaches have been captured in his new book: Work-Based Learning: Bridging Knowledge and Action in the Workplace (Jossey-Bass, 2008).

The Program Committee for the Spring Conference invites proposals for workshops, networking sessions, and teaching tips sessions that reflect the best in research and practice of college teaching in New England.

Workshops and Presentations should be 1 hour long and encourage participant involvement through, for example, case studies, or discussion groups. Proposals of 100 words or less are due by March 1st.

Proposal submissions will be evaluated on the following criteria:

• Clarity and coherence of the session title, objectives, activities, and description 9100-word description to be printed in program schedule)
• Contribution to new or innovative practices for learning and teaching or research in higher education
• Application and integration of literature and research pertinent to proposal topic
• Assessment of exemplary practice
• Potential to stimulate active engagement of participants and offer hands-on application of then content.

For more information, visit the website at www.nefdc.org .

Submission via the NEFDC website (www.nefdc.org) is preferred.

PROPOSAL SUBMISSION DEADLINE: MARCH 1, 2008

NOTIFICATION OF ACCEPTANCE: TENTATIVELY, THE WEEK OF MARCH 15, 2008

Integration, Learning, Community: Pedagogy, Technology & Course Redesign VIII

We are delighted to invite you to Fairfield University’s eighth annual summer teaching conference, Integration, Learning, Community: Pedagogy, Technology & Course Redesign VIII, to be held June 4-6, 2008.

Our goal for this conference is to better understand how our methods affect the learning of our students as well as ourselves. A variety of session formats allow participants to learn from others as well as share their own ideas. We welcome you to present or demonstrate your own project in a concurrent session, or to participate in a panel discussion. In addition to these sessions, we are very pleased to announce that our keynote presenter will be Dr. Alison Morrison-Shetlar, Dean of Undergraduate Studies and Director of the Faculty Center for Teaching and Learning at the University of Central Florida.

Our campus is one hour north of New York City, in Fairfield, CT, a leafy suburb on the Long Island Sound. Conference registration is $300 and includes lodging, meals, receptions and conference materials. (Fairfield’s Center for Academic Excellence covers a substantial portion of the conference costs.) Please submit abstracts and proposals by April 30 and registration by May 19, 2008.

Feel free to share this announcement with others who might be interested. For any questions, please contact our Program Assistant, Cynthia Delventhal, at (203) 254-4000, ext. 2876, or email cae@mail.fairfield.edu.

Click here to view the conference brochure and registration information.

What the Best College Teachers Do

What the Best College Teachers Do: A Three-day institute based on Ken Bain's award-winning and best selling book What the Best College Teachers Do (Harvard University Press, 2004), and featuring some of the subjects of the 15-year study of excellence in college education.

Institute combines resources of Montclair State University, Northwestern University, New York University, Rhode Island School of Design, and Princeton University. June 18-20, 2008

Apply at http://www.bestteachersinstitute.org/id3.html

Faculty Learning Community Developers & Facilitators Conference

The 9th annual Institute & Conference for Faculty Learning Community Developers & Facilitators takes place on June 18-21, 2008, at Claremont Graduate University in Southern California.

FLC developers and facilitators have been identified as the most important keys to FLC success.  In the Institute developers and facilitators learn successful strategies and methods for designing, implementing, and facilitating FLCs and FLC programs.  

Institute participants will develop plans for their own FLCs. We encourage teams of three (3) or more participants from the same department/college/university/system. The 2008 Institute will be conducted by international FLC experts Milton D. Cox, Miami University, and Leslie Ortquist-Ahrens, Otterbein College.The Institute has been cited as the most efficient way to prepare to facilitate or to enhance an FLC. The FLC Conference is included as part of the Institute for Developers/Facilitators.

Even if you are not attending the Institute, you are invited to share your FLC's outcomes, challenges, impact, and results and hear from others who have developed and participated in FLCs.

See the call for proposals for more information: http://www.iats.com/conferences/proposals_flc.html The Institute has filled up every year and there's been a waiting list, so if you are interested, register as soon as possible to assure your place. 

Full information is available at: http://www.iats.com/conferences/Institute_info2008.html

North American Case Research Association 2008-2009
Request for Proposals For $10,000 Case Research Grants

The North American Case Research Association (NACRA) is a nonprofit, voluntary professional association whose mission is to promote excellence in case research, writing, and teaching in business and other administrative disciplines. NACRA will make at least two grants to support case research during the 2008-2009 academic year.

Funding Categories Grant proposals may target one or a combination of the funding categories described below.

a.. Using Cases to Build Theory Grant: These grants support research that utilizes case studies to generate new theories in business and administrative disciplines such as accounting, business & society/ethics, business policy & strategy, education, finance & economics, information technology management, international business, marketing, not-for-profit, health care, social work, operations/supply chain management, organizational behavior, organizational theory, human resource management, and small business management/entrepreneurship.

a.. Teaching with Cases Research Grant: These grants support research leading to a better understanding of the effectiveness of the case method of teaching.

a.. Teaching Case Development Grant: These grants support the development of decision-focused teaching case(s) based on field research and a comprehensive analysis (instructor's manual or teaching note). Fictitious cases will not be funded. Disguised cases are permitted. Funding will be awarded for projects that have not been previously presented or published at the time of the grant application. Cases should address issues in business and other administrative disciplines such as those listed above. Special consideration will be given to integrative cases designed for use across multiple courses in a business program.

The final product of the grant research is expected to be an article or case accepted for publication in the Case Research Journal or another appropriate journal. Submission Guidelines are available at www.nacra.net.

All submissions must be received by June 2, 2008. If you would like feedback on the appropriateness of your proposal or have a question about the review process, please contact Mike Welsh, NACRA President, at MWELSH@gwm.sc.edu

International Consortium for Educational Development (ICED) Conference

Topic: Towards a Global Scholarship of Educational Development

The biennial international conference of the International Consortium for Educational Development (ICED) will take place June 12-15, 2008 on the site of the Olympic Village of the 2002 Salt Lake Winter Olympics. The ICED 2008 conference is sponsored by the Professional and Organizational Development (POD) Network in Higher Education and hosted by Brigham Young University on the campus of the University of Utah . This is a spectacular setting nestled in the foothills of the Rocky Mountains of North America.

PROFESSIONAL GROWTH
At this conference you’ll be informed and inspired by international experts and have the opportunity to build professional relationships with peers worldwide. You’ll interact with colleagues from over 40 countries. Be thinking ahead NOW about presentations you can propose.

COORDINATE YOUR TRIP
To enjoy this spectacular vacationland, consider bringing your family and friends for a holiday at any of Utah's dozen National Parks and Monuments. And/or take in the Canadian developers’ conference just 3 days after the ICED conference. The annual conference of Society for Teaching and Learning in Higher Education (STLHE-SAPES) is hosted by the University of Windsor, just across the bridge from Detroit, Michigan. International travelers may be able to “triangulate” their flights to Salt Lake City and Detroit for little or no extra charge.

VOLUNTEERS
Volunteers are needed to serve as proposal reviewers; others are welcome to offer their services and expertise in other areas to help make this ICED conference a smashing success.

MORE INFORMATION:
Contact Lynn Sorenson, ICED Conference Convener (Brigham Young University) at lynn_sorenson@byu.edu or
Virginia Lee, ICED Conference Program Chair and POD President-Elect, vslee@virginiaslee.com

The American Council on Education (ACE) Department/Division Chair National Workshop

Join ACE in Washington, DC for the next in its series of unique workshops for division and department chairs and deans. Specifically designed to focus on departmental leadership, these workshops aim to develop the leadership capacities of newly appointed department, division, and program heads and renew the skills and enthusiasm of experienced heads. All sessions include interactive exercises and activities.

Information on the programs including course descriptions, presenter biographies, travel and hotel information, and registration forms are available at http://www.acenet.edu/AM/Template.cfm?Section=chairs_workshop.

There are three ways to register:

1. Online
2. By faxing your form to: (202) 833-5696
3. By mailing your form to: American Council on Education, Department Leadership Programs, One Dupont Circle, Washington, DC 20036

Register early since these programs tend to sell out quickly.

For more information, contact Colleen Allen, Program Associate, (202) 939-9460, colleen_allen@ace.nche.edu, or visit the chairs resource web site at http://www.acenet.edu/AM/Template.cfm?Section=chairs_workshop

The American Council on Education (ACE) Department/Division Chair Advanced Workshop

Topic: Leading, Managing, Supporting, and Navigating Change

Join ACE in Chicago, IL for the next in its series of unique workshops for division and department chairs and deans. Specifically designed to focus on departmental leadership, these workshops aim to develop the leadership capacities of newly appointed department, division, and program heads and renew the skills and enthusiasm of experienced heads. All sessions include interactive exercises and activities.

Information on the programs including course descriptions, presenter biographies, travel and hotel information, and registration forms are available at http://www.acenet.edu/AM/Template.cfm?Section=chairs_workshop.

There are three ways to register:

1. Online
2. By faxing your form to: (202) 833-5696
3. By mailing your form to: American Council on Education, Department Leadership Programs, One Dupont Circle, Washington, DC 20036

Register early since these programs tend to sell out quickly.

For more information, contact Colleen Allen, Program Associate, (202) 939-9460, colleen_allen@ace.nche.edu, or visit the chairs resource web site at http://www.acenet.edu/AM/Template.cfm?Section=chairs_workshop

Kwantlen University College's eJournal: Transformative Dialogues: Teaching and Learning Journal.

This is a call for submissions for our fourth issue of Kwantlen University College's eJournal:
Transformative Dialogues: Teaching and Learning Journal.
http://www.kwantlen.ca/academicgrowth/TD/.

Volume 2, Number 1 - Exploring the Range, Assessment and Dissemination of Scholarly Activity in Teaching and Learning

What is Scholarly Activity in Relationship to Teaching and Learning? How Do We Assess Scholarships other than Academic Papers? We believe that in a broad definition that includes scholarly teaching which we define as the application of teaching and learning principles to the practice of teaching to enable more effective teaching strategies and learning outcome. Share your experiences and research around scholarly activities as it relates to teaching and learning.

We encourage a variety of digital formats that encompass:
Inquiry Articles (2,000 to 8,000 words)
Essays (2,000 to 5,000 words)
Service Projects (2,000 to 8,000 words)
Personal Reflections (500 to 1,500 words)
Images and other (new) media
Artifacts including presentations, poetry, etc.

Submission Deadline: May 15, 2008 - Publication: August 1, 2008.

All submissions must be received by May 15, 2008 as an unformatted Word or text document attached to an email to td@kwantlen.ca.

Transformative Dialogues is a forum for conversations intended to foster the improvement of adult teaching and learning. TD facilitates the multi-disciplinary exchange of ideas, actions, and results of innovative and professional practice in the scholarship of teaching and learning. These conversations are intended to span a wide range of reflections on the processes of teaching and learning ranging from the scholarly to scholarship. Reflections and understandings shared are focused on improving student and faculty learning, and critical thought processes in their current and future life long learning. We understand that scholarship may play out differently in different disciplines, but the basic principles should be consistent (Boyer, 1992).

Our journal adopts the principle that strategies, techniques and methods of teaching and learning transcend the boundaries of specific subject fields. We welcome relevant contributions from diverse settings such as academia, vocational training, continuing professional development, workplace learning, selected commercial exemplars, and social networking via communications technologies.

General Submission Format and Style Guidelines

• Previously unpublished submissions (which are not under consideration for any other publication at the same time) are to be made at any time for consideration for future publication, subject to double-blind peer reviewer approvals, to the editor at TD@kwantlen.ca.
• The file format of text materials should be MS Word, RTF, OpenOffice 2.0 or plain text. Please note that if accepted (and after any revisions), the file will be converted to PDF for online publication.
• All written submissions are to be in plain English (colloquial and regional-term free), and be subjected to an English spell check prior to submission.
• Use the American Psychological Association (APA) format as the basis for references. The rest of the submission should be in plain text.
• The title page should contain the submission title, author(s) name, position/affiliation, institution, address, phone number, email address, as well as a 100 - 250 word abstract and a list of 4 - 12 keywords.
• The author(s) name(s) should not appear in the original submission (except on the title page).
• Labeled tables, graphs, images, and illustrations are to be placed at the appropriate places within the body of the submission with suitable titles and subtitles. If color or grayscale images are used, they should be tested on a black and white printer to ensure legibility when downloaded.
• Citations, and suggested sources should be placed at the end of the submission.
• Place page numbers in the bottom left hand corner of each page.

Expectations for different submission lengths are as follows:

* 500 to 1,500 words or equivalent artifacts - poster-style or creative media, using other self-selected page/font guidelines;
* Up to 1,000 words - book reviews;
* 1,000 to 3,000 words - speculative reflections, and tutorials; and
* 2,000 to 8,000 words - applied innovations and professional developments, research reports, and general articles and literature surveys
* 2,000 to 8,000 words - service and community projects.

Please note that the editors are more interested in quality of content (with some formatting accommodations for readability) versus perfectly APA formatted, but weak submissions. The editors encourage the use of tables, figures, images, etc. to illustrate and support text, as well as between 5 and 30 references and/or suitable reflections on process (depending on the submission type).

Copyright remains with the author(s) except for this particular electronic publication.

Permission is granted to Share - to copy, distribute and transmit the work under the following conditions: Attribution - You must attribute the work in the manner specified by the author (but not in any way that suggests that they endorse you or your use of the work); Non-commercial - You may not use this work for commercial purposes; No Derivative Works - You may not alter, transform, or build upon this work

2008 MERLOT International Conference ( MIC08)

The eighth Annual MERLOT International Conference (MIC08) will beheld in Minneapolis from August 7-10, 2008. The MIC08 conference theme MERLOT: Still Blazing the Trail and Meeting New Challenges in the Digital Age recognizes that Trailblazers do more than keep people on the right path. They help people see where to begin and provide direction. How can educators and users of instructional technology around the world prepare for a future filled with technology that provides content at a faster-and-faster pace? How can instructional technology be used to enhance teaching and learning? Who will organize all this change? This year’s Conference Committee expects that we will all do this together. Conference attendees span all disciplines and the continuum from novice to expert in the development and use of online resources.

The MERLOT International Conference is designed to foster learning, innovation and practice in the use of information, instruction, and communications technologies in higher education. It is the venue for educators, administrators, and technologists who have interests and expertise in technology-enabled teaching and learning and who recognize the need to remain current in this rapidly advancing field of educational practice and theory.

MERLOT is based on the premise of discipline-based communities of practice in which common interests in specific fields of knowledge, methods of teaching and especially in the development of technology-based teaching materials are shared. At the same time, the strength of the conference is the broad appeal across all disciplines in the use of educational technologies and the new and exciting ideas that come from exchanges among all domains of knowledge.

Important aspects of the MERLOT International Conference include the facilitation of collaborative initiatives in the development of shareable resources and in the scholarly investigation of their effectiveness on student learning in higher education. A rigorous approach to academic research and inquiry with an outcomes-based focus on the use and effectiveness of technology-enhanced teaching at the college and university levels is integral to the MERLOT philosophy.

At the same time, the Conference offers many opportunities for attendees to gain practical skills in the use of educational technologies through numerous interactive hands-on workshops lead by peers and through industry-sponsored technology showcases. It is frequently in these practical workshops and demonstrations that refreshing new insights into applications of these technologies to higher education are gained.

For additional information on the conference and to submit a proposal, go to http://mic08.merlot.org/

Millennial Learning: Teaching in the 21st Century

Call for Proposals deadline: April 14, 2008 at Midnight

The 8th Annual Lilly - Traverse City Conference on College and University Teaching conference will be held Thursday, September 18 through Sunday, September 21, 2008.

Keynote speakers this year include Denise Green, Bill McKeachie, Laurie Richlin, Debra Rowe, Norman Vaughn, and Todd Zakrajsek.

The conference theme is Millennial Learning: Teaching in the 21st Century, and includes four major tracks: advancing active learning, teaching well with technology, cultural competency, and adult learning in nontraditional formats.

An integral part of the Lilly Conferences on Teaching and Learning is the number of high-quality presentations on improving student learning. Come share what has been successful in your classes and what you have discovered about facilitating student learning.

Click here to submit a proposal before the deadline: http://www.facit.cmich.edu/lilly/proposals.shtml

Registration is now open! Click on the link below to register for the conference:
http://facit.cmich.edu/lilly/registration.shtml

Please visit the Lilly -Traverse City conference website for more information about this conference: http://www.facit.cmich.edu/lilly/

International Society for Exploring Teaching and Learning (ISETL)

Harrah's Las Vegas, Las Vegas, Nevada
October 23-25, 2008
http://www.isetl.org

The thirty-eighth annual conference of the International Society for Exploring Teaching and Learning (ISETL) will be in Las Vegas, Nevada, from October 23-25, 2008. ISETL encourages college and university faculty and practitioners from all disciplines to develop, study, and apply learner-centered principles of teaching, learning, and assessment in innovative, yet effective and practical ways. The program committee invites proposals for 50-minute presentations or for poster session presentations that reflect these goals. We are especially interested in presentations that demonstrate practical and creative teaching and learning techniques based on personal experiences and/or research that will appeal to colleagues in several disciplines. Preference will be given to presentations that promise to model alternative teaching methods and engage their audiences in activity and dialogue.

IMPORTANT DATES
Proposals Due: May 1, 2008
Notification of Acceptance: June 1, 2008
Registration Fee Due: September 14, 2008
Conference Date: October 23-25, 2008

CONFERENCE WEB SITE
All conference details are available at: http://www.isetl.org

SUBMISSION OF PAPER
All presentation submissions must use the ISETL web site. No proposals will be accepted via email, fax, or postal mail.

REGISTRATION INFORMATION
All registration information is available on the ISETL web site.

PUBLICATION Presentation abstracts will be published in the conference proceedings. In addition, authors of selected papers will be invited to submit extended versions of their presentations/abstracts for potential publication in the online journal, International Journal on Teaching and Learning in Higher Education (IJTLHE), http://www.isetl.org/ijtlhe/.  

The 2008 Assessment Institute

The 2008 Assessment Institute will take place on October 26-28, 2008 at The Westin Indianapolis, located in Indianapolis, Indiana.

Pre-Institute Workshops: October 26, 2008
Institute Dates: October 27-28, 2008

The Assessment Institute in Indianapolis is the nation’s oldest and largest event focused exclusively on Outcomes Assessment in Higher Education and is designed to provide opportunities for:

• individuals and campus teams new to outcomes assessment to acquire foundation knowledge about the field,
• individuals who have worked as leaders in outcomes assessment to extend their knowledge and skills,
• those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute.

This conference also contains a Civic Engagement track for those who are interested in service learning.

The deadline for proposals is this Friday, March 21, 2008.

Please see the Assessment Institute’s website at http://planning.iupui.edu/conferences/national/nationalconf.html for specific information about the conference, as well as proposal guidelines and submission.

First-Ever Clicker Conference

With keynote speakers like iClicker inventor Dr. Timothy Stelzer and Dr. Douglas Duncan, author of Clickers in the Classroom, the first-ever conference on classroom response systems is sure to be a hit.

16 sessions led by faculty from Maine to California combined with a very reasonable registration fee equals a likely sell-out. Ensure yourself a seat in this November 15 conference by pre-registering today!

Final session titles will be available for review on May 1, but there's no need to wait until then to register. We guarantee that you'll be pleased with the selections or we'll refund your registration fee in full.

Mark your calendar for November 15 and make plans to join 300 other university faculty in Louisville, Kentucky for Classroom Response Systems: Innovations and Best Practices.

Register now by visiting http://www.delphi.louisville.edu/faculty/clicker_conf

Millennial Learning: Teaching in the 21st Century

We invite you to attend the International Lilly Conference on College Teaching for 2008, our 28th year of presenting and celebrating the scholarship of teaching and learning! Join us in Oxford, Ohio, on November 20-23, 2008. Our Conference theme this year is "Millennial Learning: Teaching in the 21st Century." View the Conference website at http://www.units.muohio.edu/lillycon/ for a listing of the sessions by presenters who have confirmed their topics.

We also encourage you to submit a paper proposal for the Conference. To submit a proposal, go to the website and click "Proposal Submission." The due date for proposals is June 15, 2008.

Please visit the Conference website (http://www.muohio.edu/lillycon/) to register for the Conference (register by October 1 and get the $45 early registration discount). This year registration, lodging, and meal prices have not increased for attendees from outside Miami University.

Culture Matters: Designing Learning Environments to Foster Cultural Awareness and Intercultural Competence

Call for Proposals deadline: April 18, 2008

November 21-22, 2008
Sheraton Bloomington Hotel • Bloomington, MN

The effects of culture are everywhere in higher education, providing abundant opportunities as well as challenges for strengthening college teaching and learning. They range from the implications of serving an increasingly diverse student population or integrating global learning into the curriculum to the ways each institution and discipline transmits its particular perspectives, values, and practices to new generations. For one institution, creating a more inclusive learning environment or attracting and retaining faculty of color require greater intercultural competence among faculty, staff, and students. For another—a tribal college seeking to embed Native American traditions into the curriculum, for example— building students' cultural awareness is central to living its mission. And for yet another, engaging multiple disciplinary perspectives or building a stronger partnership across academic and student affairs may be needed for integrated learning.

The goal of this conference is to explore the premise that culture, in all of its manifestations, is emerging as a fundamental influence on teaching and learning in the 21st century. Not only must today's students be culturally aware and interculturally competent to be successful, but efforts to strengthen college teaching and learning can be helped or hindered according to whether cultural differences are taken into account. The learning-centered institution is one where reflection on diverse perspectives is embedded in its work—one where culture matters.

We invite proposals for concurrent sessions that address the conference theme by disseminating and modeling effective practice or promoting stimulating dialogue, inquiry, and problem-solving on topics such as these:

Embedding and Promoting Intercultural Competence Across the Institution

• How can we use the cultural dimensions of our work to strengthen teaching and learning?
• How can we bridge cultural differences across faculty and staff to work toward common goals for teaching and learning?
• What approaches can help campuses successfully attract and retain a more diverse faculty and staff?
• How can we provide opportunities for learning that integrate multiple cultural perspectives?
• What approaches help to build inclusive learning environments and foster intercultural learning?
• How can campuses build connections between international and domestic diversity issues?
• What and how can the broader community contribute?

Addressing the Affective Dimensions of Learning

• What role does emotion play in creating barriers to learning? How can affective learning be used to build greater cultural awareness and intercultural competence?
• How can we create a more inclusive campus climate that supports a culture of learning for all?
• How can we engage members of the campus community in rigorous debate without compromising civility?

Sustaining Cultural Learning

• How do we support the development of specific cultural communities while creating shared experiences for all?
• What approaches will enable us to sustain and improve our attention to cultural learning?
• Which methods best assess intercultural and culture-based learning and promote continuous improvement?

The Collaboration for the Advancement of College Teaching & Learning invites proposals from college and university faculty, staff, administrators, and students for concurrent sessions on the conference theme. We especially encourage proposals for sessions that will promote stimulating dialogue, reflect diverse perspectives, and involve student presenters or co-presenters from across institutions. Proposals are peer reviewed and sessions are selected based on criteria. For more information, go to http://www.collab.org/programsservices/November%20Conference%2008%20Call%20for%20Proposals.pdf

Measuring Unique Studies Effectively conference

The Measuring Unique Studies Effectively conference, or MUSE, hosted by the Savannah College of Art and Design, is designed to build a community of art and design professionals who share an intellectual curiosity about student learning and are committed to facilitating continuous improvement at the program, classroom and institutional levels.

MUSE brings together higher education administrators and faculty from art and design institutions to share their experiences with and perceptions of:

1. the definition, measurement, and development of creativity,
2. program- and classroom-level assessment, and
3. the scholarship of teaching and learning in their unique fields of study.

We are accepting proposals now: http://www.scad.edu/events/muse/2009/index.cfm

Join us in beautiful Savannah, Georgia February 8-11, 2009.