2024 Conference on Global Learning
Submitting Your Proposal
Call for Proposals
AAC&U invites proposals for conference sessions that prepare faculty, staff, and administrators to advance understanding and practice by fully integrating global learning into the educational experiences of all students at institutions of all types. The submission deadline is Friday, May 10.
Developing and Submitting a Proposal
The online proposal form includes the following fields:
- Presenter name(s), session title, institution name, Carnegie Classification, and professional title and email address of each presenter
- Conference track
- Session format
- Proposal abstract (Max. 400 Words): The abstract should describe the content and significance of the session and its format, how the session relates to the selected conference track, and how the audience will be engaged. Be sure to include new information, examples of innovation, and proven results.
- Anticipated learning outcomes for participants (Max. 200 Words)
- Please list up to four learning outcomes.
- Please list up to four learning outcomes.
- Background and evidence of the effectiveness of work being presented (Max. 250 words)
- For Ideation and Innovation Sessions, please describe the benefits of feedback for your emerging or innovative session topic and how you arrived at this point in developing this concept, idea, or activity.
- Plan for participant engagement (not required for posters) (Max. 250 words)
- For Dialogues for Learning, please provide the guiding questions for the interactive part of your session.
- For Pre-Conference Strategy Sessions and Workshops, please describe the interactive components and provide an outline of the session structure.
- For Visual Representations, please describe your piece and the space you will need to display your work.
- Brief description (Max. 150 Words): Provide a short description to be used in promotional materials and in both the meeting program and the mobile app. Please remember that—should your proposal be accepted—a participant’s decision to attend your session will be based, in large part, on this description. It should be accurate and as compelling as possible.
- Session “takeaways” (Max. 75 Words): Describe or list what you hope the participants will take away from this session. Descriptions should highlight what is distinctive and transferrable about the work you are presenting.
- Consideration of other session formats, if your proposal is not accepted in the format submitted.
Proposal Review Criteria
AAC&U strives to offer balanced, informative, and thought-provoking conferences focused on practical and theoretical approaches to global learning at the course, departmental, and institutional levels from across a broad spectrum of higher education contexts.
The proposal selection committee will include experienced academic professionals with a range of backgrounds and areas of expertise. Considerations will be made to ensure sessions address the scope of topics within the conference tracks. The following elements serve as proposal selection criteria:
- Relevance and significance to conference tracks
- Potential for practical, tangible, and transformative takeaways for conference participants
- Plans (appropriate to the session format ) for involving participants in reflection, discussion, exercises, and other activities that will help them understand and apply the material
- The extent to which proposals reflect diverse perspectives, innovations, disciplines, and strategies for change (student voices and perspectives are encouraged)
Conference Tracks
- What practices and strategies make global learning more equitable for all students at diverse institutional types?
- What strategies and practices are being used to encourage and facilitate participation of disabled students?
- How are students who have not historically been involved in global learning included?
- How are global learning and institutional equity issues aligned to advance student learning?
- What does inclusive global learning mean in different global contexts?
- How are global learning efforts addressing historical and contemporary climate justice?
- How can the connections between global learning and career preparation be strengthened?
- How are global learning experiences preparing students for what today’s employers want and society needs?
- How do global learning programs develop students’ cultural humility and intercultural skills and knowledge?
- How has collaboration with campus career services offices enhanced global learning?
- How do global learning experiences in local contexts prepare students for careers in a globally interdependent workforce?
- How is sustainability centered in global learning initiatives?
- How are students, staff, and faculty prepared for ethical engagement and power differentials in community engaged experiences?
- How are students engaging with peers around the world on civic and social issues?
- How are students responding to the climate crisis and differentiated impacts in a global context?
- How have inequitable partnerships and practices been decolonized?
- How is Virtual Exchange/COIL assessed at the course, program, and institutional levels?
- How are Virtual Exchange/COIL courses being developed to facilitate student-to-student collaboration outside formal course-based activities?
- What are successful models and strategies for equitable collaboration across countries?
- How is technology facilitating engagement of more students in project-based learning?
- How is research guiding development of new Virtual Exchange/COIL courses and integration into broader institutional efforts?
- What innovative practices are increasing participation in global learning in local and international contexts?
- How is AI impacting global learning?
- How are students participating in globally focused institutional research?
- How are institutions using innovation to expand and integrate global learning into curricular and cocurricular offerings?
- How is technology facilitating engagement of more students in global learning?
- How are institutions considering the presence and perspectives of international students in global learning efforts?
- What models for professional development are being used to bring global learning to scale?
- How are educators being empowered to integrate global learning into their courses?
- How is global learning being assessed at the course, program, and institutional levels?
- How are students engaging with peers around the world on civic issues?
- How are institutions providing support and incentives for faculty efforts to embed global learning in courses and programs?
- How is design thinking facilitating integration of global learning into institutional learning initiatives?
- How are institutions making the case for global learning?
- How are institutions framing global learning in ways that resonate across disciplines and departments?
- How are institutions connecting local and global challenges as part of student learning?
- How are professional schools making the case for global learning?
- What evidence are institutions sharing to show the value of global learning?
Session Format Options
Dialogues for learning provide time for an examination of global learning topics through iterative sharing of practices, expertise, research, and experiences. They provide an opportunity to work through issues, ideas, and challenges from multiple perspectives, engage in problem solving, and explore new ideas. Presenters will dedicate at least 20 minutes to discussion.
60 minutes
Innovation sessions feature innovative practices that have emerged as global learning has been reframed and/or institutional efforts to make higher education practices more equitable. Each session consists of no more than three presentations of equal length, with time for questions and feedback. The presentations run back-to-back.
15 minutes
Ideation sessions feature emerging practices, research, concepts, and ideas that advance global learning at different stages of development. These sessions offer formal space for engagement and feedback on new or refined efforts that have emerged with differing degrees of success. Presenters will have 15 minutes to present followed by 15 minutes of feedback and engagement.
15 minutes
Panel discussions allow for conversation with up to four panelists on a conference theme. During these discussions, panelists should offer different perspectives on the topic (e.g., cross-institutional, institutional role, programmatic, disciplinary, modality). Priority will be given to proposals with representation from multiple institutions and/or institutional roles.
60-minute session
Poster, data visualization, and visual arts representation sessions are organized around visual displays of research, models, materials, and/or visual arts. A poster session provides an opportunity for presenters to talk with attendees about how to apply findings to their own work and highlight visual representations of global learning through artistic expression.
Pre-conference strategy sessions are designed to guide participants as they develop plans of action for significant work at the level of the course, program, or institution. Presenters should provide resources and templates to help participants structure their planning. There will be opportunities for discussion and feedback. These sessions will be held as preconference workshops.
2.5 hours
Roundtable discussions allow for conversation among a small group of colleagues. Presenters are assigned a table for the duration of the session. Participants may move between tables and are prompted to do so every twenty minutes.
20 minutes
Workshops provide an interactive environment for conference attendees to bridge theory and practice and to deeply examine, explore, and/or experience relevant theories and implementation strategies in the context of real-world issues.
75 minutes
Questions
For questions or additional information about the Conference on Global Learning, please email us at [email protected].