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Call for Proposals

Proposals due May 1, 2014

How are YOU reimagining higher education assessment?

How does assessment fit into institutional judgments about quality being replaced by external judgments about spending priorities? How do we grapple with improving learning outcomes while reducing the costs of education? How do we effectively convey our institutional findings publicly? How do we maintain public credibility about quality and performance in America’s higher education institutions? How is higher education redefining effective assessment practice?

Submit a proposal - be part of our robust program

Share your passion for assessment, address some of the above questions posed for the conference.

We are looking for engaging, informative, and all around terrific presentations on research, best practices, insightful experiences, or innovative assessment methods. Propose a session in one of the following formats:

Concurrent Session (60 minutes with a three-presenter maximum)

For a concurrent session guidelines are a maximum 40 minutes presentation; minimum 20 minute audience engagement.

Format examples: presentation, panel discussion, debate, role-playing, group activity

Snapshot Sessions (5 minutes for 15 slides, 20 seconds each)

A simple presentation format where a single presenter shows 15 slides, each for 20 seconds. Presentation imagery is automatically advanced along with the narrative. A concise, rapidly moving presentation format.

Proposal Guidelines and Submission Requirements

  • Presentation title: Create a title that accurately reflects the assessment focus of your presentation and that makes the reader want to learn more. [10 word maximum]
  • Identification of all presenters: full contact information includes name, title, address, telephone, and email address; Only one presenter permitted for Pecha Kucha sessions.
  • Biography: For each presenter describe relevance of her/his expertise to the presentation topic [150-word maximum]
  • Session Description: Concisely describe your presentation, intended audience, and what attendees will learn. Clearly identify the presentation organization, including time set aside for participant engagement [e.g. Q&A, exercises, round table discussion]. What are the objectives of the session? What specific intentions, content and skills do you hope to provide your participants? What are opportunities for active learning and participants interaction? [500-word maximum]
  • Session Outcomes [Two]: Articulate two most important outcomes that describe what audience members will gain, not what you want to tell them. What strategies, tools and knowledge are included in these outcomes?
  • Session Levels: The audience level is determined by the person(s) designing the presentation. The determination is based on the amount and level of information as well as the pace at which the information will be presented.
    • Beginner Sessions have the following criteria:
      • For individuals with limited or no prior knowledge or experience
      • Helps individuals learn about assessment
      • For individuals new to the field, just learning or starting out
      • For individuals seeking to learn the fundamentals about assessment/teaching/learning
    • Intermediate Sessions have the following criteria:
      • For individuals who have some knowledge of assessment/teaching/learning 
      • For individuals with experience in assessment/teaching/learning
      • For individuals who are mid-level in the field with some degree of competence
      • For individuals seeking to build on, apply or enhance knowledge in assessment/teaching/learning
    • Advanced Sessions have the following criteria:
      • For individuals with experience and knowledge in assessment/teaching/learning 
      • For individuals well beyond the beginning and mid-level
      • For individuals with greatly developed knowledge and seeking to heighten their knowledge
      • For knowledgeable individuals seeking to move ahead in assessment/teaching/learning
      • For individuals seeking the most up- to-date knowledge in the field
      • For individuals who could be deemed a potential expert in the field
  • Key terms: choose 3 key terms to categorize your session

How are proposals reviewed?

Members of the planning committee will review proposals on responses to the following criteria. Availability of space, presenter mix, presentation type, and topic coverage will also be considered.

Notifications: An automatic response is sent when a proposal is received; please contact James Mergenthal at jem38@drexel.edu if you difficulty with your submission.

Guidelines for Session Proposals

When writing a proposal for a session at the Drexel Assessment conference, please keep the following criteria in mind. These criteria will be used by the Conference Committee to select sessions for the conference, and you will receive feedback on your proposal based on these criteria.

  1. Models Effective Teaching: As much as possible, we prefer sessions that model effective teaching. If you are advising people to use technology, use that technology to show us. If you are advising the use of active learning, be sure to tell us how you will use it in your session.
  2. Achieves Stated Outcomes: In line with our interest in modeling effective teaching, we also want to model achievable learning outcomes. Please be realistic about what your participants and you will achieve in your session.
  3. Demonstrates Scholarly Teaching: Where possible, include references to scholarship that you believe supports the topic of the proposed session. Sometimes all you will have (and need) is your own experience, but if you can provide bolstering references, please do.
  4. Enlarges upon Conference Theme: When developing a session, keep the conference theme in mind and work to connect the session to it in some way. Sessions that significantly enlarge upon or illustrate the conference theme will be more appealing to the Conference Committee.
  5.  Provides Value: Always keep in mind the value of your session to the participants. What will they take away from the session? What will they be able to use in their own practice?
  6. Adheres to Word Count: In order to judge proposals fairly, we ask that you stay under the requested word count. Proposals that go over the requested number of words may be returned to the submitter for revision.

Please submit your proposal via the proposal submission form by May 1, 2014. Proposals submitted before February 15 will recieve priority review consideration. Incomplete proposals will not be reviewed. If you have any questions, please email Danuta Nitecki at danuta.nitecki@drexel.edu.