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

Frankly Friday - Class Size in an Age of Accountability

What will happen to class size in an age of accountability and focus on performance metrics?
Friday, February 13th, 2015, 9:30-10:30 a.m.
Faculty Lounge, Building 16, Room 4201
RSVP to ofe@unf.edu

The Florida Board of Governors has set performance metrics by which funding will be determined for schools in the state university system. These metrics encourage universities to provide a college degree with lower expenditure per student and higher graduation rates. Campuses across Florida (and across the united states) are adjusting to new funding models that focus measures of success on financial bottom lines. These pressures are bound to affect what happens in the classroom. The University of North Florida has as part of its brand the notion that students can expect smaller classes, compared to other alternatives. The average class size for UNF is 32. Come and discuss the implications for faculty, teaching, and learning in the context of tightening budgets. The Office of Faculty Enhancement will provide coffee and breakfast items.

Promotion and Tenure Panel

The Office of Faculty Enhancement invites faculty to the annual Promotion and Tenure Panel discussion.

Promotion and Tenure Panel
Wednesday, April 8th, 2015, 3:00 - 4:30 p.m.
Talon Room, Building 16, Room 4203
RSVP to ofe@unf.edu
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 Promotion and Tenure Committee 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. A reception will be held following the event in the Faculty Lounge.
RSVP to ofe@unf.edu

Higher Order Thinking: Testing Deep Learning with Cognitive Maps

The Office of Faculty Enhancement invites faculty to attend an upcoming workshop on higher order thinking. 

Higher Order Thinking: Testing Deep Learning with Cognitive Maps
Monday, February 9th, 2015, 3:00-4:30 p.m.
Student Union, 58W, 3804
RSVP at ofe@unf.edu
An essential quality of higher education is providing opportunities for students to develop higher order thinking as they approach a variety of topics. Faculty construct assignments that will challenge students to think beyond the obvious and construct complex, evidence-based, and reflective products that demonstrate this higher order thinking style. It can be difficult and time-consuming to detect subtitles of higher order thinking in student work. In this workshop, faculty will share models of assessing higher order thinking through concept maps and structured observation. Come and share your ideas about higher order learning and pick-up some time-saving tools for evaluating complex learning. 
RSVP at ofe@unf.edu

SoTL Symposium - Call for Proposals

The Office of Faculty Enhancement is pleased to announce its 2^nd Annual Scholarship of Teaching and Learning (SoTL) Symposium. The Symposium will be held on Wednesday, April 15^th, 2015. The SoTL Symposium will be held in conjunction with the 2015 Research Week (April 13^th-17^th), highlighting faculty and student research and scholarship at UNF.

The theme for this year’s SoTL Symposium is “Spanning Boundaries.” Teaching effectively and learning much often requires both teachers and learners to reach across conceptual, relational, and social boundaries that often constrain thinking and understanding. When educators encourage students to reach across those boundaries, and when educators reach across those boundaries themselves, educators and students discover that significant learning and transformational learning is possible.

Call for Proposals:

The Office of Faculty Enhancement invites proposals for the 2^nd Annual Scholarship of Teaching and Learning (SoTL) Symposium that fit the theme of “Spanning Boundaries.” Proposals addressing international education, community-based learning, transformational learning, interdisciplinary approaches, and other innovative teaching strategies are encouraged.

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 HAS BEEN EXTENDED to February 17^th, 2015.

Submit your proposal summary online at 
http://bit.ly/2015SoTLUNFsub

Symposium Registration:
Register Now for the SoTL Symposium! (click or copy link below)
http://bit.ly/2015SoTLUNFReg

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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

Global to Local: Call for Applications

Community-engaged scholars gain insights into community systems that address community needs
using informed and authentic methods. These insights can be applied in local and global communities. The University of North Georgia is inviting papers on local and global community engagement to be published in an open-access compendium. Please see the announcement from the compendium organizers below.   

Community Engagement Compendium: Local is Global

The University of North Georgia is issuing a Call for Papers for an open access community engagement compendium. This compendium will undergo rigorous blind peer review to ensure the quality of the scholarship.

The focus of this compendium is the linkage between local, regional, national, and international engagement. How does local engagement impact national engagement? How can lessons learned from international engagement activities cross over to local engagement projects?

The editors encourage submissions related to the following:

· Outcomes of regional engagement initiatives

   International impact of local and regional engagement projects

   Mandatory vs. Volunteer Engagement

   How to measure scholarly engagement

   Community Engagement and P&T

Please submit all papers to upng@ung.edu.

Proposal Criteria:

All submissions must be original unpublished work.

Papers must be between 5,000-9,000 words in length.

Citations must follow MLA or APA standards.

Call for Papers issued by:

 Donna Gessell

Corey Parson

Course Redesign Call For Applications - Problem-Based Learning

Course Redesign for Effective Learning (CREL) –

Problem-Based Learning Institute

The Office of Faculty Enhancement (OFE), in collaboration with Undergraduate Studies, invites full-time faculty to participate in a summer course redesign institute focused on problem-based learning. The purpose of this institute is to provide faculty with the time, resources, information, and collaborative support needed to revise and redesign a selected Fall 2015 or Spring 2016 course (or design a new course) in ways that will maximize student learning.

Deadline for Applications: Tuesday, February 3rd, 2015  

Interested faculty should complete the online application at: http://unf.co1.qualtrics.com/SE/?SID=SV_3sXvOhEs6L0V7q5

The focus of this year’s course redesign program will be Problem-based Learning (PBL). Problem-based learning is a teaching strategy in which students are presented with problems and issues that need to be resolved. As part of the learning process, students work actively in collaborative teams to address the issue. As a result, students not only learn broad-based content knowledge but develop deep, authentic critical thinking and problem-solving skills.

OFE invites UNF faculty who are interested in integrating problem-based learning into their course or to enhance the problem-based learning already implemented to apply for the CREL-PBL program. Such proposals could include student projects, research activities as part of a course, community-based learning, or other forms of group projects.

The UNF faculty selected to participate in the CREL and who produce a redesigned product will receive a $500 stipend. In addition, OFE will cover travel to the Worchester Polytechnic Institute’s 2015 Problem-Based Learning Institute, scheduled for June 25^th-27^th (travel starting on June 24^th). Faculty must participate in the WPI Institute to receive the stipend.

For information about the Problem-Based Learning Institute, visit the institute webpage at: http://wpi.edu/+2015institute

The Review Process

The proposals will be reviewed by the OFE Director in consultation with the Faculty Association’s Faculty Enhancement Committee.

Applications will be reviewed according to the following criteria:

• The proposed change represents a significant change to the structure, organization, or activities associated with the course.
• The proposed change is reasonable given the time constraints.
• The proposed change is likely to affect student learning positively.

Faculty members who have been awarded summer research and teaching grants are eligible to participate in CREL.  For those who have received a summer teaching grant, the CREL project proposal should involve a different course than that on which the summer teaching grant is based.  Preference will be given to first-time participants in OFE’s course redesign workshops. Preference will be given to faculty teaching lower division courses and for courses offered as part of the General Education program. Applications from a variety of perspectives and methods are encouraged. Selection of proposals will ensure a broad participation across disciplines on campus.

  

Preparing the CREL-PBL Project Proposal Application

Interested faculty should complete the online application at:

http://unf.co1.qualtrics.com/SE/?SID=SV_3sXvOhEs6L0V7q5

The deadline for applications is February  3^rd.