On the campus of Rose-Hulman Institute of Technology
Terre Haute, Indiana
April 8 - 10, 2010

http://www.rose-hulman.edu/irpa/conf/roseval

Topics include:

• Developing assessment rubrics
• Developing student learning outcomes for program and institute assessment
• Using electronic assessment tools - electronic portfolios, Web surveys, LMS
• Integrating assessment into academic and professional practice
• Involving practitioners in classroom assessment
• Using and developing evidence-based systems for learning assessment

The deadline for online submissions is November 16, 2009.

Click here to download flyer (pdf)

Conference Dates: March 11 - 12, 2010

Educational Technology is now accepting presentation proposals for the Third Annual Teaching and Learning Technology Conference, scheduled for March 11-12, 2010. Interested presenters can download a copy of the Call for Proposal form at our web site: edtech.mst.edu.

This year’s theme will be Cyberlearning.

Proposals will be accepted until November 20, 2009. The conference schedule will be finalized around December 11, 2009. At that time submitters will be notified of acceptance.

Keynote Speaker:

Dr. Joel Hartman -- Vice Provost for Information Technologies and Resources at the University of Central Florida. Dr. Hartman has been instrumental in leading the University of Central Florida in the arena of online and blended learning.

Call for Proposals Due Date: December 1, 2009
Conference Dates: May 17-18, 2010

The SOTL Academy 2010 invites proposals for presentations of work in the area of the scholarship of teaching and learning. This conference seeks to bring together all members of the academy engaging in the scholarship of teaching and learning (SOTL) and to provide a forum for presenting new SOTL work, for sharing reflections on SOTL and its role within the academy, and networking with others engaged in this enterprise.

The Scholarship of Teaching and Learning seeks to restore teaching to its proper place of importance in the academy by building a scholarship around teaching and learning. The goal is to encourage faculty to use their own classrooms as sites for research to rigorously explore student learning, and then to go public in order to enable others to build on the work they are doing.

Applications are encouraged from experts and novices in this field, at all career stages. We are particularly interested in bringing new and future faculty into the SOTL community this year. If you are a doctoral student or have recently completed a graduate program, please consider submitting your new work or work in progress.

Specific tracks/strands will focus on the following themes, among others:

• The application of SOTL results in the classroom
• Unique SOTL research designs and approaches
• SOTL work from new scholars beginning their careers in the academy
• Works in progress from graduate students collaborating with faculty
• Creative approaches to mentoring graduate students in SOTL
• Models of supporting SOTL across departments, campuses, and disciplines
• Use of technology in SOTL

Session Formats

If you have questions regarding a proposal, please contact conference directors Sarah Ginsberg (sotl_sarah@emich.edu) or Jeff Bernstein (sotl_jeff@emich.edu).

www.emich.edu/sotlacademy

Call for Proposals Due Date: December 5, 2009
Conference Dates: April 16-17, 2010

School of Business & Technology | Webster University | St. Louis, MO. USA

SUBMIT A CONFERENCE PROPOSAL

Webster University's School of Business & Technology conference committee is pleased to announce CALL FOR PROPOSALS for the first annual GLOBAL ACADEMIC CONFERENCE, which recognizes excellence in business education and practice worldwide.

In a time of crisis, people's behaviors and perspectives change irrevocably. As we begin to emerge from a worldwide economic down-turn, it will be critical to understand what the new norms are and - most important - how to adapt to managing in the new world as practitioners, educators and researchers. This conference will provide practitioners, educators and researchers with an opportunity to examine and present ideas and the new teaching and learning issues that are resulting from this complex business climate in a real and virtual 'global commons'.

We are interested in proposals from faculty, practitioners, staff, administrators, faculty developers, and graduate students in all disciplines of business, management and technology related to the conference theme. Areas of focus for conference proposals include:

• leadership
• global competitiveness
• new economics
• scholarship of teaching and learning in business education
• innovative curriculum
• new role for government
• identifying and developing human capital
• capacity for change in health care
• corporate social responsibility
• entrepreneurship
• market-forces of a new generation
• management in a global context, and
• social and technology-driven innovation
• international relations
• ethics
• public policy; and
• cultural, social and environmental issues in which business organizations operate.

This conference will be your global commons for discussing and answering questions surrounding the conference theme. Is there a new business environment resulting from the global economic crisis? How are companies and universities adapting and how is management changing in this new world? What are the economic, leadership, and technological consequences of this 'new' way of handling business? Has teaching changed as a result of the global economic crisis? Do we have to change the way we teach, and if so, in what ways can teaching model this transformed business climate? Be a part of this discussion and other questions related to the conference areas of focus by submitting a proposal today!

Proposal guidelines and selection criteria are provided on the call for proposals announcement website.

Conference Timeline

• December 5, 2009 - Proposal Submission Deadline
• December 21, 2009 - Proposal Acceptance Notification
• February 1, 2010 - Presentation Submission Review Deadline
• April 16+17, 2010 - Conference Dates

Proposal Submission Guidelines

To ensure the integrity of the peer review process all proposals must be received by December 5, 2009. Authors will be advised by December 20, 2009 if their proposal has been accepted and will then be invited to submit their presentation for review and subsequent approval prior to the conference. Please refer to the Call for Proposals Announcement website for additional conference information.

Presentations can be in the format of a professional practice presentation, case study, technical report or scholarly study. They should contain a active presentation element to engage the audience, as this is a learning conference. Conference sessions will be limited to 45 minute: 30 minutes for author presentation followed by 15 minutes for questions. All presentations will be published in the conference proceedings using a community engagement approach to extend the reach and conversation of the conference to the worldwide community.

If you know of anyone who may be interested in submitting a proposal in response to the Call for Proposals, please forward this message to them with your note of encouragement.

We look forward to seeing you in St. Louis in April, 2010.

Benjamin Akande, Ph.D.
Dean, School of Business and Technology

Conference Information

The dates of the conference are April 16 + 17, 2010. While information on registration and hotel accommodations is not yet available, please check the SBT Global Academic Conference website for more information in the coming weeks.

Want to know more about St. Louis, MO. USA? Explore 25 Things to Do in St. Louis - the Gateway to the Midwest!

Convened by: School of Business & Technology Global Academic Conference Committee & the Faculty Development Center/Institute for Excellence in Teaching and Learning at Webster University. St. Louis, MO. USA

Proposals Due: December 7, 2009
Notification of Acceptance: December 15, 2009
Registration Due: February 1, 2010
Conference Dates: February 18-19, 2010

The annual Conference on Higher Education Pedagogy is focused on higher education teaching excellence and the scholarship of teaching and learning. The conference showcases the best pedagogical practice and research in higher education today. Sessions address disciplinary and interdisciplinary instructional strategies, outcomes, and research. Ultimately, the conference is an opportunity to demonstrate effective instructional practice and disseminate the latest research aimed at improving the quality of higher education. The program committee invites proposals for Research, Practice or Poster sessions.

Registration Information

There is no registration fee; however, both presenters and participants must register.

Registration is available online at: http://www.cider.vt.edu/conference/

Session Types

Research sessions are designed to inform participants of the design, implementation and results of empirical research focused on teaching and learning in higher education.

Practice sessions are focused on sharing, modeling and discussing higher education teaching and learning, while allowing for interaction among session participants.

Poster sessions provide the contributor with the opportunity to present and discuss scholarly research and/or practice addressing higher education pedagogy with conference participants in an informal scholarly environment.

The full Call for Proposals is available on the organization web site: http://www.cider.vt.edu/conference/. To submit a proposal for review, the proposal must be submitted electronically on or before December 7, 2009.

Keynote Speakers

Lisa R. Lattuca, Senior Research Associate for the Center for the Study of Higher Education will be the opening keynote speaker. Based on interviews with faculty, she will provide a grounded representation of interdisciplinarity, including the processes faculty employ in pursuing interdisciplinarity and the interdisciplinary contexts in which faculty work.

Mary Taylor Huber, Senior Scholar at the Carnegie Foundation for the Advancement of Teaching will be the closing keynote speaker and will focus on the teaching commons, a conceptual space in which communities of educators committed to inquiry and innovation come together to exchange ideas about teaching and learning, and use them to meet the challenges of educating students for personal, professional, and civic life.

Hotel & Transportation

The conference hotel is:

The Inn at Virginia Tech and Skelton Conference Center
901 Prices Fork Road, Blacksburg, VA 24061
540-231-8000 or 877-200-3360
http://www.theinnatvirginiatech.com/

The special conference room rates are $80.00 (plus taxes) for a single and $100.00 (plus taxes) for a double occupancy. Please reference the Conference on Higher Education Pedagogy to receive these special rates.

Further information regarding transportation and accommodations (e.g. directions, maps, room descriptions, ground transportation) is available on the conference web site: http://www.cider.vt.edu/conference/.

CALL FOR CHAPTERS
Full Chapter Submission Deadline: December 20, 2009
User Interface Design for Virtual Environments: Challenges and Advances
A book edited by Dr. Badrul H Khan

To be published by IGI Global.

Introduction:
In the Information society, the advancement of Information and Communication Technologies (ICTs) has created a digital society and broadened the scope sharing innovations globally. In this globally digital society, people use electronic devices in almost anything they do in their lives: from brushing teeth to driving a car. In the fast moving digital society, people are encountering newer features associated with emerging technologies including (but not limited to): computers, appliances, machines, mobile communication devices, software applications, and websites. Advances in emerging technologies coupled with fast moving lifestyles, people are increasingly overwhelmed with various electronic devices and services. What do users of these various digital devices and services really need? They need useable and easy to adapt interfaces to operate in these virtual environments.

Linkage between a digital society and globalization has tremendous implications on the design of user-interfaces for various virtual environments. Reflecting on the global and cross cultural nature of today's world, the user interface design of various virtual environments should be based on the needs of a cross culturally diverse population of users around the globe. The interface design should be user centric. User interface design should strive for making the user's interaction as simple, meaningful, and efficient as possible. This book focuses on challenges that designers face in designing interfaces for users of various virtual environments.

Objective of the Book:
This book will aim to provide both a theoretical and practical knowledge base in user interface design. It will be written for professionals who want to improve their understanding of challenges associated with user interface design issues for various virtual environments for globally-dispersed users.

Target Audience:
The target audience of this book will be composed of professionals and researchers working in various disciplines, including (but not limited to): information technology, computer science, educational technology, e-leaning, distance education, corporate training, communication technology, medical technology, engineering, management information system, library science and other relevant fields.

Several relevant topics are listed below; however, additional topics are welcome. Please feel free to propose a topic of your choice.

• Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design
• Adaptation in Automated User-Interface Design
• Challenges for End-User Development in CE devices
• Voice User Interface Design for Automated Directory Assistance
• Challenges for Design: Seeing Learners as Knowledge Workers Acting in Physical-Virtual Environments
• Challenges in Human/Computer Interfaces: Making the Technology Serve the User
• Challenges for Brain-Computer Interface Research for Human-Computer Interaction Applications
• Human-Computer Interaction Research and Development Challenges
• Psychological Aspects of the Human Use of Computing
• Designing the Human Computer Interaction: Trends and Challenges
• The Challenges And Opportunities Of Human Technology
• Interfaces including flowchart, intelligent zones and sensitivity approach.
• The Epistemology of Human Interface Design
• The Social Dimension of User Interface Design
• Challenges and solutions for user interface design on mobile devices
• Interface design challenges for Web2.0 designs
• The Impact of Design Interaction on Learner Success in Online Learning
• The Cross-Cultural Design of User Interfaces and Experiences
• Cultural Considerations in Interface Design
• Usable Accessibility: Making Web sites work well for people with disabilities
• Designing & Drawing Mobile Interactions
• Successful and available: interface design exemplars for older users
• Meta-User Interfaces for Ambient Spaces: Can Model-Driven-Engineering Help?
• An Intelligent User Interface for Browsing and Search MPEG-7 Images using Concept Lattices
• Creativity Support Tools: A Grand Challenge
• Constraints on their efforts for User-centered Interface Design
• Interface design issues for virtual reality (such as Second Life)

Submission Procedure:
Researchers and practitioners are invited to submit on or before December 20, 2009 an 8,000 to 10,000 word chapter on a topic relating to the subject of the book. Kindly include a title and contact information for each contributor (Name, Affiliation, and E-Mail) within the file. Each chapter will undergo double-blind review and review results will be sent to the authors. Chapters should adhere to the IGI Global Full Chapter Submission Guidelines.

The Chapter Formatting Guidelines can be found here:
http://www.igi-global.com/development/author_info/extendedtemplate.doc

The Full Chapter Submission Guidelines can be found here: http://www.igi-global.com/development/author_info/chapterdetails.doc

Publisher:
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," and "IGI Publishing" imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2011.

Important Date:
December 20, 2009: Full Chapter Submission Deadline

Kindly e-mail your chapters to: idbookeditor@mcweadon.com

Proposal Submission Deadline: December 30, 2009
Full Chapter Submission Deadline: February 28, 2010

A book edited by Melody Bowdon, PhD (Associate Professor, Department of English, University of Central Florida) and Russell Carpenter, PhD (Director, Noel Studio for Academic Creativity, Eastern Kentucky University)
To be published by IGI Global
For more on the publisher and to review the full call online, go to: http://www.igi-global.com/requests/details.asp?ID=714

THE CALL
We seek manuscripts that document and assess partnerships between institutions of higher education and K-12 schools, nonprofit organizations, government agencies, and corporations that have been made successful (or even unsuccessful in interesting ways) in part through the use of emerging and evolving digital technologies. Topics or sites might include service-learning; internships; volunteer programs; cooperative education; distance-learning; continuing education; professional schools such as law, medicine, education, and nursing; community development programs including alumni relations and fundraising; and/or sponsored research. Technologies might include social networking, webconferencing, mobile devices, virtual environments such as SecondLife, course management systems, and/or Web 2.0 applications.

THE CONTEXT
The early boom of web-based education in the 1990s, both in the United States and abroad (e.g., in Australia and the UK), saw a flurry of publications on the subject of university and industry partnerships, with a focus on ways in which online learning might lead to new models of collaboration and engagement across previously clearly delineated borders. We will posit in this volume that this late 1990’s opportunity to make connections between industry and academia through emerging educational technologies was, on a broad scale, missed by all sides. Ten years later, as we approach the end of the first decade of the 21st century, we see a similar moment of opportunity for collaboration. As organizations of all types struggle to survive in increasingly difficult economic times, stakeholders have a chance to use emerging technologies to support innovative and mutually intellectually, economically, and socially beneficial collaborations among academic institutions of all levels and non-profit and profit-driven organizations of all sizes.

THE SPECIFICS
Because innovative models for collaboration, new visions of relationships between and among organizations, and redrawing or even erasing established boundaries are crucial moves for our project, we invite writers from all disciplines and fields who incorporate community partnerships in their research, teaching, service, and other missions to consider submitting proposals for case studies (3000-5000 words) or traditional academic articles (7000-10,000 words).

We are interested in:

• Case studies of effective partnerships between/among higher education institutions, K-12 schools, nonprofit organizations, and corporations. This could include narratives, assessment summaries, best practices, and so on.
• Articles that offer engaging definitions of key terms of relevance to this project and that thereby provide insights about how we might form better collective questions for the futur
• Skeptical perspectives on these ideas--articles from colleagues who believe that technology does not hold the answers or that technology might be creating new problems or complexities in community partnerships
• Practical descriptions of potentially replicable models that will help readers understand in detail how the author/s made a program or approach work
• Collaborative essays representing multiple stakeholder perspectives that include the voices of community partners (corporate, government, or nonprofit) and the people they serve, as well as students, staff members, researchers, faculty, administrators, and other entities involved in these collaborations
• Technical, pedagogical, ethical, political, bureaucratic, commercial, and other perspectives

We are not looking for:

• Articles that focus on specific how to's for using a particular tool that might quickly be obsolete or might not have broad application
• Articles that focus only on a partnership or only on a technology and that do not address their interrelationship
• Models that are entirely speculative--we'd like to see demonstration of the value of each approach through assessment
• Narratives about projects that include no assessment or evaluation; assessment can be qualitative and/or quantitative but should focus on practices that colleagues could consider implementing in some form

EDITORIAL ADVISORY BOARD
To support our efforts to include contributors from wide range of fields and industries, we have recruited the following outstanding researchers to participate in the review of manuscripts and offer general advice on the volume. The team includes:

• Dianna Baldwin, Ph.D., Associate Writing Center Director, Michigan State University, USA
• Shelley Billig, Ph.D., Vice President, RMC Research Corporation, USA
• Mark David Milliron, Ph.D., President and CEO, Catalyze Learning International, USA
• Sarena Seifer, M.D., Executive Director, Community-Campus Partnerships for Health, USA
• Trae Stewart, Ph.D., Assistant Professor, College of Education, University of Central Florida, USA

SUBMISSION PROCEDURE
Researchers and practitioners are invited to submit 2-3 page proposals describing the objectives and approach of each proposed chapter. The final deadline for proposals is December 30, 2009, but the editors will begin reviewing proposals and providing feedback immediately. Authors of accepted proposals will be notified by January 15, 2010, and sent chapter guidelines. Full chapters will be due on February 28, 2010. All submitted chapters will undergo a double-masked review process. Contributors may also be invited to serve as reviewers for the project.

IMPORTANT DATES
December 30, 2009: Final Proposal Submission Deadline
January 15, 2010: Notification of Acceptance
February 28, 2010: Full Chapter Submission Deadline
May 15, 2010: Review Results Returned
June 15, 2010: Revised Chapters Due
July 15, 2010: Final Chapter Submission

PUBLISHER
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igiglobal. com. This publication is anticipated to be released in early 2011.

INQUIRIES, PROPOSALS AND SUBMISSIONS CAN BE SENT ELECTRONICALLY IN MS WORD TO:

Melody Bowdon, PhD and/or
Department of English
University of Central Florida
E-mail: mbowdon@mail.ucf.edu
407-823-6234

or

Russell Carpenter, PhD
Noel Studio for Academic Creativity
Eastern Kentucky University
E-mail: russell.carpenter@eku.edu
859-622-6229

Conference Dates: June 3 - 5, 2010
Washington, DC

Lilly Conferences have provided professional opportunities for the presentation of the Scholarship of Teaching and Learning for over 25 years. Participants come from a multitude of disciplines from throughout the United States and from abroad.

The overarching theme for Lilly 2010 is Evidence-Based Teaching and Learning. This theme was chosen to reflect that approaches to teaching and learning should be based on scholarly activity. As disciplinary approaches use scholarly work to investigate and advance knowledge, pedagogical innovation should also advance by building on the work of others. The Lilly Conference on College and University Teaching – East will bring together faculty from a variety of disciplines and at various stages of their academic careers to share new advances in teaching and learning.

The Lilly Conference on College and University Teaching - East has been in Newark, Delaware over the past 4 years is being moved this year to the greater Washington D.C., area of College Park, Maryland. It will be held June 3 – 5, 2010, and include 3 days of stimulating workshops and sessions presented by college and university instructors from throughout the United States.

Conference Information: http://lillyconferences.com/dc/default.shtml

Call for Proposals:
The Call for Proposals for this 9th annual conference is now open.

Proposals Due: Monday, January 18, 2010
Submit a Proposal: http://lillyconferences.com/dc/proposals.shtml

Guest Editors:

Dr. Frank Ulbrich (corresponding co-editor)
Stockholm School of Economics and Carleton University, Canada
Dr. Isa Jahnke
Dortmund University of Technology, Germany
Dr. Pär Mårtensson
Stockholm School of Economics, Sweden

Introduction

Members of the Net Generation use the Web differently, they network differently, and they learn differently. When they start at university, traditional values on how to develop knowledge collide with their values. Many of the teaching techniques that have worked for decades do not work anymore because new students learn differently too. The Net Generation is used to network; its members work collaboratively, they execute several tasks simultaneously, and they use the Web to acquire knowledge.

We are in a period of transition and while many universities are starting to embrace new ways of knowledge development in tandem with the Net Generation, the general picture is that there is still a challenging path ahead of us. We would like to know about these new experiences and offer knowledge on how best to support knowledge development in universities that are starting to fully engage with the Net generation.

To be able to meet new changing demands in higher education, this special issue elaborates on the topic of how the Net Generation acquires and exchanges knowledge. We welcome research using a socio-technical approach that demonstrates how the Web can be used in higher education to facilitate students’ knowledge development.

Contributing papers may deal with any combination of the following issues and areas, but are not limited to them:

• Social networking and its impact on emerging, new learning infrastructures
• Social networking and its integration into existing learning infrastructures
• Social networking vs. traditional study groups
• Challenges for socio-technological change at the university level
• Technological-driven impacts on society or organizations after/during studies
• Outlook: Tools for knowledge development in the post-Net Generation era

We are interested in papers from all over the world that are both conceptually and empirically based. In terms of conceptual papers and theoretical frameworks, we seek to contribute to theory building by both re-applying existing frameworks and developing new constructs that help explaining socio-technological knowledge development through using modern information and communication technology. In terms of empirical data, we seek papers that report, for example, on experiences from using networking tools or new learning infrastructures to impart knowledge to students in higher education.

About the Journal

The International Journal of Sociotechnology and Knowledge Development publishes papers that offer a detailed analysis and discussion on socio-technical philosophy and practices which underpin successful organizational change thus building a more promising future for today’s societies and organizations. It encourages interdisciplinary texts that discuss current practices as well as demonstrate how the advances of—and changes within—technology affect the growth of society, and vice versa. The aim of the journal is to bring together the expertise of people who have worked practically in a changing society across the world for people in the field of organizational development and technology studies including information systems development and implementation.

http://www.igi-global.com/journals/details.asp?id=7823

Important Dates

Extended Abstract for Guidance: December 10, 2009 (optional)
Paper Submissions: January 31, 2010
Notification of Acceptance: March 31, 2010
Camera-ready Submission: May 31, 2010
Tentative Publication: Late-2010/Early-2011

Submission

Prospective authors should prepare manuscripts according to the Guidelines for Submissions published at http://www.igi-global.com/development/author_info/guide.asp.

Manuscripts should be no longer than 7,000 words (excluding references) and should be submitted through e-mail to frank_ulbrich@carleton.ca.

Corresponding co-editor

Dr. Frank Ulbrich
frank_ulbrich@carleton.ca

Please do not hesitate to contact us.

Best regards

Isa Jahnke (on behalf of the guest editors)
http://www.hdz.uni-dortmund.de/index.php?id=276
http://www.isa-jahnke.de

The London Scholarship of Teaching & Learning (SoTL) 8th International Conference

13 & 14 May 2010
The Royal College of Obstetricians & Gynaecologists
London, UK

Call for proposals for ‘London SoTL 2010’

Disciplines, Pedagogies and Cultures for SoTL

http://www.tvu.ac.uk/instil/London_SoTL_Conference_2010.jsp

KEY CONTRIBUTORS TO LONDON SoTL 2010:

Dan Bernstein (University of Kansas); Anthony A. Ciccone (University of Wisconsin-Milwaukee); Sue Clegg (Leeds Metropolitan University); Brian Coppola (University of Michigan); Glynis Cousin (University of Wolverhampton); Mick Healey (University of Gloucestershire); Mary Huber (Carnegie Foundation for the Advancement of Teaching); Carolin Kreber (University of Edinburgh) ; Rowena Murray (University of Strathclyde); Lin Norton (Liverpool Hope University); Jan Parker (Open University); Ross Peterson-Veatch (Goshen College, US); Aaron Porter (Vice President of National Union of Students); Stephen Rowland (University College London); Torgny Roxå (Lund University)

This year’s themes are at the core of the SoTL community’s reflections on its purpose and progress. The issues they raised have gradually emerged as problematic, and therefore worthy of debate and enquiry, in recent years across the sector. Expanding the notion of SoTL beyond the confines of the classroom and across the boundaries of the discipline has brought to the fore the following questions:

• Are SoTL methodologies theoretically informed and how?
• Is theory a meaningful area of concern for SoTL?
• Is disciplinarity a stumbling block for SoTL?
• What are the challenges of interdisciplinarity for SoTL?
• Can SoTL travel beyond English-speaking countries and how?
• Does SoTL effectively inform new pedagogies and how?
• Do HE institutions value SoTL and how?
• Do ‘quality conceptions’ of SoTL and the concern for ‘scientific’ rigour and measurability restrict the SoTL span?
• Is SoTL an effective instrument to improve student learning?
• Do SoTL activities develop critical learning in faculty and students?
• What are the most appropriate pedagogies for criticality?
• What are the characteristics of a SoTL culture?
• How do departmental and institutional cultures impact on SoTL?
• What are the main benefits for students of SoTL approaches to practice?
• What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)

These questions will inform our debates at the London SoTL 8th International Conference, under three different strands.

CLOSING DATE FOR SUBMISSION OF ABSTRACTS: 5th February 2010

EARLY BIRD REGISTRATION DEADLINE: 7th APRIL 2010

Strand 1: Disciplines
In this strand we will be considering the complex relationship between the discipline, which is the traditional structural unit for universities and SoTL which has tended to work across or beyond disciplinary units. The debate and reflections around this theme might address issues linked to interdisciplinarity, collaborations beyond the discipline, genericism, disciplinary methodologies in SoTL, and so on.

The following disciplines sub-themes would be of particular, but not exclusive, interest:

• Discipline specific and interdisciplinary initiatives
• The role of the discipline in informing methodologies used in SoTL
• SoTL as a generic theoretical framework
• Reports on linkage between research and teaching within and across disciplines
• SoTL and disciplinary research

Strand 2: Pedagogies
Examining and developing pedagogies is of course at the heart of the SoTL enterprise. Focusing on pedagogies and the curriculum has re-ignited an interest in the relation between the ‘how’ and the ‘why’ of teaching. What is the purpose of a university education, and what attributes might one seek to develop in the next generation of graduates? How can we develop, deliver and evaluate these pedagogies? What form of evidence might we want to bring to the table? Those questions will inform delegates’ reflections on pedagogies for the 21st century.

The following pedagogies sub-themes would be of particular, but not exclusive, interest:

• Innovative pedagogies and SoTL:
• Fit-for-purpose pedagogies?
• Using SoTL to develop criticality in students
• Engaging students in SoTL
• Approaches to SoTL and the link to ‘excellence’
• Teaching and learning with technology
• SoTL and a changing student body

Strand 3: Cultures
SoTL debates over the past few years, especially (but not only) at London SoTL, have emphasised the impact of ‘cultures’ on teaching and learning. Specific cultural impacts have included institutional and departmental cultures, national HE initiatives including the development of quality cultures in HE, and the internationalisation and globalisation of HE. In this strand, we are seeking proposals that will address those issues, with specific reference to the impact on SoTL.

The following cultures sub-themes would be of particular, but not exclusive, interest:

• The changing role of the SoTL academic
• SoTL and institutional or departmental cultures
• Adapting SoTL to national contexts or cultures
• Defining and observing excellence in practice from a SoTL lens
• The impact of national quality agendas on SoTL approaches
• The challenges of intercultural issues
• Expanding SoTL communities
• SoTL as a global agenda

This year’s themes will be addressed in the plenary panel sessions and in the now customary “Author meets Reader” sessions. We encourage all participants to address the themes, and the connections between them, whenever possible throughout the conference.

A pre-conference ‘networking event’ is scheduled on 12 May 2010 from 2.30 pm for delegates who arrive in 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.

Format for presentations: Three 20 minutes papers followed by a 10 minute discussion for each session Format for abstract submission: Online submission, 300 words maximum. Click on the link below:

http://hermes.tvu.ac.uk/SoTL/form2009.asp

All abstracts submitted from outside the UK will be reviewed within three weeks of submission.

Distinctive features of the conference:

• Opportunity to disseminate outcomes of work in progress, project reports and learning and teaching grants
• Local scholars and 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, work 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.

London SoTL 2010 is sponsored by the Institute for Teaching, Innovation and Learning, Thames Valley University, London, England in association with:

• The International Society for SoTL (ISSOTL)
• The Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) (US)
• The Higher Education Academy (HEA) (UK)

The London SoTL International Conference 2008 Proceedings are now posted on the Higher Education Academy website: http://www.heacademy.ac.uk/resources/detail/EvidenceNet/sotl_proceedings

InSight: A Journal of Scholarly Teaching is a scholarly publication designed to highlight the work of postsecondary faculty at colleges and universities across the United States. It is a refereed scholarly journal published annually by the Center for Excellence in Teaching and Learning (CETL) at Park University that features theoretical and empirically-based research articles, critical reflection pieces, case studies and classroom innovations relevant to teaching, learning and assessment.

InSight articles focus broadly on Scholarly Teaching and Learning. Faculty are encouraged to submit original manuscripts that showcase scholarly teaching and learning processes or critically discuss the Scholarship of Teaching and Learning (SoTL) as a scholarship paradigm. While reports of SoTL projects are welcome and encouraged, InSight is also committed to continuing broader conversations about SoTL’s value as a tool for advancing student learning and demonstrating faculty commitment to teaching.

Download 2010 InSight Call for Papers (pdf)

Proposals Due: 4 PM CST, March 12, 2010
Notification of Acceptance: 12 weeks review process
Publication Date: August, 2010

The Journal of Media and Communication Studies (JMCS) is a multidisciplinary peer-reviewed journal published that will be monthly by Academic Journals (http://www.academicjournals.org/JMCS). JMCS is dedicated to increasing the depth of the subject across disciplines with the ultimate aim of expanding knowledge of the subject.

JMCS will cover all areas of the subject. The journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence, and will publish:

• Original articles in basic and applied research
• Case studies
• Critical reviews, surveys, opinions, commentaries and essays

We invite you to submit your manuscript(s) to JMCS@acadjourn.org for publication. Our objective is to inform authors of the decision on their manuscript(s) within four weeks of submission. Following acceptance, a paper will normally be published in the next issue. Instruction for authors and other details are available on our website; http://www.academicjournals.org/JMCS/Instruction.htm

JMCS is an Open Access Journal. One key request of researchers across the world is unrestricted access to research publications. Open access gives a worldwide audience larger than that of any subscription-based journal and thus increases the visibility and impact of published works. It also enhances indexing, retrieval power and eliminates the need for permissions to reproduce and distribute content. JMCS is fully committed to the Open Access Initiative and will provide free access to all articles as soon as they are published.