5th Annual Scholarship of Teaching and Learning (SoTL) Symposium

Thursday, April 11, 2018

8:30 a.m. - 4:00 p.m.

Location: Talon Room (16/4202)

Click to register
Click to submit a proposal

The Office of Faculty Enhancement is pleased to announce its 5^th Annual Scholarship of Teaching and Learning (SoTL) Symposium.  The Symposium will be held on Wednesday, April 11^th, 2018 from 8:30 am to 4:00 pm in the Talon Room (Bldg 16/Room 4202). The SoTL Symposium will be held in conjunction with the 2018 Research Week (April 6-16, 2018), highlighting research and scholarship on teaching and learning at UNF.     

The theme for this year’s SoTL Symposium is “Community-Based Transformational Learning.” Over the past 10 years, UNF has made a concerted effort to increase the number of community-based learning activities available to students. The Center for Community-Based Learning has led this mission-central effort by providing faculty/staff enrichment and supportive activities to increase the number and impact of community-based transformational learning. As we pursue Carnegie Community-Engagement Reaffirmation, there is an increased need to share best practices and strategies that have a positive impact on student learning and community engagement. The 5^th Annual SoTL Symposium will highlight the teaching and supportive efforts of faculty and staff and the impact of those efforts on students, faculty, and the community. Faculty/Staff who have offered these programs and who have scholarship related to CBTL are encouraged to apply. 
Projects can focus on any area of service learning, community engagement, and transformational learning in the community. Outcomes can focus on students, faculty, community members, community partners, or institutional change. Projects could involve community outreach activities, internships, community-based research, service-learning, and international/domestic immersion experiences.

To learn more about CBTL, see the information page provided by the Center for Community Based Learning at UNF.

To learn more about community-based learning practices internationally, see the International Association for Research on Service Learning and Community Engagement page.

 PROPOSALS

The deadline for submitting proposals for the 5^th Annual SoTL Symposium is MARCH 16^th, 2018.
To submit your proposal, visit the SoTL Symposium Proposal Submission Form.  

The deadline for submitting posters to CIRT for printing is March 29th, 2018.

Proposals should include:
  1) Names of Authors
  2) Title of Project
  3) A 250 word (max) summary of the project (including conceptual frameworks, methodology, results, and implications)
  4) A 50 word (max) description of the specific evidence that will be presented 

Thursday, April 11, 2018

8:30 a.m. - 4:00 p.m.

Location: Talon Room (16/4202)

Click to register
Click to submit a proposal

Keep updated with OFE:

2018 Promotion & Tenure Panel

Promotion & Tenure Panel Wednesday, April 4, 2018 2:00 PM - 3:30 PM Location: Talon Room, Bldg 16/Room 3111 Click to Register The Office of Faculty Enhancement invites faculty to the annual Promotion and Tenure Panel discussion. Please join faculty from across the campus for the annual Promotion and Tenure Panel discussion. Dr. Pam Chally, Interim Provost for Academic Affairs, along with representatives of the University and faculty from across the campus will discuss the criteria for the awarding of promotion and tenure and will address the many factors that are involved in successfully navigating the tenure and promotion process. Assistant, Associate, and new faculty members are especially encouraged to attend. Promotion & Tenure Panel Wednesday, April 4, 2018 2:00 PM - 3:30 PM Location: Talon Room, Bldg 16/Room 3111 Click to Register Keep updated with OFE:

Transformational Learning Opportunity (TLO) Workshops

Transformational Learning Opportunity (TLO) Workshops

The Office of Undergraduate Studies and the Office of Faculty Enhancement (OFE) will be hosting two workshops to help faculty plan for Transformational Learning Opportunities (TLOs) and to apply for the TLO Grant Program. The first session will provide an overview of the program and foundational perspectives. The second session will provide a hands-on workshop for developing effective assessment strategies.


The TLO Application Deadline for projects taking place in 2017-2018 (July 1, 2017-June 30, 2018) is Friday, October 28, 2016. Find more details on the TLO Application webpage.

Designing Successful Transformational Learning Opportunities (TLOs)

Friday, September 30, 2016, 12:30-2:00 p.m.

Social Sciences Building 51, Room 1205

RSVP to ofe@unf.edu or contact Dan Richard with inquires.

Faculty and staff interested in applying for Transformational Learning Opportunity (TLO) funds are invited to attend the TLO workshop titled, "Designing Successful Transformational Learning Opportunities (TLOs)." This session will provide an overview of the TLO concept, some examples of past successful TLOs, and guidelines for applying for financial support.   

Manageable and Meaningful Assessment of Transformational Learning Experiences

Tuesday, October 4, 2016, 1:30-3:00 p.m.

OFE/FA Conference Room, Building 16, Room 3108 
RSVP to ofe@unf.edu or contact Dan Richard with inquires.

UNF Faculty who apply for TLO funding design a wide variety of truly transformational learning experiences for students. Designing an assessment plan both enhances the TLO application and provides an important way to maximize student benefit from the experience.  Yet assessing transformational learning objectives can be difficult because the objectives can be difficult to define, and because TLOs may not include graded assignments in the same way as other classes do. This workshop will help participants define transformational learning objectives and develop manageable assessment strategies for determining the impact of the TLO experience. Faculty and staff interested in applying for Transformational Learning Opportunity (TLO) funds are especially encouraged to attend.

Promotion and Tenure Panel Discussion

Promotion & Tenure Panel

Thursday, March 31, 2016
3:00 PM - 4:30 PM

Location: Talon Room, Bldg 16, Room 4202
RSVP to ofe@unf.edu

The Office of Faculty Enhancement invites faculty to the annual Promotion and Tenure Panel discussion. Please join faculty from across the campus for the annual Promotion and Tenure Panel discussion. Dr. Earle Traynham, Provost and Vice President for Academic Affairs, along with representatives of the University and faculty from across the campus will discuss the criteria for the awarding of promotion and tenure and will address the many factors that are involved in successfully navigating the tenure and promotion process. Assistant, Associate, and new faculty members are especially encouraged to attend.

RSVP to ofe@unf.edu

Keep updated with OFE:

Math Motivation Moderates the Effect of Math Anxiety on Math Performance

Mathematics is perhaps the most-feared school subject across education, from students in elementary schools to universities. There is a wealth of research providing evidence that math performance and math learning have negative relationships with math anxiety. Unfortunately, the more anxious one becomes about their math performance, the worse they will be at learning and performing math skills.

Math anxiety contributes to a performance gap in STEM fields for minority students and women, who report more anxiety in math-related fields than their White male counterparts. But is it really as simple as, "If math makes you nervous, you won't be as good at it"? Recent research indicates that that's not the whole story.

A 2015 study, researchers, brings some new evidence to the discussion. The authors underscore that, yes, past research has shown that math anxiety diminishes math cognition, stunting both math performance and learning. However, anxiety tends to have a curvilinear relationship with complex cognitive tasks in general, such that more anxiety correlates with increased performance, but after a certain point, increased anxiety begins to correlate with decreased performance. When this relationship is graphed it is shaped like an upside-down U (similar to a parabola, as a matter of fact).

What researchers found was that math anxiety and math performance had a curvilinear (inverse-U) relationship, but only when the students had a high intrinsic math motivation. Those with low math motivation showed the typical negative linear relationship between math anxiety and performance, that is, as anxiety increased, performance decreased. The moderating effect of motivation on the relationship between math anxiety and performance was found for both children and adult college students.

This research demonstrates that there is a a complex interaction of emotional and cognitive factors that impact learning and performance. For math, it seems, anxiety can be harnessed as a useful learning tool for those with high intrinsic motivation. Those with low intrinsic motivation around math are best to avoid panic.

Survey Finds Support and Concern for Contingent Faculty Wanting

Results of a recent survey from the New Faculty Majority, a national coalition for adjunct and contingent faculty equity, provides evidence that working conditions do not provide adequate resources or support for non-tenured faculty on higher-education campuses. The survey polled 400 contingent faculty members across 33 states in 2015, building on the results of the same survey administered in 2011. The results, which have changed little since 4 years ago, show some startling realities for contingent faculty members to which tenured faculty members simply are not exposed.

The conclusion here is that most post-secondary institutions do not prioritize contingent faculty when considering whom of their employees need to be supported seriously or compensated fairly for their work.

Some of the most jarring results are related to the livelihoods of contingent faculty, Despite the fact that forty-five percent of contingent faculty receive less than $20,000 per year from their teaching, seventy-three percent derive most of their income from their teaching positions and two-thirds of them have actively sought or are seeking tenure-track positions.

Other than the difficulties of supporting themselves, contingent faculty also face difficulties in securing the infrastructure and support they need to teach effectively. More than half of contingent faculty reported never being provided access to an office phone at at least one appointment, twenty four percent reported having no computer access at all at at least one appointment, and twenty-eight percent reported never being provided with office space at at least one appointment.

Contingent professors also suffer from a lack of guidance and attention from their university or department administrations. A full 70% of contingent faculty reported that they had never received any departmental or institutional orientation when they first began a new teaching appointment. More than half of contingent faculty have had to prepare to teach courses with less than three weeks' notice, and 23% percent have had to prepare to teach courses for which they never received curriculum guidelines.

All of this forces the question: Do institutions of higher education realize how much of the teaching load contingent faculty bear, and how do they support contingent faculty in lifting such a load?

Keep updated with OFE:

UNF SoTL Symposium - Call for Proposals

SoTL Symposium - Call for Proposals 

The Office of Faculty Enhancement is pleased to announce its 

3^rd Annual Scholarship of Teaching and Learning (SoTL) Symposium.

The Symposium will be held on Monday, April 11^th, 2016, in the Student Union. The SoTL Symposium will be held in conjunction with the 2016 Research Week (April 11^th-15^th), highlighting faculty and student research and scholarship at UNF.

Call for Proposals:

The Office of Faculty Enhancement invites proposals for the 3^rd Annual Scholarship of Teaching and Learning (SoTL) Symposium that fit the theme of “Transformational Learning.”

The deadline for submitting 250 word summaries is March 15^th, 2016.

Submit your proposal summary online athttp://bit.ly/2016SoTLUNFsub

Transformational learning helps students adopt new perspectives, develop complex representations of the world, and find new ways of interacting with others who are different than them. Transformational learning practices may take students to places they had never been before, to see things they had never seen, and to imagine concepts they had never considered. The outcomes of such experiences are integrated connections across disciplinary boundaries, the ability to use complex frameworks, and self-knowledge that supports professional and personal growth. The SoTL Symposium will highlight transformational learning at UNF and invites all faculty who have used these strategies to submit a proposal to present at the symposium. The University of North Florida through the Undergraduate Dean's office has supported Transformational Learning Opportunity (TLO) grants for the past 10 years. Grantees are especially invited to submit a proposal, but receiving a TLO grant is not a requirement to present. Presentations can focus on any area of transformational learning including study abroad, undergraduate research, community-based learning, field experiences, co-op experiences, learning communities, leadership experiences, and others.

The Scholarship of Teaching and Learning (SoTL) is the systematic investigation of questions related to teaching and student learning characterized by clear goals, adequate preparation, appropriate methods, outstanding results, effective communication, and a reflective critique.

In sum, SoTL is about bringing a scholarly approach to teaching practice and student learning.

The deadline for submitting 250 word summaries is March 15^th, 2016.

Submit your proposal summary online at
http://bit.ly/2016SoTLUNFsub

 

More on SoTL:

Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change: The Magazine of Higher Learning,31(5), 10-15. 

Glassick, C. E., & Huber, M. T., (1997). Scholarship assessed: Evaluation of the professoriate. Carnegie Foundation for the Advancement of Teaching. SF: Jossey-Bass.

http://www.unf.edu/ofe/teaching_learning/SoTL.aspx​

Keep updated with OFE:

IUPUI Hosts Connecting Campuses with Communities Institute

Please see the announcement below for faculty interested in connecting their teaching and research to the community. Indiana University - Purdue University at Indianapolis (IUPUI) will host institutes to support faculty in preparing community-based and service-learning teaching and research initiatives. 


Registration for the 2016 CONNECTING CAMPUSES WITH COMMUNITIES conference is now open.
Robert Bringle, founding Executive Director of the IUPUI Center for Service and Learning will be a facilitator at the 2016 Research Academy. 
Please see below for details of the event. Registration is open until May 1, 2016.

When: May 9-13, 2016

Where: IUPUI, Indianapolis, IN 

Registration Deadline: May 1, 2016   

The IUPUI Center for Service and Learning and Indiana Campus Compact are joining forces again to host the 8th Annual Connecting Campuses with Communities conference (CCC) on May 9-13, 2016.  

  

Service Learning Institute - Mon. May 9 - Wed. May 11, 2016

Institute Objectives:

* To increase the number of high quality service learning courses

* To share promising practices and generate new ideas

* To enhance reflection, assessment, and partnerships in service learning classes

* To build a network of service learning practitioners  

Intended Audience: Community engaged scholars or practitioners who implement or support service learning curriculum design.

 

Research Academy - Wed. May 11 - Fri. May 13, 2016

Academy Objectives:

* To strengthen research on service learning and community engagement

* To advance the scholarship of teaching and learning

* To provide consultation and feedback on research ideas

* To build a network of service learning scholars

Intended Audience: Community engaged scholars or practitioners who undertake research or support research on service learning.   

Rates:  $300 per event; $550 for both events - Faculty/Staff  

    $200 per event; $350 for both events - Graduate Student 
    Group discount - Institutions with 3 or more registrants receive $50 discount per person. 

Researchers Seek Civically-Engaged Millennial Faculty

The American Democracy Project (ADP) is currently searching for Millennial Generation (anyone born after 1981) faculty members from across the nation who utilize service-learning techniques regularly in teaching their courses.

Those who meet that description are eligible to participate in a research study conducted by Texas A&M University- Central Texas researchers that will explore how millennials, who tend to be highly civically-engaged. are teaching courses that promote civic engagement, community service, and social justice at the university level. The researchers will also be exploring how the civic engagement of millennial faculty has been influenced by their own undergraduate experiences. This research is important to continue to grow the benefits of service-learning techniques that improve learning outcomes for students and create practical benefits for their communities.

If you are interested, please see the full announcement on the ADP blogsite for contact information!

Should Students Write Their Own Exams? The Benefits of Innovation

Two marketing professors are espousing the view that traditional college exams, in which a professor writes an exam to assess students' knowledge of course learning objectives, may not be the most effective way to motivate students to learn. Their proposed alternative? Students write their own exams. While it is well-known that humans learn more effectively when they must manipulate materials and ideas to create a new product, rather than simply regurgitate information, many professors would undoubtedly be uneasy with the idea of students writing and taking their own exams.

In their study, the researchers asked students to create exam questions based on a range of recently covered course materials (like most exams) and then answer the questions they had written for themselves. Students were given specific guidelines in terms of what content they needed to cover in their questions, what practical learning objectives the exam should address, and the rubric that would be used to grade the exam. The questions were meant to be predominantly multiple choice, with one short essay question. Students wrote and answered their questions and brought them to class, where the normal time used to take the exam was used instead to discuss questions and answers, during which time students could alter answers, but not questions, if they wished. Then, students turned in their exams to be graded by the professors, who graded them based on the extent to which questions covered relevant course content and learning objectives, how challenging the questions were, and the accuracy of the answers.

The results may be surprising to those outside academia, but really shouldn't surprise any professional educators. Follow-up assessment showed that this method improved student learning outcomes. Because students had been forced to utilize the material at a higher level of processing, by analyzing, evaluating, and creating course information instead of memorizing and occasionally applying it, students learned more deeply. Students were thinking critically about material in the same way their professors had to in order to create an exam that would test student knowledge fairly and comprehensively. When they were required to think like those who have mastery in the subject, they were able to better approach mastery themselves. Although students reported that this method is more challenging than traditional exams, they also reported that they were more motivated to learn as a result and that their exam experience was less stressful. Although this alternative to traditional testing in higher learning is not perfect, it is an important reminder that when faculty stop thinking about education as a static system and start incorporating viable fresh perspectives, students are able to make breakthroughs in the quality of their learning.

Is Your Grading Biased? Beware the Halo Effect

Humans are prone to taking mental short cuts, it's part of the physiology of our brains. We are exposed to so much information throughout our lives and from day-to-day that it is necessary for our brain to utilize mental short-cuts (i.e., heuristics) to help sort information and to determine what should grab one's attention. Heuristics are mental guidelines you create from your experience to help you reach an answer more quickly than by algorithm searching through every possible answer. The only problem is that this quick thinking can also bias cognition and decision-making, and grading is no exception.

The Halo effect is one form of heuristic bias that impacts everyone's decision making. It happens when we find good qualities in an individual and, through experience, incorporate those good qualities as part of our perception of the person. This biases the way we perceive their actions, whether good or bad. For instance, attractive individuals are often perceived to be more intelligent, talented, and generally good more often than individuals of average attractiveness.

The Halo effect can produce biases in grading just like any other area of judgment. In a previous post we discussed briefly how faculty will frequently grade students based on their personal characteristics and past performance rather than solely on their performance on the work in question. Faculty may begin reading an assignment, stop and think, 'so-and-so usually does great work' and allow that judgment to alter the way they grade the assignment.

This bias in judgment and decision-making process is exactly what researchers found at work in a study examining the Halo effect in subjective student assessments. The researchers randomly assigned faculty to observe a student perform either very poorly or very well on an oral presentation, and then graded the student on a written assignment. When grading the exact same student on the exact same writing assignment, faculty members gave substantially higher grades when the students had done well in a presentation before being graded and lower grades when the students had done poorly before being graded. Other than giving either a poor or good oral performance, the student was the same and the quality of the written assignment was the same. And yet the grades were different. Prior experience with students will bias the way faculty members grade students on future assessments, but by being aware of this "Halo effect", faculty can more effectively protect against bias. Making student assessments anonymous is another effective was to reduce biased grading.

For Ph.D.s Working Outside Academia, Incorporation Holds Benefits

Occupational prospects for Ph.D. holding scientists and researchers have become increasingly sparse in recent years. In 2012 around 10% of scientists with a Ph.D. were unemployed. For many highly-educated individuals who have been unable to find careers as a university faculty, working as a freelance researcher, consultant, grant writer, or scientific worker outside of academia has been the best available option. Regardless of employment status, Ph.D.s may stand to benefit by incorporating themselves into a limited liability company.

According to Andrew Thaler, Ph.D., incorporation provides a more efficient way to manage finances and make services more appealing to outside sources of work/funding. As a "single-owner S Corp limited liability company (LLC)", for instance, personal wealth is better protected from lawsuits. In addition, there are a number of tax benefits afforded to a LLC that are not available to an individual person. Perhaps more importantly, forming a corporate organization allows a given Ph.D. to be more competitive for research grants and other opportunities for which they may otherwise be overlooked. Funding organizations are less hesitant to pay large amounts in the form of a grant or other vector to a professional consulting organization than they are to an individual. Organizations or corporations appear to be more accountable and therefore less risky in terms of investment. Additionally, the perception of being the leader of an organization, rather than a lone, semi-unemployed freelancer, is more appealing to those who can offer opportunities to further your career.

Incorporating can serve to legitimize the functions and services that are likely to produce greater opportunity for career growth and success. Futures look positive for more Ph.D.s to seek incorporation regardless of their current employment status.

Study Suggests Student Self-Assessment Is an Untapped Resource

RM Tamrakar; https://flic.kr/p/eiUxP1

Students are constantly being academically assessed,usually by professors, in the form of exams and quizzes. Students are rarely given the opportunity, however, to assess their own work. Researchers found that students who voluntarily self-assess become better able to make accurate judgement about their own work. A recent study showed that, as students continued to voluntarily self-assess their work, the judgments they made about their work became more closely aligned with those of tutors who were experts in assessment for the particular subject.

What does this imply for higher education faculty? It looks like it is a good idea to allow your students to self-assess more often. Although this study evaluated voluntary (self-selected) student self-assessment and not the effects of student self-assessment overall, it is theoretically likely that self-assessment would improve students' academic judgments of their own work regardless of whether they have chosen to self-assess on their own. Asking students to assess their own work in class or on assignments gives them a chance to develop assessment skills that they would otherwise have no opportunity to practice.

Self-assessment practice pays dividends post-graduation, when evaluation of one's own task performance does not come until after the performance is completed and cannot be taken back. Being able to accurately assess the quality of one's own work before putting it into action is critical in the real-world, where there are few second chances. Better self-assessment in college work could save professors more time, as students are better able to determine what areas need improvement before turning in completed work. 

CCPH Conference Call for Proposals

Community-Campus Partnerships for Health is accepting proposals for their 14th annual International . The theme for this year's conference is
Journey to Justice: Creating Change Through Partnerships.
Conference to be held in New Orleans, LA, May 11th-14th, 2016.


The deadline for proposal submission is October 15th, 2015

Here is a message from the conference organizers: 
Submit your ideas for workshops, roundtable discussions, posters and other creative story telling sessions by October 15, 2015. We will highlight partnerships and research collaborations of all shapes and sizes at this inclusive and vibrant gathering. Share your knowledge, wisdom and experiences! Visit the CCPH conference website for more information and follow the CCPH Twitter feed for the latest conference news! Join the conversation using the conference hashtags #CCPH16 and #JourneytoJustice.

Well-designed Online Courseware Facilitates Attention, Learning

When faculty take the time to put in extra effort to the online components of their courses, it pays dividends in the engagement of their students. Although details of the layout of an online course, such as its level of visual appeal and amount of stimulating or relatable images, may seem purely cosmetic, they offer real value to the student experience in the course by making the course material more compelling.

Other qualities of online courses that recent research has has identified as positive are simple and user-friendly navigation formats and depth in terms of having a variety of features (i.e. discussion forums, content links, files, and assignments) that are used with consistency throughout the course.

Lilly Conference on Teaching and Learning Call for Proposals

The Lilly Conference on Teaching and Learning has supported the scholarship of teaching and learning for over 30 years. Participants share ideas and evidence regarding effective teaching practices and demonstrated student learning outcomes. See the call for applications below. 

The 35th Annual Original Lilly Conference on College Teaching will be on November 19-22, 2015, and for the 35^th consecutive year will be held on the beautiful campus of Miami University in Oxford, Ohio. 

To submit a contributed paper proposal for the Conference, go to http://www.units.miamioh.edu/lillycon/guidelines/

The deadline for submitting a paper proposal is
Monday, June 15, 2015

This year’s Conference features plenary sessions by Robbie Melton, Tennessee Board of Regents, Jim Sibley, University of British Columbia, and Dennis Cheatham, Miami University.

Visit the Conference website at http://www.units.miamioh.edu/lillycon/reg_info.php to register for the Conference (register by October 1 and receive the $50 early registration discount).

Summer Faculty Writing Circles Available

Many faculty members find it difficult to find focused time to write grants and write for academic publication because they feel challenged by teaching loads and administrative duties.
Faculty Writing Circles are designed to facilitate academic writing for faculty who are faced with these challenges. The goal of the Writing Circle is to set an atmosphere of trust within which scholars feel comfortable sharing their work, receiving formative feedback, and revising their work for publication, grant submissions, and other professional forums. The ultimate goal of the Writing Circle is the development of writing and editing skills within the Writing-Circle participant that leads to the recognized distribution of scholarly work.

Registration for UNF Faculty Writing Circles is available online.
http://unf.co1.qualtrics.com/SE/?SID=SV_5pxjDkkpjwoaZJb
The deadline for registration is May 1st.

Call for Proposals - Transforming STEM Education Conference

STEM Education has experienced a resurgence of interest, especially in the State of Florida, as Governor Rick Scott has made jobs in STEM fields a priority.  The Association of American Colleges and Universities (AAC&U) and Project Kaleidoscope (PKAL) have been leading STEM education reform for over 10 years. AAC&U has issues a call for applications to an upcoming conference on transforming STEM education. See the details below.

Crossing Boundaries—Transforming STEM Education

A Network for Academic Renewal Conference
Conference Date: November 12-14, 2015
Location: Seattle, Washington


Proposals Due March 18, 2015

The Association of American Colleges and Universities and ProjectKaleidoscope are pleased to announce their Call for Proposals for the 2015 AAC&U conference Crossing Boundaries—Transforming STEM Education.  Proposals are invited and encouraged to showcase evidence-based practices that reflect any of the themes below, and that can be adapted readily to a wide range of institution types, including community colleges and minority-serving institutions.  
We look forward to your proposals in the context of the four themes listed below.

Theme I:  Integrative Undergraduate STEM Teaching and Learning
This theme invites proposals for sessions that describe cross-disciplinary, innovative approaches for enhancing undergraduate STEM learning.  Proposals should represent research and/or practices from any disciplines that focus on achieving core STEM learning outcomes and/or development of research skills.

Theme II:  Inclusive Excellence/Broadening Participation in STEM Higher Education
This theme invites proposals for sessions that highlight theory driven models and innovations directed toward the recruitment, retention, and persistence of students from historically underrepresented groups in the STEM disciplines.  A focus on the career advancement of underrepresented STEM faculty is also appropriate.

Theme III: Supporting, Rewarding, and Building Capacity of STEM Faculty
This theme will focus on specific faculty development initiatives that are easily transferable to a diverse group of faculty and/or diverse institutions of higher education. Proposals that emphasize innovative reward systems for STEM faculty are encouraged, including rewards for work in online, hybrid, or blended venues.

Theme IV: Institutional Transformation for Undergraduate STEM Education Reform
This theme invites proposals for sessions related to campus-wide institutional change efforts designed to achieve undergraduate STEM education transformation for both faculty and students.  Proposals addressing how college is training K-12 STEM teachers to prepare students for college STEM courses and curricula are encouraged.

Visit the Call for Proposals to find out how to submit a proposal to share your work at this conference.

For more information, please call 202.387.3760, or write to Siah Annand at network@aacu.org.

Call for Papers - Journal of Teaching and Learning with Technology

Faculty use a variety of methods to enhance student learning. Many of these innovative techniques are facilitated by the use of technology. Please see the call for papers from the Journal of Teaching and Learning with Technology. The call for manuscripts is open continuously. 


The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to enhancing student learning through the use of technology. We will be focused on teaching at the university level and will not be accepting manuscripts relating to teaching in the K-12 area. The goal of this journal is to provide a platform for academicians all over the world to promote, share, and discuss what does and does not work when using technology.

We will accept four types of manuscripts:


Quick Hits: A Quick Hit is a brief contribution describing innovative procedures, courses, or materials involving technology (1500 words or less). Each contribution should include sufficient detail to allow another educator to use the Quick Hit in his or her own course. Manuscripts for consideration as Quick Hits should be submitted using the journal website: jotlt.indiana.edu. If you would like to share links, podcasts, etc this can be accommodated – please contact the journal staff.

Empirical Manuscript: Manuscripts in this category should provide qualitative or quantitative evidence demonstrating the effectiveness of the technology in increasing student learning. Each manuscript should include sufficient detail to allow another educator to use the technology in his or her own course. Manuscripts for consideration as Quick Hits should be submitted using the journal website: jotlt.indiana.edu.

Book Reviews: Book Reviews can be submitted for recently published works related to teaching and learning with technology. These manuscripts are typically less than 1500 words in addition to the complete citation of the book and the publisher’s description of the book.

Case Studies: These studies illustrate the use of technology in regards to teaching and learning of higher education students, usually generalizable to a wide and multidisciplinary audience.


Peer Review:
All submitted papers undergo blind review. Please include all identifying information on the title page only. The title page will not be sent to the reviewers. First, all manuscripts are initially reviewed by a member of our international editorial board to ensure that they meet our standards. Then, each manuscript will be peer- reviewed by at least two of our reviewers.

Open Access:
Both the Journal of Teaching and Learning with Technology (JoTLT), and the Journal on the Scholarship of Teaching and Learning (JoSoTL) are open access. Print copies will be made available as requested.
Any questions should be directed to Kimberly Olivares, Managing Editor: jotlt@indiana.edu

Kimberly Olivares, MA, PMP

Asst. Director of FACET for Strategic Outreach

Managing Editor, JoSoTL & JoTLT