Below you will find a list of various conferences and meetings accepting participants, speakers, papers, etc.
Call for Proposals for ISSOTL 2013:
Critical Transitions in Teaching and Learning
We invite you to submit an abstract for presentation at the 10th annual International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference<http://www.issotl13.com/>. The 2013 ISSOTL Conference in Raleigh, North Carolina, United States, October 2-5, 2013, focuses on Critical Transitions in Teaching and Learning. International scholars and educators will meet to share recent work and to discuss how our collective efforts will transform the future of higher education. The full call for proposals is attached. Proposals are due March 18, 2013.
Abstract submission dates:
Submissions accepted: January 25-March 18, 2013
Online submission form available at http://www.issotl13.com beginning January 25, 2013.
Notification of acceptance: May 15, 2013
Participation confirmation due from all presenters: June 17, 2013
ISSOTL 2013 is hosted by the Center for Engaged Learning at Elon University<http://www.elon.edu/cel>
Peter Felten, Elon University, email@example.com<mailto:firstname.lastname@example.org>
Jessie L. Moore, Elon University, email@example.com<mailto:firstname.lastname@example.org>
Conference Consultant: Heidi Ihrig, ISSOTL13@elon.edu<mailto:ISSOTL13@elon.edu>
Convened in a city known for its beautiful public parks and thriving cultural life, the conference will feature workshops facilitated by leading scholars in the field, distinguished international plenary speakers (including Lee Shulman, President Emeritus of the Carnegie Foundation for the Advancement of Teaching), panel presentations, individual paper and poster presentations, and ISSOTL?s signature Conference Commons for informal idea-sharing and networking. Please join us!
In addition to the energizing sessions in Raleigh, watch for information about ISSOTL Online 2013<https://blogs.elon.edu/issotl13/>, a free online seminar scheduled for the weeks leading up to the conference. ISSOTL Online 2013 begins September 9, 2013, and continues through September 28, 2013.
2013 Conference Theme: Critical Transitions in Teaching and Learning
At many institutions and in higher education globally, scholarly inquiry into teaching and learning is transitioning from isolated practice to systematic research, from peripheral projects to institutional integration, from the margins of disciplines and campuses toward positions of leadership. A growing number of faculty and academic staff are moving from ?amateurs in the operating? room to disciplined scholars of student learning. In some places, practices are shifting from focusing on students as subjects to students as partners in inquiries. At the same time, SOTL is forging and deepening connections with institutional assessment, academic/faculty development, and emerging educational technologies. The 2013 conference theme challenges presenters and practitioners to explore how we navigate these transitional moments and build these collaborations while maintaining SOTL?s inclusive and multidisciplinary foundations. By focusing on transitions, we hope the conference will consider not just individual SOTL projects but also larger, field-building questions such as whether SOTL can (and should) thrive in the liminal spaces between traditional higher education organizing structures.
This theme encompasses several conference tracks, including:
· Inquiry into teaching practices
· Inquiry into student learning
· Theories and practices of SOTL
· Student roles in and perspectives on SOTL
· Disciplinary approaches to teaching, learning and SOTL
· New and diverse contexts for SOTL
· Leadership, academic development and SOTL
· SOTL and institutional cultures
· Assessment, accountability, and SOTL
· Emerging technologies and SOTL
· SOTL and the changing landscape of higher education
Conference sessions will be organized by the conference tracks to aid attendees in making informed decisions about which to attend. During the electronic submission process, proposal authors will be asked to identify the track most relevant for their session.
We also encourage student participation at ISSOTL 2013. Proposals that include or feature students? perspectives on any track are welcomed.
Presentation Formats and Submission Guidelines
We welcome proposals for panels, individual papers, concurrent workshops, posters, and pre-conference workshops. Please see the attached CFP (also at http://www.issotl13.com) for descriptions and submission guidelines for each of these session types.
To submit your proposal, please complete the online submission form (available January 25) linked from http://www.issotl13.com. Proposals are due March 18, 2013. We look forward to seeing you in Raleigh in October 2013!
Libby Katz Hogan
International Society for the Scholarship of Teaching & Learning
Now accepting applications for the 9th annual
SUMMER SESSION ON CONTEMPLATIVE PEDAGOGY
Presented by the Center for Contemplative Mind in Society
& the Association for Contemplative Mind in Higher Education (ACMHE)
August 4-9, 2013
Smith College, Northampton, MA
Costs: $950 for the residential program (includes meals and accommodations at Smith College) and $600 for commuters (includes lunch and dinner Sunday – Thursday).
ACMHE Members will receive a $50 discount on registration fees.
Applications will be accepted until May 1st.
The Summer Session on Contemplative Pedagogy is an intense week-long investigation led by pioneers in contemplative education. It provides resources and guidance to higher education professionals, helping them transform education through the incorporation of contemplative awareness and practice to all aspects of higher education.
We invite educators across the whole spectrum of disciplines in higher education, and encourage higher education professionals in all student services (e.g., health, counseling, residential life, etc.) and administrative offices to apply. Contemplative approaches can profoundly impact the whole range of learning that takes place inside and outside of classroom settings across the entire range of higher education.
There will be sessions on the design principles of contemplative pedagogy; the relationship between course content and contemplative practice; and the potential of these practices to stabilize attention, increase understanding, cultivate connection and compassion, and develop creativity and insight. We will explore the rationale for contemplative approaches and how to communicate with students and colleagues about their inclusion. Practical issues such as evaluation and grading will also be considered.
Each day will also include contemplative practice sessions and introduce a variety of practices that have been adapted successfully for secular educational settings.