DUKE UNIVERSITY HUMANITIES WRIT LARGE VISITING FACULTY FELLOWSHIP PROGRAM 2012-13 CALL FOR PROPOSALS

http://humanitieswritlarge.duke.edu/

HUMANITIES WRIT LARGE VISITING FACULTY FELLOWSHIP PROGRAM

2012-13 CALL FOR PROPOSALS

01-06-12

Deadline for Proposals: February 10, 2012

Opportunity: The Humanities Writ Large Visiting Faculty Fellowship Program is seeking proposals for the 2012-13 academic year, made possible by a generous grant from the Andrew W. Mellon Foundation. This funding will allow faculty members from Liberal Arts Colleges (LACs) and / or Historically Black Colleges and Universities (HBCUs) to participate in a comprehensive effort to redefine the role of the humanities in undergraduate education. It is anticipated that 3 – 6 Fellows will be selected for 2012-13.

The Visiting Fellows funded through this program will be part of an effort to broaden the footprint of Duke’s traditional humanities departments, as well as those in the interpretive social sciences. Duke is committed to reasserting the importance of the humanities by connecting humanistic inquiry broadly across domains of knowledge and linking it to an active, integrative model of education. The Visiting Faculty Fellows Program contributes to this by:

• Engaging faculty Fellows from LACs and HBCUs in re-defining our common research and pedagogy in the humanities;

• Facilitating exchange between humanities scholars at Duke and LACs and HBCUs; and

• Creating pathways for replicating a transformed approach to humanities education beyond Duke.

Three Fellows have been selected for Spring 2012. Information about them and their work at Duke can be found at http://humanitieswritlarge.duke.edu/visiting-fellows.

These Fellowships are meant to mesh individual research projects with larger collaborative ventures already ongoing at Duke. The Fellows may be tied to innovative intellectual projects that involve undergraduates and that are conceptualized within or across humanities and interpretive social sciences departments; with interdisciplinary centers or institutes or interdisciplinary working groups; with Emerging Humanities Networks, or with Humanities Labs (Haiti Lab, BorderWork(s), and GreaterThanGames). Page 2 of 3

Each Fellow must be committed to the goal of connecting humanists and the humanities to new neighbors and adjacencies, sometimes outside of traditional disciplines, in ways that make the humanities a central part of new knowledge projects. This might be accomplished, for example, through guest lecturing in Duke courses, video linking with the Fellow’s home institution to connect students from both institutions, or creating a hybrid model where technology allows periodic encounters with experts in other locations. In addition, the Fellows will participate in seminars, colloquia, social events, and other programs and events. It is hoped that the Fellows will continue to collaborate with Duke colleagues after returning to their home institutions.

Each Fellow will be provided with a stipend equal to the current pay of the Fellow (capped at $150,000 for salary and fringe benefits, paid to his/her home institution), course replacement funding for the home institution, office space, library privileges, and research funds. Duke will assist Fellows in identifying housing.

The Humanities Writ Large Initiative includes a component to assess its impact on transforming humanities education. The Fellows will be required to participate in program assessment and evaluation in order to measure the impact of the Humanities Writ Large grant over time. This will not be onerous but will provide us with useful information.

Eligibility: Candidates for the Visiting Faculty Fellowships should be full-time faculty (not adjuncts) who hold positions in departments focused on the humanities or interpretive social sciences Liberal Arts Colleges (defined using the Carnegie Foundation’s Basic Classification of "Baccalaureate Colleges--Arts & Sciences") and those designated by Congress as Historically Black Colleges and Universities (HBCUs). Proposals will also be considered from faculty holding positions outside the humanities and interpretive social sciences if they indicate a strong interest in working with humanities faculty and students.

Proposals: Proposals are due by February 10, 2012, and should include:

1. A one-page cover letter that provides a brief summary of your proposal and the nature of your interest in working at Duke University as part of the Humanities Writ Large Initiative.

2. A proposal of 1,500 words or less that includes: a) The department, center, institute, interdisciplinary working group, Humanities Lab, or Emerging Humanities Network with which you would work;

b) The distinctive research and pedagogical perspective you would bring to Duke;

c) Your professional goals during the Fellowship;

d) A description of your current research and/or teaching; and

e) The ways in which your work will connect with the Duke humanities community.

3. A current curriculum vitae.

4. A letter from your Dean agreeing to release time for the length of the proposed fellowship.

5. Two letters of recommendation from scholars who are familiar with your work.

6. (Optional) A letter of support of your application from the group or faculty member(s) at Duke you want to be affiliated with, specifying the ways in which they see your proposal fitting in with their activities.

Page 3 of 3

All materials may be submitted by email to humanities-writ-large@duke.edu  or by mail to:

Laura Eastwood

Humanities Writ Large Visiting Faculty Fellowships Dean of the Humanities Office Duke University Box 90029

DUKE UNIVERSITY HUMANITIES WRIT LARGE VISITING FACULTY FELLOWSHIP PROGRAM 2012-13 CALL FOR PROPOSALS

The Chronicle of Higher Education: Endowment Returns Rise 19%, but Trouble May Lie Ahead

http://chronicle.com/article/Endowment-Returns-Rise-to-19-/130588/

January 31, 2012

By Andrea Fuller

Despite the continuing struggles of the economy, university endowments continued to grow in 2011, bringing in a 19-percent return on their investments.

That's the good news from the annual survey of endowment returns by the National Association of College and University Business Officers and the Commonfund Institute. The bad news is that endowments have yet to rise from their prerecession levels. And trouble may lie ahead for 2012.

Endowments have been buffeted by the turbulent economic climate of recent years, with 2009 bringing a 19-percent drop in returns, followed by a 12-percent rise in 2010.

This past year, returns were strong across all asset classes, and domestic equities—stocks in U.S. companies—brought in the strongest numbers, at 30 percent.

NACUBO and Commonfund do not release individual institutions' endowment returns, but they do report overall changes in the size of endowments­—changes that would reflect not only investment returns but also gifts received or endowment money spent. The University of California at Los Angeles's endowment grew by 49.3 percent, the most of any endowment, because of several large gifts to the university. Oklahoma State University and the University of Iowa also saw their endowments rise by more than 30 percent.

Despite the good news, there are reasons to worry that endowments may not do as well in the current fiscal year.

The 2011 fiscal year ended June 30—before the European debt crisis worsened and economic woes in the United States set off an uncomfortable new round of market volatility. More trouble in Europe or Asia, experts say, could affect U.S. endowments­—not only by alarming the stock markets, but also because endowments have 17 percent of their assets in international equities.

John Griswold, executive director of the Commonfund Institute, says he still expects positive returns for 2012, but he doubts those returns will be as good as last year's. He says that he remains concerned about the economy, as well as cuts in government support that may force universities to tap into their reserves.

"We think we're probably in a slow-growth environment," he says. "There are still a tremendous number of challenges economically."

Trouble in the international markets has led some endowment managers to proceed with caution. The University of Texas Investment Management Company brought a 20-percent return in the fiscal year ending June 30, but the company's chief executive, Bruce Zimmerman, remains concerned. Mr. Zimmerman says the company has recently made more conservative investments, such as in bonds and gold.

"In terms of our outlook going forward, we are very concerned and are positioned defensively," he says. "Our concern is that the fundamental economic issues, namely too much debt in the developed world, have not been addressed. It's the 800-pound gorilla in the room that no one wants to talk about."

The Chronicle of Higher Education: Endowment Returns Rise 19%, but Trouble May Lie Ahead

ECHO360 An inverted webinar event: Taking the Distance out of Online Learning

An Inverted Webinar Event

Wednesday, February 8, 2012 11 am EST, 4 pm GMT Instructors and students alike may shy away from online learning because they perceive it as distant or impersonal. However, a recent study revealed interesting results when instructors created additional learning opportunities using screencasts. Can utilizing online tools actually offer students a more personal learning experience? Join us for an interactive webinar spotlighting the results of the aptly named research project, ME2U, conducted by Dr. John Davies and Miss Clare Hardman of the Teaching and Learning Development Unit at the University of Sussex. The project investigators will explore how screencasts can accommodate a student’s individual learning style as they discuss: How instructors respond to using screencasts in their courses Student reaction to this mode of online learning If learning outcomes improved through the use of blended learning What factors come into play when contemplating the use of screencasts Don’t miss this opportunity to hear the latest research on the impact of blended learning! WHO SHOULD ATTEND Deans, Faculty, and Directors of Academic Computing / Information Technology TO PARTICIPATE IN THE ONLINE EVENT: Register here for the online event. Do your homework! Review the ME2U project findings you’ll receive once you register. Submit your questions that the project investigators will address during the live event: • via Twitter: #ME2UResearch • via Facebook: @echo360 EXTRA CREDIT Check out the project summary before attending the live event! SPEAKERS John Davies Education Developer Teaching and Learning Development Unit University of Sussex Clare Hardman Student Experience Project Co-ordinator Teaching and Learning Development Unit University of Sussex QUESTIONS? If you have questions or would like additional information, please call us at 1.877.ECHO360 or click here.

ECHO360 An inverted webinar event: Taking the Distance out of Online Learning

Diverse Issues in Higher Education: Policy Study Touts the Expertise, Experience of Minority-Serving Schools

http://diverseeducation.com/article/16761/

Dr. James Minor is the director of higher education programs at Southern Education Foundation.

January 13, 2012

by Jamaal Abdul-Alim

When it comes to reaching the nation’s college completion goals, Minority Serving Institutions, or MSIs, should be seen as “experts in the education of low-income, first generation, and under-represented students.”

That’s one of the key points of a new policy brief issued this week by the Institute for Higher Education Policy, or IHEP, a D.C.-based organization that seeks higher education reform through research and policy.

“In this time of economic stress and rapid demographic shifts, we will need to turn to MSIs, which are experienced in doing more with less and are recognized leaders in educating and graduating students of color,” the brief states of MSIs, which enroll more than 2.3 million students or nearly 14 percent of all students, including African-American, American Indian, Hispanic and Asian American Pacific Islander students. “MSIs are one of our greatest resources as we press forward to accomplish our national completion goals.”

While the brief is meant to cast MSIs in a more favorable light than they are sometimes portrayed or seen, it also highlights the Lumina Foundation’s MSI Models of Success project.

The project, which began in fall of 2009 and is set to conclude this fall, seeks to “dramatically increase college completion” among first-generation, low-income students and students of color. It involves 25 MSIs and, among other things, seeks to improve the ability of MSIs to use data to inform decisions that will boost completion rates.

An evaluation of the project — being done by Princeton, N.J.-based Mathematica Policy Research — is ongoing and won’t be available until after the completion of the project.

Not everyone is convinced that MSIs, or American institutions of higher education in general, for that matter, need to increase graduation rates as called for in the Lumina project. Restoring the United States to its former place as the most college-educated nation in the world by 2020 is also a goal of the Obama administration.

“The trouble with efforts at increasing graduation rates from most colleges — not just MSIs — is twofold,” said George Leef, director of research for the John William Pope Center for Higher Education Policy.

“First, the U.S. labor market is already awash in people who have college credentials, with a large and growing percentage of them working at jobs that don’t call for any academic preparation,” Leef said, citing a study by the Center for College Affordability and Productivity titled “From Wall Street to Wal-Mart.”

“We have pushed college so far that we now have large numbers of graduates doing such work as customer service reps, cashiers, and taxi drivers,” Leef said. “You have to question whether additional efforts and expense at increasing the number of graduates is sensible.”

Leef said a second concern is that many of those who graduate tend to have “weak skills.”

“The focus should be in improving the rigor of existing educational programs and instituting new ones where students have to acquire new knowledge and skills in order to pass,” Leef said.

Dr. Noel Harmon, a senior researcher at IHEP and author of the new IHEP brief titled “The Role of Minority-Serving Institutions in National College Completion Goals,” said the Lumina MSI Models of Success project seeks to address some of the concerns raised by Leef.

“That is one of the purposes of this Lumina project ... that it’s based on making data-driven decisions, using data to help institutions not just put together random programs that they think are going to help students succeed, but using real data, analyzing that data and making decisions about programs, initiatives, curriculums, that is informed on previous data,” Harmon said.

Dr. James Minor, director of higher education programs at Southern Education Foundation, one of the grantees under the Models of Success project, said MSIs often get a bad rap by those who seek to measure the schools strictly by graduation rates. He said one of the things his foundation is working on through the project is developing an alternative set of metrics that gets at what students learn and which calculate graduation rates based on transfers and other students whose completions don’t always get calculated by conventional graduation metrics.

Among other things, Minor said MSIs are particularly adept at serving students who aren’t well-prepared for college, something he said they often do well in part because minority students often identify with faculty of color, who are more prevalent at MSIs than at other institutions.

The Models of Success project has five specific goals:

-To improve the capacity of MSIs to collect, analyze and use data to inform decisions that will promote student success.

-To create a collective voice for policy advocacy on behalf of MSIs.

-To strengthen policy and practice to improve developmental education.

-To increase MSIs’ commitment to transparency and effectiveness in improving student learning outcomes.

-To increase the postsecondary completion of traditionally underserved students, especially men of color.
Harmon, of IHEP, said a brief on each of those objectives, and a comprehensive wrap-up brief, are expected later this year.

Diverse Issues in Higher Education: Policy Study Touts the Expertise, Experience of Minority-Serving Schools

The Crisis Magazine Winter 2012

http://mydigimag.rrd.com/publication/?i=98266&p=&pn=

The Crisis - Baltimore- MD - United States- 21215- 4805 MT. Hope Dr
http://www.thecrisismagazine.com

The Crisis Magazine Winter 2012

SEF CONVENES SOME OF THE NATION'S TOP EDUCATION LEADERS TO FOCUS ON STUDENT LEARNING OUTCOMES AT MINORITY-SERVING INSTITUTIONS

www.southerneducation.org NEWS RELEASE FOR IMMEDIATE RELEASE CONTACT: Tia T. Gordon TTG+Partners 202-906-0149 (cell) or 202-756-4851 tgordon@ttgpartners.com    SEF CONVENES SOME OF THE NATION'S TOP EDUCATION LEADERS TO FOCUS ON STUDENT LEARNING OUTCOMES AT MINORITY-SERVING INSTITUTIONS James A. Anderson, Sarita E. Brown, Debra Saunders-White to Serve as Keynote Speakers Atlanta, Ga., Feb. 2, 2011-Today, several prominent scholars and key academic leaders from across the country are attending the Southern Education Foundation's (SEF) Student Learning Outcomes Institute: Connecting Institutional Effectiveness and Student Learning at Minority-Serving Institutions (Student Learning Outcomes Institute), Feb 2-4, 2012, at the Grand Hyatt in Atlanta, Ga. The event focuses on improving institutional capacity through the measurement, assessment, and articulation of student learning at colleges and universities that serve high percentages of low-income and minority students-otherwise known as Minority-Serving Institutions (MSIs).    The Student Learning Outcomes Institute is structured as a three-day event bringing together "institutional teams," which consists of the chief academic officer and the institutional effectiveness/research officer along with a key faculty member. Other attendees include nationally recognized higher education experts, researchers, and postsecondary stakeholders. The event also features a series of intense workshops, interactive sessions, and campus demonstrations that allows participants to discuss pressing issues related to student learning. In addition, institutional researchers at MSIs will be able to find out how to improve the usage of student data and measurements for institutional effectiveness at an IPEDS data and benchmarking workshop co-hosted by the Association for Institutional Research and the National Center for Educational Statistics. "For colleges and universities that serve high percentages of low-income and minority students-our nation's MSIs-the ability to clearly demonstrate educational gain is particularly important as one proxy for institutional effectiveness," said James T. Minor, Ph.D., senior program officer and director of higher education programs at SEF. "Our Student Learning Outcomes Institute is helping to lead the way for MSIs to identify the appropriate metrics and methods for assessing student learning on their campuses, which will provide greater evidence of what their students know and are able to do upon graduation."    Additionally, a trio of higher education leaders has been tapped to serve as the Student Learning Outcomes Institute's keynote speakers. Sarita E. Brown, president, Excelencia in Education, will address attendees at dinner tonight. Fayetteville State University Chancellor James A. Anderson and U.S. Department of Education Deputy Assistant Secretary for Higher Education Programs Debra Saunders-White will offer their remarks during luncheons to be held on Friday, Feb. 3 and Saturday, Feb. 4, respectively. For more information about the Student Learning Outcomes Institute: Connecting Institutional Effectiveness and Student Learning at Minority-Serving Institutions, contact Minor at jtminor@southerneducation.org.  # # #    The Southern Education Foundation (SEF) is the nation's oldest education nonprofit and has for over 145 years made significant contributions to improving education at all levels, from pre-kindergarten through higher education. In the face of calls for greater accountability aimed at colleges and universities SEF's efforts will help affirm, with greater evidence, the outsized contributions MSIs make to students and the critically important role they play in achieving the nation's goal of becoming the most educated in the world.

SEF CONVENES SOME OF THE NATION'S TOP EDUCATION LEADERS TO FOCUS ON STUDENT LEARNING OUTCOMES AT MINORITY-SERVING INSTITUTIONS

TP Msg. #1149 Teaching Tomorrow’s Professor Today: Self-Regulated Learning in Postsecondary Education

http://derekbruff.com/site/tomprof/

TP Msg. #1149 Teaching Tomorrow’s Professor Today: Self-Regulated Learning in Postsecondary Education

eLearners.com: How to Prepare for Your First Online Course

http://www.elearners.com/guide/success-in-an-online-program/getting-started-as-an-elearner/how-to-prepare-for-your-first-online-course/

So you are embarking on a different way of learning — an online course. Congratulations!

Distance learning is a great (and convenient) way to advance your career and education. In fact, online courses are much like face-to-face courses in that they must meet the highest standards of quality design and instruction. But that also means they come with the same fears of "can I handle the course work," etc.

There's no need to worry though if you follow these ten simple tip to ease your transition into online education.

Make sure you have everything you need to start.

Locate the computer requirements document on the school Web site. Make sure your computer fits the requirements and you have the right peripherals (printer, speakers, microphone, etc) and software (Adobe Acrobat to read .PDF files, Microsoft Word for writing papers, etc.).

Once you have those things in place, make sure they all work!! Most schools provide the software as downloads from their technical support page, so check that out before you buy software.

Set aside some physical space for class.

Set aside some space in your home to keep your school stuff. It is important to have some organization, even if it's just two folders — a physical one for important papers and a folder on your computer where you put all your papers. Put your books, some blank paper, a pen, and a highlighter all in one place. If you are planning to use multiple computers like one at home and one at work, buy a backpack to keep all you stuff in so it is portable and handy.

Know the school landscape.

Just as if you were walking around a new campus, you will need to "walk" around your virtual campus to learn where things are. Log into the school Web site with your assigned login and password as soon as possible. Click on different links to see what is available and get a real feel for your school. Most schools hide important student information behind a firewall to protect you, so you will need to have a login and password to access it.

Visit the bookstore.

Once you've logged on, locate the bookstore and order your books for your course(s). Sometimes it takes 10 days to get the book to you, so you want to do this right away.

Find the important offices and contact information.

Online student researching important offices Locate any offices you might need, like the computer help desk, business office, the advising office, the department teaching your course, and the library. Lucky for you, you don't have to learn about the dining halls since your own kitchen will be the dining hall (and snack bar). Schools vary greatly in how their Web sites are laid out, but most provide links, numbers, and e-mails for all the services you will need as an online student.

Find out where your class is.

Locate the login and password for your course and the directions for logging in. Most of the time, your login and password for class will match your login and password for the school. Avoid finding yourself without this essential information when the help desk is unavailable and your first assignment is due, so make sure you can log in, even if you can't access your course right away.

Learn the layout of the classroom.

Check out the course Web site by logging into your course (or a demo course if your course is not available) and familiarize yourself with the space. Think of the space as a classroom. Click on all the links, check out the discussion board, the assignments page, the e-mail system, and anything else you can access just as if you were checking out the physical space of a classroom. Every online course is built in a course management system (WebCT, Blackboard, Angel, Desire2Learn, Sakai, etc. — some schools have proprietary systems). It is to your advantage to learn how to navigate the course before you begin class. Nothing adds to frustration more than having to learn how to do something or where to find something when you face a deadline.

Scope out the course.

Find the syllabus and read it. This will give you an idea of what you are going to study, how much reading there will be, what kind of assignments you will be doing, and generally acquaint you with the professor's expectations. Knowing what to expect will help keep you focused and not overwhelmed.

Post your introduction and find a friend.

Online student networking Most online courses start by having the students write an introduction and posting it on the discussion or bulletin board. Its takes time to get acquainted, so take advantage of it. Find someone in the class who you find interesting and send them a private e-mail using their school e-mail address. Let them know you like their posting and why. Keep it short and simple. Having a friend in an online class is important — you can compare notes, share thoughts and understandings of assignments, and be a little less alone in class.

Take a deep breath!

The first online learning experience can be a little intimidating for anyone, but once you get the hang of it, you will do fine. Colleges and universities spend lots of time and money developing online courses and the Web site — much more than they do for classroom-based courses — just so online students will have a great experience. Remember to ask questions, enjoy the experience and most of all, remember to relax and breathe!

eLearners.com: How to Prepare for Your First Online Course

19th Annual HBCU Faculty Development Network Conference - Orlando, Florida - October 18-20, 2012

www.hbcufdn.org/HBCU_2012_call_for_proposal.pdf

Theme: Innovating and Inspiring in a Global World

We cordially invite you to participate in the 19th Annual HBCU Faculty Development Network Conference to be held in Orlando, Florida on October 18-20, 2012. With this year’s conference them: “Innovating and Inspiring in a Global World,” we invite and challenge our HBCU Faculty Development Network colleagues to develop new ideas and ways of thinking about innovation in teaching and at the same time inspire our students to perform to their optimal level of scholarship. For most of our students, the traditional approaches of teaching and learning may be outdated. Although the role and responsibility of the college professor remains the same, the classroom environment, the students, and the tools needed to engender more impactful teaching and learning outcomes have drastically changed. Indeed, when this generation of students comes into the classroom, they seem to expect an environment that mirrors their world.

Additionally, because of the exponential growth of knowledge and its availability anywhere and anytime, it has become increasingly difficult for college faculty to facilitate the motivation and inspire students to learn. Instructional faculty cannot afford to remain passive with teaching modalities; innovative ways to inspire students and prepare them for a global world must be found. This means that all who are concerned about educating our students to function in a global society have a responsibility to adapt teaching and learning to the needs of the students rather than the students adapting to the needs of the instructional personnel. Orlando is the ideal setting for this year’s conference. The City of Orlando, Florida, is a vacation mecca for people from around the world. In fact, the entire Orlando region is home to an incredible assortment of family entertainment attractions, second to none. Among them are:

Aquatica Water Park by SeaWorld: This attraction is a unique twist on the traditional

water park, and it has something of interest for everyone. Vacationers from the United
States and from around the world come to splash, slide and take the plunge.

Discovery Cove, Orlando: This is another great Florida family attraction from the

creators of SeaWorld as here you can actually swim with the Dolphins. Interactions with
the dolphins and other animals is carefully supervised and controlled for the safety of
both sea creatures and people.

Walt Disney World: Its family of theme parks include Animal Kingdom, Epcot Center,

MGM Studios, plus a complex of resorts, nightlife, water parks, and other family
attractions. This complex gave birth to Orlando as a family vacation center.

Universal Studios Florida: A real, working film and TV production facility with rides,

shows, and movie sets.

We look forward to seeing you in Orlando this October!

Jeton McClinton, Conference Coordinator, (jeton.mcclinton@jsums.edu
Laurette Foster, Conference Co-Chair (lbfoster@pvamu.edu)
Steve Rozman, Conference Co-Chair and Executive Director (srozman@aol.com)
Eugene Hermitte, President (ehermitte@gmail.com)

Strands of the HBCU Faculty Development Symposium

 Collaborative Models
 Active Learning and Engagement
 Curriculum Design and Revision
 Diversity and Globalization
 Learning Across the Curriculum & Learning Communities
 Educational Technology
 Assessment and Evaluation
 Civic Engagement and Social Justice
 Special Topics in Health, Natural and Engineering Sciences

NOTE: See strands link on the HBCUFDN website for detailed descriptions:

General Information

All proposals are due on or before Friday, March 16, 2012. Notifications of acceptance of proposal will be sent by May 11th, 2012. All proposals should be submitted using the form provided via the Call for Proposals link. Please submit your completed form online beginning Tuesday, January 31st on the HBCUFDN website at http://www.HBCUFDN.org. The deadline for receiving proposals will be midnight (Central) on Friday, March 16, 2012.

Session Types

The Network welcomes proposals for a variety of session types, including the following:
1. Pre-conference Workshops:*
 3-hour interactive workshops

2. Concurrent Sessions:

 75-minute interactive sessions
 75-minute roundtable discussions
 poster presentations

For all session types, proposals should describe work that is systematically designed, implemented, and assessed, and make clear how participants might apply, extend, or adapt the ideas they learned. Specific information about the different session types follows.

Pre-conference Workshops

Pre-conference workshops emphasize learning-by-doing and provide participants the opportunity to explore topics in depth through a combination of hands-on activities, reflection, and discussion. As such, proposals should include a detailed outline describing the types of learning activities and interaction you are planning. Additionally, proposals should indicate the maximum number of participants and any special room set-up you might need. Audio-visual equipment, including a LCD projector, flipchart, and wireless internet access, may be requested. Computer laboratories are not available and presenters must provide their own laptops. The vast majority of pre-conference workshops are three hours in length. These workshops will take place the morning of Thursday, October 18th. Pre-conference workshops are advertised in the conference registration materials. We will notify you of pre-registration numbers before the conference and request that you be prepared for and accommodate on-site registrants as well.

Concurrent Sessions :

75-minute interactive sessions:

These sessions combine brief presentations or panel discussions with methods that engage all participants. We recommend that your sessions be interactive, collegial sessions—not of lecturing or reading papers to passive audiences. Session leaders are encouraged to incorporate meaningful activities as appropriate, selecting from a variety of methods such as presentation, demonstration, discussion, application, feedback, group and individual work, and role playing. We encourage you to creativity model exemplary teaching! Audio-visual equipment, including a LCD projector, flipchart, and wireless internet access, may be requested.

Roundtable Discussions:

Roundtable discussions provide an opportunity for various kinds of interactions in a smaller group setting such as discussion of a concept, approach, program, issue, case study, or reading. This format is ideal for getting to know people who may be facing similar issues to you, for exploring new ideas, and sharing practices. It is contrary to the spirit of a roundtable discussion for the facilitator to make a formal presentation. No audio-visual equipment is available for roundtable discussions and none may be used by presenters in this format.

Poster presentations:

The poster session provides an ideal format for presenting your research, program, or work-in-progress in a context where you can engage in many one-on-one discussions with colleagues. Attractive posters using large, readable fonts and illustrative graphics will attract conference participants and invite conversation about your work. Each poster presenter will have a 4x8 foot poster board, a supply of thumbtacks, and a small presenter’s table. The poster board can easily accommodate large format posters or individual 8½”x11” sheets. The presenter’s table is ideal for displaying materials, handouts, business cards, etc. Note that the poster session site has no multi-media support, no guaranteed wireless internet connection, and no power outlets. Personal laptops may be used during the poster session, but we recommend bringing an additional battery, a backup laptop, and/ or paper handouts.

Guidelines for Proposals

Eligibility

All are welcome to submit a proposal. Once a session is accepted, each presenter and co-presenter must agree to be a member of the HBCUFDN and be a paid registrant at the conference.

Number of proposals per person

Each attendee may propose up to one pre-conference workshop as either the primary or co-presenter.

Each attendee may also propose up to two concurrent sessions but he/she may be the primary presenter for only one of these sessions. For the second session, he/she must be listed as a co-presenter. Interactive sessions, roundtable discussions, posters presentations, and joint HBCUFDN sessions are included in this two-session limit.

Example #1: An attendee may submit one concurrent session proposal as the lead presenter and a second concurrent session proposal as co-presenter.

Example #2: An attendee may submit two concurrent session proposals as co-presenter.

Example#3: An attendee may submit one pre-conference workshop proposal as the

lead presenter, a concurrent session proposal as lead presenter, and a second concurrent session proposal as co-presenter.

Sale of materials and the solicitation of consulting work

To avoid the possibility of a conflict of interest, the Network does not permit in any conference session the sale of materials before or during the conference nor the solicitation of presentation materials after the conference. Furthermore, The Network does not allow presenters to solicit consulting work during any session listed in the program. Session presenters are permitted to use materials they have created and to refer to consulting work that they do, but neither materials nor services may be offered for sale during the session. Pre-conference workshops may receive permission to charge an additional fee for materials (such as books), to be collected with the conference registration fee.

Because the Network recognizes and values the expertise of its members, the conference schedule includes a Vendor Exhibit, a specific time when materials can be sold and consultation work can be solicited. Questions about this conference practice should be addressed to the Executive Director or the Conference Chairs.

Submission Process

Proposals may be submitted online beginning Tuesday, January 31st on the HBCUFDN website at http://www.HBCUFDN.org and will be due by midnight (Central) on Friday, March 16, 2012.

Detailed submission instructions are provided on the website. Before you prepare a proposal, please ensure that you have read the guidelines for proposals. Failure to follow these guidelines may lead to the rejection of a proposal.

Components of the Proposal

(Note: All proposals are blind-reviewed in accordance with the guidelines described above.)
 Contact information
 Session title (no more than 10 words)
 Session abstract (no more than 100 words)
 Designation of the strand.
 Please select the type of session best suited for your proposal. Be sure that there is a fit between what you intend to accomplish and the type of session you choose.
 Session description (no more than 500 words)
o State expected outcomes for session participants.
o Outline the session activities and plan for interaction (please model exemplary teaching and learning practices) For poster presentations, focus on the manner in which you plan to present your work rather than on the type of interaction you anticipate.

** Appropriately and meaningfully connect your proposal to the overall conference theme: Innovating and Inspiring in a Global World.

"Travel Grants: This year, through the generous support of the Andrew Mellon Foundation, we will be able to offer more than fifty travel grants of $1,000 each for the Annual Conference. Awards will be competitive and based on the quality of proposals."

19th Annual HBCU Faculty Development Network Conference - Orlando, Florida - October 18-20, 2012