POD Call for Manuscripts | TO IMPROVE THE ACADEMY, VOL 31

CALL FOR MANUSCRIPTSTO IMPROVE THE ACADEMY, Vol. 31



**Deadline for Submission: Thursday, December 1, 2011**


The Professional and Organizational Development (POD) Network in Higher Education invites submissions for the 2012 edition (Volume 31) of To Improve the Academy. Since its inception in 1982, this annual publication has showcased articles demonstrating scholarly excellence in research, innovation, and integration in faculty, instructional, and organizational development.


The audience for To Improve the Academy includes faculty development and organizational development professionals, administrators and consultants, all of whom work to improve the climate for teaching and learning in higher education. Manuscripts should focus on informing and helping these professionals with their work. They may be research-based, programmatic, or reflective pieces, but those describing new approaches and programs must include evaluative information. Manuscripts addressing issues of diversity, inclusive education, and other reflections of POD’s core values are encouraged.


Manuscripts must be well written. You are strongly encouraged to ask (a) colleague(s) to review your manuscript before submission.




Submission Requirements
· Maximum length of articles is 20 double-spaced pages in 12-point type, Times New Roman, standard margins (1” on all sides). Each chapter should be 4,375-5,625 words (approx. 17.5-22.5 double-spaced pages) including references, tables and figures.
· Manuscripts must be prepared according to the guidelines in the Publication Manual of the American Psychological Association, Sixth Edition (e.g., include running head and page headers; headings not numbered; correct reference format).
· Compose a title (up to 12 words) that clearly informs the reader about the content.
· Include an abstract of 100 words or less.
· Do not use footnotes.
· Electronic submissions only.


Submission Process
Please submit two (2) copies of the manuscript as email attachments in MS Word or rich text format:
· one complete copy with a title page that includes the names (in the order in which they should appear), mailing addresses, telephones, faxes, and emails of all authors; and
· one “masked” copy without author name(s), institution(s), or contact information. Identifying information in the text of the article should also be “masked”.


Name the two files starting with the last name of the lead author, e.g.: Smith CompleteMS, Smith MaskedMS.


Email submissions by December 1, 2011 to:
James E. Groccia, Editor, To Improve the Academy, Vol. 31
Director, Biggio Center, Auburn University
tia@auburn.edu


Manuscript submissions will be acknowledged within two working days. If you do not receive an acknowledgement, please inquire.

POD Call for Manuscripts | TO IMPROVE THE ACADEMY, VOL 31

Educause Call for Proposals Due September 7: ELI 2012 Annual Meeting

Submit a preconference seminar or session proposal by September 7 for the ELI 2012 Annual Meeting in Austin, Texas, and online, February 13–15. This year's theme is "Taking the Pulse: Connecting, Assessing, and Innovating." We will explore a rich matrix of themes that capture key opportunities and challenges facing the teaching and learning community. Some of the questions confronting us include:


What are the new challenges and opportunities associated with digital literacy?


What are the methods and ways we have to assess the effectiveness of our innovations, practices, and programs?


What are best practices in the emerging field of learning analytics?


Are social media and social networking living up to their potential to accelerate our progress toward active learning engagements?

The full online and face-to-face program will be available mid-fall. Register today; this event will fill up quickly.

Educause Call for Proposals Due September 7: ELI 2012 Annual Meeting

Educause Learning Initative ELI 2011 Online Fall Focus Session Open Educational Resources

September 14–15 • Open Educational Content: Addressing Challenges and Seizing Opportunities

New technologies, software, and effective practices have increased access to information while new policies and philosophies that explore openness have accelerated that change. The growth of social networks and virtual communities has transformed the learning environment into an interactive place to share and build content and community. The pursuit of open content prompts many questions: What are the opportunities and the challenges associated with open educational content? What are the models for sustaining, maintaining, and promoting open resources? How can we, as a community of teaching and learning professionals, collaborate to realize the full potential of open content? What evidence do we have that the trend toward open content is having the impact we hope for?



Join us September 14 and 15 for "Open Educational Content: Addressing Challenges and Seizing Opportunities," the ELI 2011 Online Fall Focus Session, where we will engage the teaching and learning community in exploring initial questions around open educational content. Tour institutional examples of high- quality content development, maintenance models, and delivery and organizational options that support adoption. Through interactive sessions and various case studies, we will:
•Define what open educational content is and is not
•Examine the technology trends that, over the past 10 years, have begun to serve as enablers of open content (e.g., mobility, software, the cloud, lower technology costs)
•Address models of authoring and participation in open content use (e.g., delivery and organization issues)
•Review models for assessing the impact of open resources on student success


Hosted inside an Adobe Connect learning environment, this virtual event will be much more than a typical online seminar. You’ll exchange ideas and collaborate interactively with the ELI community—all without leaving your institution. You'll also receive all the resources and guided activities you need to help frame discussions and organize team events locally in your department, college, or institution.


This online event will bring together a variety of teaching and learning professionals to begin to address challenges and opportunities around open educational content. The session will be valuable for:

•Information technology professionals
•Learning technologists and designers
•Faculty members
•Administrators
•Librarians
•Others who are interested in the evolution of course content


You will receive the greatest value from this online session if you attend as member of a team or host a group event on your campus. Team participation can help your institution advance a current or upcoming project and encourage cross-disciplinary collaboration. Team members also find that active discussion and engagement with each other during focus- session activities builds rapport, solidifies plans, and enriches collaboration. By sharing a common focus session experience, participants can reflect on the implications for their institution.

You'll be asked to complete presession activities and a survey in preparation for this online event. Please also visit the Getting Ready page to read more about informal networking opportunities and get tips on preparing for the event. We recommend that teams consider the ways they can interact both inside the online learning environment and together on campus. Resources and guided activities will be provided to help you frame discussion on campus and organize team events. Finally, please see the Technical Requirements page to make sure you have the appropriate equipment and software installed on the computer you plan to use.

Educause Learning Initative ELI 2011 Online Fall Focus Session Open Educational Resources

University Business: Pre-College Camps Help Incoming Students Learn How To Learn

The fall semester hasn't officially started yet, but this week a group of incoming Madison Area Technical College students gathered on campus to study in groups, submit homework, and take notes on lectures.

Wisconsin State Journal
The fall semester hasn't officially started yet, but this week a group of incoming Madison Area Technical College students gathered on campus to study in groups, submit homework, and take notes on lectures.

They won't be tested. They're just practicing.


Programs like this one at MATC — called Learning to Learn Camp — are increasingly common at colleges and universities as educators try to prepare students for the academic rigor and social stresses of college.


The courses tend to provide basic study skills such as note-taking and time management, as well as information on decidedly squishier topics, such as how to stay motivated or take personal responsibility.
Full Story

University Business: Pre-College Camps Help Incoming Students Learn How To Learn

Morehouse College News: Morehouse Is First Stop on Table of Brotherhood Project Discussion of King

August 6, 2011
By Add Seymour, Jr.


The Rev. Otis Moss Jr. ’56 took the Table of Brotherhood Project audience on a quick oral tour of the Auburn Avenue that Martin Luther King Jr. ’48 would have walked down as a youngster.


Strolling by churches, successful black businesses and positive black images, a young King saw that despite the racism of the times, he and other black people were destined for much more,


“He realized there was nothing wrong with him. There was something wrong with THEM,” Moss said to shouts from the audience of approximately 1,500 in the Martin Luther King Jr. International Chapel. “We’ve got to recreate that type of nurturing community. It seems to be an impossible task, but we’ve got to try anyway.”


Uplifting black communities was just one of the topics broached by Moss and a panel of experts from media, civil rights, entertainment, politics and business.


Sponsored by Chevrolet and the General Motors Foundation, the Table of Brotherhood Project is a four-city discussion tour of cities and places that were vital to King’s life, said GM Foundation President Vivian Pickard. Moderated by CNN’s Roland Martin and author Lisa Nichols, the talks delve into politics, health care, education and other pressing issues important to King and to today’s black community.


The tour goes to Memphis, Chicago and Washington, D.C., as a lead-in to the unveiling of the Martin Luther King Jr. Memorial on Aug. 28.


“We all know the importance of Morehouse to Dr. King,” Pickard said. “That’s why we’re here. We wanted to be in a venue that was significant and important to Dr. King. What better place could we be than Morehouse? The history here is phenomenal.”


Joining Moss on the Atlanta panel were civil rights activist and broadcast pioneer Xernona Clayton, GeorgiaForward executive director Amir Faroki, State Rep. Alicia Thomas Morgan, publisher Munson Steed ’88, Chevrolet dealer Warren “Greg” Cole, WVEE/V-103 program director Reggie Rouse and filmmaker Shelton ”Spike” Lee ’79.


“We have young black minds who somehow believe education equals ‘white’ and ignorance equals ‘black,’ which means you are ghetto or whatever ignorant term you want to use,” Lee said when the discussion turned to education.


“We’ve got to get back to education,” he said. “It’s suicide to make fun of young black minds that want to achieve. We’ve got to turn that around.”


Clayton said those kinds of changes begin with each individual.


“People ask all the time when is the next Martin Luther King Jr. coming,” she said. “Why are we waiting? Martin Luther King Jr. didn’t wait for anybody. Martin Luther King Jr. led because there was a need to change the climate and the tenor of this country. I think the young lady said it so aptly--that each of us can do something to make that change occur. We can be the agent of change.”

Morehouse College News: Morehouse Is First Stop on Table of Brotherhood Project Discussion of King