The Brown Center for Innovation and Excellence at Stetson University invites proposal submissions for the second annual Colloquium on Teaching and Learning Innovation. This year’s theme, Beyond Engagement, seeks to explore the essence of what works in facilitating integrative learning. Presentations are solicited on inclusive approaches to create meaning and foster connections among concepts and experiences by students, faculty, staff, alumni, and the broader community. Proposals are especially invited from presenters seeking feedback on learning innovations. The Colloquium is made possible by generous donations from Hyatt and Cici Brown, longstanding Trustees of Stetson University.
April 1, 2016
8:45 am – 5:00 pm
Stetson University, Deland Campus
Submission Deadline: March 1, 2016
Notification of Acceptance of Submitted Abstract: March 15, 2016
REGISTER for this event
Proposals are invited for presentations of different formats (see below) that address what works to facilitate learning beyond engagement.
- The Global and Glocal Context: Presentations in this category examine social and political context for facilitating exemplary and inclusive integrative learning both globally and where we live.
- Institutional/Organizational Transformation: Presentations in this category explore systems and structural approaches to engage people in advancing integrative learning such as campus-wide initiatives; policies and practices; partnerships such as university-community, university-PK-12, university-government and university-industry/business collaborations; curricula reform, revision, integration; enterprise systems such as e-portfolios, other e-solutions to facilitate learning; cultural credit; general education programs; physical infrastructure/spaces; human infrastructure including leadership and other professional development; organizational efforts with potential for system-level scale up.
- Literacies: Presentations in this category highlight specific ways of incorporating writing, quantitative, STEM, digital, and information literacies into the variety of learning environments and experiences across the educational continuum. Presentations in this category examine approaches for creating and experimenting with ways of teaching and learning communicative practices. As higher education continues to grapple with changing needs and instructional landscapes, competency in these literacies will continue to be important to students and instructors alike. How are critical literacies best taught, and how do students best learn?
- Academic Endeavors: Presentations in this category explore area, department, program, unit level, and/or inter-/trans-/cross-disciplinary approaches to what works in fostering integrative learning by stakeholders (students, alumni, faculty, staff, broader community). Examples include transformative practices and dialogues; evidence-based practices in integrative learning at the area, course, program, department, and/or inter-/trans-/cross-disciplinary levels; engagements that place the hyphen in teacher-scholar, teacher-artist, and/or teacher-practitioner roles.
- Pedagogical Practices in Integrative Learning: Presentations in this category explore pedagogical tools for designing, implementing and assessing integrative learning experiences. Presentations in this category can highlight all aspects of the student’s learning experience (curricula and co-curricula) that advancing learning beyond engagement. Presentations that demonstrate specific teaching and learning practices are invited: for example, service learning and community-based engaged learning, undergraduate research and creative activity, first-year seminars and experiences, common intellectual experiences, writing intensive experiences, capstone courses and projects, collaborative assignments and projects, diversity and global learning.
- Meeting Students Where They Are: Presentations in this category explore the nature of students and what works in fostering integrative leaning by multiple generations of diverse students including first generation students, international students, non-traditional students, students with disabilities, the prison population, diverse faiths and cultures, diverse sexual identity, students of color, etc.
- The Brown Fellows Symposium: The Brown Fellows Symposium was established in honor of pioneers Hyatt and Cici Brown. The symposium offers a forum for Brown Fellows and teacher-scholar leaders to disseminate their work to a broad audience. Presentations in this category highlight innovative and promising practices by Stetson University’s Brown Teacher-Scholar Fellows, Brown Innovation Fellows, Brown Fellows, Provost Faculty Fellows, and other faculty leaders supported by Brown innovation funding. Authors may select paper, poster, and/or round-table demonstration format.
Presentation styles can range from interactive oral presentations to round-table demonstrations/discussions. Evidence of learning (student, staff, faculty, alumni, broader community) or a plan to measure learning gains should be included wherever possible. Submissions should include preferred presentation type (oral, poster, round-table demonstration/discussion), presenter(s) contact information, and project description. Presentations should engage audiences with diverse learning styles therefore, interactive presentations are solicited.
Proposals should respond to the following:
- Are the goals of the session/poster clearly stated?
- Who is the target audience?
- Does the title accurately represent the abstract?
- Are the goals of the session/poster aligned with the objectives of the colloquium?
- What is the plan for engaging participants? What percentage of time are participants engaging with one another and in what way(s)?
- What will the participants gain as a result of attending the session (or viewing the poster)?
Each proposal submission requires a short abstract (35-word max) aimed at engaging your target audience. Abstracts will be published.
2016 Presentation Formats
Oral Presentations and Posters: Authors submitting to this format must indicate that they wish to be considered for oral presentation, poster presentation, or both.
Oral Presentations: Presentations chosen for this format should appeal to learners across disciplinary and area boundaries. Presentations will be invited as part of the opening plenary session and should have some level of sophistication with respect to the research process and be in middle or late stages of development.
[45- and 60-minute interactive presentations to include 10-minute Q&A]
Poster Presentations: The Poster Session will be the culminating event of the colloquium and will take place during the late afternoon reception hour. Poster presentations will showcase diverse investigations in an open forum. Individuals invited to participate in the poster session may also share preliminary, new, and unpublished research and other projects related to the colloquium theme. Presenters will mount posters on display boards at a specified time prior to the beginning of the poster session. Presenters are encouraged to prepare a poster in portrait or landscape orientation at no larger than 30” wide by 40”.
[60-minute interactive session and reception]
Round-table Demonstration/Discussion: Presentations in this category allow participants to interact with the presenters to demonstrate techniques or activities associated with colloquium topics.
[60-minute round-table interactive session]