We invite you to submit proposals by May 18 for posters and/or one-hour interactive presentations on four primary tracks: (1) Teaching and Learning, (2) Assessment, (3) Valuing and Evaluating Teaching, and (4) Faculty Development. Examples of successful proposals are available at this link.
- Teaching and Learning: Pedagogical Innovations
Select this track if your poster or presentation will focus on pedagogical innovations that improve the quality of teaching and student learning in college classes. Some examples include teaching with technology, online learning, and high-impact educational practices: first-year seminars and experiences, common intellectual experiences, learning communities, writing-intensive courses, collaborative assignments and projects, undergraduate research, diversity/global learning, service learning, community-based learning, internships, and capstone courses and projects. For more information on high-impact educational practices, visit https://www.aacu.org/leap/hips
The accountability movement calls for clear documentation that learning has actually occurred in a course. Instructors are experimenting with ways to document this learning and with authentic assessments that mirror the ways in which students will use knowledge in the real world. At the course, program, and department level, institutions are trying to close the feedback loop and use the assessment data gathered to improve the quality of their teaching. Use this track to document effective ways to assess student learning on student learning outcomes that preferably are common to many disciplines such as critical thinking, creative thinking, written or oral communication, quantitative literacy, information literacy, collaborative skills, problem solving, civic engagement, intercultural knowledge, ethical reasoning, and global learning. We will also consider assessment of discipline-specific knowledge and skills if the presenters discuss how assessments are transferable to other disciplines. For more information on common learning outcomes across disciplines, visit https://www.aacu.org/value-rubrics
- Valuing and Evaluating Teaching
One of the biggest challenges faculty face is their changing and accruing roles on campus. Institutions are trying new ways to incentivize and reward the efforts demanded of faculty to work on their teaching. Similarly, an in–depth evaluation of teaching requires convergence of quality data beyond the “Overall” questions on student evaluation forms. Institutions are developing models and mechanisms to evaluate teaching effectiveness that are effective and sustainable. Use this track to share innovations in this arena.
- Faculty Development
Faculty keep growing when they learn more about the art and science of teaching. Our effectiveness as educations can be enhanced by professional development in the learning sciences that address topics such as how students' prior knowledge affects their learning, how to increase student motivation and mastery, how to provide opportunities for student practice and feedback, and how to develop students into self-directed learners. Use this track for sessions about research on students, faculty, and higher education, or skill-development workshops.
This year we are offering two different formats to present at the Summit. PLEASE NOTE: In both content and title, proposals should focus on teaching and student learning in higher education and should address how innovations developed in the context of one discipline can be adapted to other disciplines. We discourage proposals that are solely focused on teaching and learning in a single discipline or on K-12 teaching and learning.
Interactive One-Hour Presentations
Acceptable submissions for one-hour presentations should (a) be grounded in theory and empirical research on teaching and learning, (b) engage participants from multiple disciplines, and (c) model active-learning techniques. Preference will be given to proposals that emphasize practical, research-based approaches that can be adapted by participants from a variety of disciplines for immediate use in their college/university classes or academic programs. Presentations could also be structured as interactive panels.
Posters offer the opportunity to present research and teaching innovations in a relaxed atmosphere conducive to in-depth conversations with colleagues. Acceptable posters should document projects concluded or in-progress, providing quantitative and/or qualitative data. Discipline-specific posters, though discouraged, are acceptable but should allow for the possibility of interdisciplinary conversation. POSTER FORMAT: In order to fit onto the free-standing poster boards, each poster should be 36" tall x 48" wide. The font should be readable from a distance of approximately 5 feet. Push pins will be available for mounting your material. It would be useful to have approximately 30 handouts for those who want further information.
PLEASE NOTE: We do not encourage proposals that are solely focused on teaching and learning in a single discipline or research focused on K-12 teaching and learning. In both content and title, proposals should address how innovations developed in the context of one discipline can be adapted to other disciplines.
Monday May 18, 2015, no later than 11:59pm
Notifications of acceptance or rejections:
Friday, May 29, 2015