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UVM Legal Issues in Higher Education
Contact UVM Continuing Education at 802.656.2085 | Email: legalissues@uvm.edu |
The University of Vermont Continuing Education | 322 South Prospect Street | Burlington, VT 05401 | United States
Friday, March 8, 2013
Legal Issues in Higher Education 23rd Annual Legal Issues in Higher Education Conference
The University of Vermont Continuing Education | 322 South Prospect Street | Burlington, VT 05401 | United States
20th National HBCU Faculty Development Network Conference Call for Proposals
20th
National HBCU Faculty Development Network Conference
Relevance
● Pedagogy ● Assessment ● Sustainability
October
24-26, 2013
859 Convention
Center Boulevard · New Orleans, Louisiana 70130
Call for Proposals
Dear
Colleagues:
The HBCU Faculty
Development Network is hosting its 20th
National Conference October 24-26, 2013 in
New Orleans, LA. We cordially invite you to submit a proposal for
presentation. Our theme this year Relevance ●
Pedagogy ● Assessment ● Sustainability encompasses the missions and strategic plans of many
universities. Your proposal submissions should reflect the following:
·
programs
that address the relevance of institutional curricular offerings in a global
society;
·
effective
teaching and learning strategies that you are currently involved in at your
institutions;
·
effective
assessment of student learning outcomes, and
·
innovative
or model academic programs that are sustainable.
Presentations
should relate to any one of the following strands:
(1)
Collaborative Models of Teaching; (2) Assessment and Evaluation; (3) Active
Learning and Engagement; (4) Curriculum Design and Revision; (5) Learning
Across the Curriculum and Learning Communities; (6) Instructional/Educational
Technology; (7) Civic Engagement and Social Justice; (8) Diversity and
Globalization (9) and Special Topics that include a variety of academic
disciplines.
For
additional information on the strands and on how to submit your proposals,
please visit the website at http://www.hbcufdn.org.
Session Types
The Network welcomes proposals for a variety of session
types, including the following:
Workshops
2.5 hour interactive workshops
Concurrent Sessions
75 minute interactive sessions
Roundtables
75 minute discussions
Poster Presentations
Guidelines for Proposals
Guidelines for Proposals
Eligibility
All are welcome to submit a proposal.
Once a proposal is accepted, all presenters must pay registration fees.
Number of proposals per person
Each
attendee may propose up to one workshop as either the primary or
co-presenter.
Each
attendee may also propose up to two concurrent sessions where 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. Please note that interactive sessions, roundtable
discussions, and posters presentations
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 workshop proposal as the lead presenter, a concurrent session
proposal as lead presenter, and a second concurrent session proposal as
co-
presenter.
Proposals may be submitted online beginning Friday,
February 1, 2013 on the HBCU website at http://www.hbcufdn.org
and will be due by 5:00 PM (CT) on Friday, March 29, 2013.
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
All proposals are blind-reviewed
in accordance with the guidelines described above and should include the
following:
- Contact information for primary presenter and all co-presenters (address, phone, email)
- Session
title (no more than 10 words)
- Session
abstract (no more than 100 words)
- 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)
- Provide,
goals, implementation, research findings, and assessment
- State
expected outcomes for session participants
- 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
Abstract submission
dates:
Submissions accepted:
February 1, 2013 - March 29, 2013
Online submissions
available at http://www.hbcufdn.org
Notification of
acceptance: April 30, 2013
Participation
confirmation due from all presenters:
July 31, 2013
Conference Organizers:
Jeton
McClinton, Conference Coordinator
HENRY FINDLAY, Co-Conference Coordinator
Barbara
Albert, Program Coordinator
Laurette
blakely Foster, President, HBCU Faculty
Development Network
Hosting
Institution: Dillard University
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. 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. Authors, if present,
will be available to sign books at the end of a session.
Questions
about this conference practice should be addressed to the Executive Director or
the Conference Chairs.
Deadline for
Proposals: Friday, March 29, 2013, 5:00 P.M. (CT)
Barbara M. Albert
Executive Assistant
Office of Academic Affairs
(504) 816-4216 (office)
(504) 816-4144 (fax)
Tomorrow's Professor: Snapshot Dissertation Is It Finally Time to Kill the Credit Hour?
Is It Finally Time to Kill the Credit Hour?
Snapshot Dissertation
A doctoral student can spend years upon years exploring
(and tens if not hundreds of pages writing about) a single, narrow topic for an
audience of dissertation committee experts in the field. Consequently, it can
be hard to sum up that work in a few sentences for a general audience.
But falling back up the rabbit hole ? in the form of a
30- to 60-second video to be submitted along with their dissertations ? is
exactly what one Duke University genetics professor has proposed asking
graduate students there to do. And the idea is gaining traction for the
benefits it offers students and the world outside their institution alike.
?I?ve always been convinced of the need for scholars to
be able to speak ?in plain English? to people outside of the academy,?
Huntington Willard, director of Duke University?s Institute for Genome Sciences
and Policy, said in an e-mail interview. ?I teach [students] to imagine
explaining what they?re learning to their parents or grandparents.?
The newly proposed video requirement is a natural
outgrowth of that philosophy, Willard said, and likely will be instituted next
year as part of a new Duke initiative to forge connections between academics
and other community members, called Scholars and Publics (Willard serves on the
program?s core leadership team). Although Willard said the need for clear
communication between academe and the general public is particularly critical
in the sciences, he hopes the idea will adopted over time across the
disciplines.
?It?s just as important for the public to hear why
studying Shakespeare or music or culture or language is significant in some
way,? he said. ?[O]ver time, this might grow to be a distinctive signature of
how Duke thinks about scholarship and how it serves the broader interests of
the public.?
Duke?s Graduate School dean was not available for
comment. But Laurent Dubois, professor of romance studies and history and
director of Scholars and Publics, said he supported the plan, in part because
of how it fit into the larger, ongoing discourse on reforming doctoral
education, including preparation for possible careers outside academe, or
?alt-ac.?
?I and others in the group think that we should be
training our students to take on a variety of roles both within and beyond the
academy, and part of that involves finding and communicating with diverse
publics,? he said. Training in writing for and otherwise communicating with
diverse audiences isn?t stressed enough in enough disciplines, he added.
Cathy Davidson, a professor of English at Duke who also
serves on the Scholars and Publics leadership team, agreed. ?I think higher
education in general has done a very poor job making connections between
specialized knowledge and the way we all live in the world,? she said.
Allison Sekuler, associate vice-president and dean of
graduate studies at McMaster University in Ontario and a board member for the
Council of Graduate Schools, said she?d heard of similar initiatives, including
a voluntary, ?3-Minute Thesis? research communication competition in which her
institution participates. (Other council board members noted other graduate
students? attempts take their research mainstream, including a YouTube channel
created by Ohio State University astronomers to share ?coffee briefs? of their
latest research with those far outside their department.)
But the idea of a mandatory, videotaped elevator-type
pitch for graduate students was novel and timely, Sekuler said.
?People need to understand why research matters and universities
matter, and students need to be able to share that information with the general
public,? she said. ?There?s so much great research out there, but if we all
publish in our own specialized journals, the world won?t be able to use it? to
the extent that it could otherwise.
Although 30 to 60 seconds may strike some as too short a
time to effectively communicate one?s research, she said, it?s a concrete
opportunity to prove one?s ?mastery? of a topic, and one that could help a
graduate student connect with employers outside academe, considering the
growing numbers of Ph.D.s taking jobs in other fields.
Ultimately, Willard said, ?the academy serves no one
unless what we learn is heard. Private knowledge is just that. But knowledge
made public lives on, both through our students and through direct
communication to our neighbors.?
Inside Higher Ed
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