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2017: Call for Proposals - Global Engagement and Social Responsibility: Higher Education’s Role in Addressing Global Crises

Call for Proposals
Deadline: Monday, March 6, 2017

The Association of American Colleges and Universities invites proposals that examine how faculty, professional staff, student affairs educators, and administrators across all campus sectors are working individually and collaboratively to advance student understanding of, commitment to, and agency for effectively and meaningfully engaging the global issues of our time. Proposals that showcase evidence-based practices and case studies that reflect any of the themes below, and that can be adapted readily to a wide range of institutional types, including community colleges and minority-serving institutions, are encouraged.

Please note that all session facilitators are responsible for conference registration fees, travel, and hotel expenses. Presentation times range from Friday, October 13 at 8:00 a.m. through Saturday, October 14 at noon, and presenters are expected to be available at the time they are scheduled by the conference organizers.

Conference Themes
LEAP Featured Sessions
Session Formats
Developing and Submitting a Proposal
Proposal Review Criteria
Additional Information

Conference Themes

The specific themes to be addressed in this meeting are:

Theme 1: Developing Courses, Curricula, and Programs Guided by Contemporary Global Issues
• How are real-world issues guiding a thematic approach to global engagement and learning in the curriculum? How are the challenges facing your communities—calls for greater food security for students and the community, access to clean water, sanctuary campuses, free tuition and support for refugees, in-state tuition for undocumented students—global in nature? 
• How are learning experiences that include a global engagement component contributing to knowledge generation to address the most pressing global challenges of our time?  
• How are higher education institutions in general, and campus practitioners in particular, navigating the turbulent waters of globalization, racial unrest, and other societal challenges? How is your institution facilitating dialogue among communities with diverse perspectives on America’s role in the world and the concept of global citizenship? 
• How does your institution prepare educators and campus practitioners to engage in dialogue about difficult topics and to effectively address campus-based situations such as calls to 1) boycott Israeli institutions; 2) create sanctuary campuses; 3) provide free tuition for Syrian refugees; or 4) create policies that screen for loyalty?
 
Theme 2: Integrative Problem-Based Learning: Global Engagement, Ethics, and Project-Based Learning
• How are you putting student engagement with and understanding of the ethical implications of real-world issues at the center of the educational experience? How are courses, programs, and curricula engaging students in examining the global/local/ethical contexts and implications of any given subject or question?  
• How are you designing globally focused project-based learning experiences and signature assignments to advance integrative thinking, teamwork, and community-based research and service?  How are discipline-specific syllabi and course assignments cultivating global learning outcomes?  
• How is the work in the majors contributing to globally engaged problem-based learning, knowledge generation, and social responsibility?
• What role do community members play as coinstructors and/or cocreators of knowledge? How are you developing productive and meaningful dialogue with various segments of the community? How are community practitioners involved in the process of preparing students, staff, and/or faculty for engagement? 
 
Theme 3: Assessment and Accreditation
• How do you define global learning, engagement, and social responsibility? What student learning outcomes have you established in these areas, and how are you assessing these outcomes? What learning outcomes guide project-based learning in both local and study away activities?
• How are assessment findings contributing to students’ global learning, engagement, and social responsibility to ensure they leave college prepared to address the issues of our time with knowledge, sensitivity, and commitment to the well-being of others? How is your institution scaffolding its courses in global learning and its global engagement experiences from cornerstone to capstone? How is it embedding assessment throughout the educational experience to ensure achievement of student learning outcomes?
• How is your campus using the VALUE Global Learning Rubric to help develop course and program syllabi and assignments? https://www.aacu.org/value-rubrics
• How are institutions using accreditation review processes and requirements, such as the Quality Enhancement Plan, to advance institutional awareness of and strategic planning for global learning, engagement, and social responsibility? 
 
Theme 4:  Faculty, Staff, and Institutional Supports and Resources for Global Learning
• What does a global practitioner in your discipline look like? What is she able to do? What should she know? How do you know when she knows it? 
• How does your institution prepare and support faculty, student affairs educators, and other staff members for their multiple roles—including teacher, facilitator of difficult dialogues, and mentor—to lead students in interdisciplinary global engagement studies and activities to address global challenges?
• How does your institution prepare students, staff, and faculty to engage ethically with diverse communities—united by race, ethnicity, gender identity, immigration status, socioeconomic status, and/or religious affiliation—both on and off campus? 
• How does your institution prepare students, faculty, and staff to engage in civil discourse and action on issues such as DACA (Deferred Action for Childhood Arrivals), changes to immigration policies affecting international students, and student well-being? 
• How are institutions insuring that international students receive the support they need (financial, cultural, infrastructural, etc.) ?
 

LEAP Featured Sessions

Conference sessions designated as “LEAP Featured Sessions” are intended to highlight the innovative work of colleges and universities that are members of AAC&U’s LEAP Campus Action Network (CAN). Featured Sessions make explicit links between campus-based educational reform and the Essential Learning Outcomes, principles of excellence, Signature Work, and high-impact practices described in AAC&U’s Liberal Education and America’s Promise (LEAP) initiative.

 For more information on applying to have your conference session designated as a LEAP Featured Session, visit www.aacu.org/leap/can/featured-sessions

Session Formats

Poster (90 minutes; 1-2 presenters; 6'x3' table, 3'x4' poster board)

Posters share visual models of campus-specific approaches to global engagement, social responsibility and learning. They might focus on a particular course, program, curricular/cocurricular design; concept map; assessment rubric and feedback loops; strategic planning framework; or high-impact practice(s).  The poster should include best practices, class examples with learning objectives, and step-by-step analyses where appropriate. Posters that include evidence of success and resources for participants will be given priority. Posters are displayed on a 6’x3’ table, which can also be used to display models, a laptop, or other resources.

Facilitated Discussions (60 minutes; 1-4 facilitators; room set in roundtables, no audio visual)

Facilitated discussions provide time for colleagues to more deeply examine topics of similar interest through iterative sharing of expertise and experiences. They provide an opportunity to work through issues, ideas, and challenges from multiple perspectives. Proposals for a discussion should briefly set the context for the conversation related to one of the conference themes. Contexts may reflect institutional type, position, or a particular area of practice; please clearly identify which of these will define your intended audience. Facilitators assist the group in examining new ways of thinking about the topic and strategies for moving forward given the complications of each individual’s professional reality and the expertise in the room. This session should allow for questions from all participants to stimulate and focus the conversation so that the issues discussed are meaningful to all involved.  

Workshops - Theory to Practice/Case Study (75 minutes each; 2-4 facilitators; rooms set in roundtables; audio visual available upon request)

Workshops are designed to provide space for participants to examine and bridge theory with practice or focus on a case study. Participants should examine a critical theory (or theories) that are grounded in scholarly evidence for developing global learning or engagement-based courses, curricula, pedagogies, practices, or strategies for change. Workshops should be designed to engage participants in considering how the theory(ies) or case study are aligned with conference themes and ideally suited to develop models/practices that advance student learning outcomes and/or institutional transformation.  Facilitators should provide scholarship and evidence related to the topic and should engage participants in reflection, discussion, and design work. Sessions that model high-impact practices, such as collaboration and hands-on activities, and that include a diversity of facilitators will be given priority.  Please note that the session should be an analysis of theories and practices or case study that is adaptable to other institution types; show-and-tell style presentations describing what was implemented will not be accepted.

Engaged Digital Learning (25 minutes; 1-4 presenters; room set in roundtables; internet access and other supports as available upon request)

Engaged Digital Learning sessions feature and provide space to examine an innovative use of technology to connect students across space and time as they engage with others in project-based, service-oriented team activities. Presenters might address how technology is advancing global engagement, student learning, and social responsibility. Sessions might feature a multimodal design for programs, courses, and/or pedagogical practices that support learning in creative ways (for example, social media and new forms of technology-assisted community-based learning) and foster new outcomes (for example, collaborative discovery across time and place) that might not otherwise occur. Session facilitators should describe the technology, including its applications and outcomes, and allow time for participants to question and discuss implications for their own work. Proposals will be paired with others addressing similar themes to fill a one-hour time slot. 

Innovation/Ideation Session (15 minutes; 1-4 presenters; room set in roundtables; audiovisual available upon request)

These sessions will feature cutting-edge advances in global learning and engagement frameworks, courses, programs, curricula, and/or high-impact practices that are still exploratory in nature. Presentations featuring approaches that failed to yield high-impact results as well as approaches with promising, yet minimal, outcomes data are encouraged. Sessions should describe the institutional context and guiding theory(ies), and should offer opportunity for audience discussion. Three proposals will be included in each one-hour time slot. 

Developing and Submitting a Proposal

Proposals are accepted through an online format and must include:

  • Name, title, institution, discipline and email address of each facilitator
  • Session theme to be addressed and format 
  • Session title (100-character limit including spaces)
  • Background and evidence of effectiveness of work being presented (250-word limit)
  • Statement of intended audience (50- word limit)
  • Anticipated participant learning outcomes (100-word limit)
  • Plan for participant engagement (150-word limit, not required for poster or engaged digital learning proposals)
  • Brief description to explain what your session will address (if accepted, this description will be used in final conference program; 150-word limit) 

Proposal Review Criteria

AAC&U strives to offer a balanced, informative, and thought-provoking conference that addresses the framework of undergraduate global learning, engagement, and social responsibility and that empowers and emboldens academic and student affairs educators to dramatically affect the quality of global engagement and social responsibility at their institutions and beyond. The conference proposal selection committee will include experienced, diverse campus practitioners. In evaluating each conference proposal, reviewers will be asked to consider both the technical aspects of the proposal and the way in which the presentation/session will contribute to advancing global engagement and social responsibility  in undergraduate education.  The following elements will be considered in the review of conference proposals:

  • the potential for the proposed session/presentation to connect theory with practice to advance knowledge and understanding of global learning in undergraduate education;
  • the extent to which the session/presentation offers creative, novel, and transformative mechanisms for faculty/student affairs educators’ development to enhance global learning;
  • the overall contribution of the session/presentation to inclusive excellence; and
  • the ease by which conference session/presentation materials and outcomes can be adapted to a wide range of institution types.

Additional Information

The deadline for proposal submission is March 6, 2017.

Upon submission of a proposal, the session contact should receive an automatic message indicating that AAC&U has received the proposal. If the contact does not receive this message (and it is not in his/her spam filter), please email Jacqueline Martin at Martin@aacu.org.   

Notifications

The session contact will be notified via email of the decision regarding the proposal by mid-April. 

Expenses and Fees

All session facilitators are responsible for conference registration fees, travel, and hotel expenses. Please be sure that all individuals listed in the proposal have this information and can be available to present throughout the event. Presentation times range from Friday, October 13 at 8:00 a.m. through Saturday, October 14 at Noon.

AAC&U Sponsorship Program

Proposals that promote products or services available for purchase will not be considered through the regular proposal process, but will be referred to AAC&U’s Sponsorship Program. 

More information about sponsorships is available by writing development@aacu.org.