2018 Call for Proposals - Global Engagement and Spaces of Practice

Call for Proposals
Deadline: Tuesday, March 6, 2018
The Association of American Colleges and Universities invites proposals that describe promising practices in disciplinary and interdisciplinary, curricular and cocurricular approaches that are preparing students to understand the complexity of contemporary issues from multiple perspectives and to explore problems and draw on knowledge from traditional and nontraditional spaces. We encourage proposals for sessions that provide course/program syllabi or tool kits, and that examine evidence-based practices and case studies that reflect any of the themes below.

Please note that all session facilitators are responsible for conference registration fees, travel, and hotel expenses. 
Presentation times range from 8:00 a.m. on Friday, October 12 through noon on Saturday, October 13.  Presenters should plan to be available at the time scheduled by the conference organizers

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

Conference Themes

Please select one of the themes below to guide the development of your proposal. Bullet points suggest areas within these themes that might match your work or help to focus your proposal.  

Theme I:    Embedding Global Learning and Engagement in Institutional Missions and Campus-Wide Reforms

Theme II:   Global Learning in Your Neighborhood

Theme III:  Connecting Global Learning to Careers and the Professions

Theme IV:  Professional Development and Leadership

Theme I: Embedding Global Learning and Engagement in Institutional Missions and Campus-Wide Reforms

  • How is your campus embedding global learning, global engagement, and social responsibility into unifying principles informing its institutional mission?
  • How are institutions fostering campus climates that allow global learning, global engagement, and social responsibility to thrive? How are institutional missions that address global learning influencing or guiding curricular and cocurricular frameworks, collaboration, and development?
  • What kinds of resources and leadership are necessary, and how are they being used to ensure that all campus practitioners understand the importance of global learning for all students—not just those fortunate enough to study abroad? How is global learning being integrated into the required curriculum instead of treated as a special topic? 
  • How are academic affairs and student affairs educators, both individually and collaboratively, providing all students with multiple opportunities to experience different levels of global engagement and learning throughout the undergraduate experience?
  • How has study abroad become part of the institutional culture? How is study abroad integrated into the curriculum to increase participation by student groups who have not historically participated?
  • How are campus leaders responding to changes in, and perceptions of changes in, US policy and practice that limit the number of international students and scholars on US campuses?

Theme II: Global Learning in Your Neighborhood

  • How are campus practitioners using the disciplines and majors to engage students in addressing local issues in a global context, and global issues in a local context? How are students interrogating the narratives and histories of contemporary issues from local and global perspectives?
  • What kinds of outcomes do community engagement and embedded learning foster? 
  • How are these and other high-impact practices assessed? How are assessment results used to enhance student achievement of essential learning outcomes and student agency?
  • How are campuses selecting community partners? How are community partners advancing students’ understanding of their roles in and responsibilities to the common welfare—both local and global?
  • What kinds of opportunities exist for students to attempt to solve problems with peers and community members? How are students prepared to understand and ethically engage with their peers and with community partners? How are they practicing constructive engagement in difficult dialogues?
  • How are campus partners from divisions, projects, and programs focused on diversity, equity, inclusion, and civic engagement informing global learning experiences for students, both individually and collaboratively?

Theme III: Connecting Global Learning to Careers and the Professions

  • How are educators, administrators, and employers making the case for global learning as necessary for both employment and societal good in the twenty-first century?
  • How do your courses prepare students—with knowledge, skills, and commitment to human rights and the common good—to innovate, compete, and succeed in a global workplace as engineers or scientists; anthropologists or educators; social, environmental, and political workers or leaders? 
  • How are course syllabi, assignments, and activities addressing specific outcomes for global learning in the disciplines?
  • How are high-impact practices such as internships and undergraduate research preparing students with skills they need in the workforce? How are they learning to interact with peers—both local and around the globe—to understand and innovate solutions to pressing global issues?
  • How do study abroad programs provide students with tangible problem-based, ethical learning experiences that employers and community members see as relevant and valuable to their respective missions, daily work, and outcomes?
  • How is your discipline providing opportunities for students to examine global trends—migrations and refugee well-being, neocolonialism, women’s leadership—in a meaningful way that expands their understanding of the world and the US?

Theme IV: Professional Development and Leadership

  • How are campus administrators, teaching and learning centers, and peer mentors preparing faculty to integrate global perspectives into their courses? How are faculty learning about the many cultures from which their students come, the many different ways in which today’s students learn, and the unique intersectionalities affecting the student experience? How is the institution engaging in and preparing students to engage in difficult dialogues?
  • What kinds of tool kits or activities are facilitating the integration of global learning across the curriculum and cocurriculum? How are resources that facilitate global learning being developed, and by whom? How are these resources being used, and toward what outcomes?
  • How are faculty using online learning opportunities to engage students in research, teamwork, and problem solving across place and time; to explore histories and their relationship to current events; to learn from and with others across a broad range of perspectives?
  • How are faculty and staff creating and engaging in communities of practice focused on global learning, engagement, and social responsibility?
  • How are academic advisors encouraging their advisees to participate in global perspective-taking experiences? What promising practices are emerging from their innovation and work?
  • How are faculty prepared to engage in difficult dialogues with students? When should faculty speak out? When should faculty remain neutral? Is there a right answer? 

LEAP Featured Sessions
Conference sessions designated as “LEAP Featured Sessions” 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 developed through 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
Please select one of the session formats below as a framework for developing for your proposal.

Disciplinary or Interdisciplinary Case Studies 
75 minutes each; 2–4 facilitators; rooms set in roundtables; audiovisual equipment available upon request
Case Study sessions provide an opportunity for participants to examine and discuss a situation or problem relating to global learning from a disciplinary or interdisciplinary perspective. Session facilitators should review the frameworks and facts of the case as a point of departure for participants to identify and analyze specific problems and explore possible solutions. Session facilitators should provide time and worksheets for participants to discuss and map solutions that might best fit with their own work and campus situations.  

Promising Classroom Practices for Global Learning
30 minutes; 1–4 presenters; room set in roundtables; audiovisual equipment available upon request
These sessions will feature cutting-edge advances—such as syllabi, toolkits, frameworks, courses, and/or high-impact practices—that are exploratory in nature or that have proved effective. 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. Two proposals will be included in each one-hour time slot, with each having its own thirty-minute presentation. 

Online Global Learning Practices 
60 minutes; 1–4 presenters; room set in roundtables; internet access and other supports available upon request.
Online Global Learning sessions 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, and research-focused team activities. Sessions might feature multimodal designs for programs, courses, and/or pedagogical practices that support learning and problem solving in creative ways, such as through social media, technology-assisted community-based learning, collaboration across time and place, and research within or across a full range of disciplines, including history, cultural studies, and STEM. Session facilitators should describe the technology, including its applications and outcomes, and articulate how it is advancing global engagement, student learning, and social responsibility. Time for participants’ questions and discussion should be included.

Facilitated Discussions 
60 minutes; 1–4 facilitators; room set in roundtables; no audiovisual equipment
Facilitated discussions provide time for colleagues to examine topics of similar interest through iterative sharing of expertise and experiences. They provide opportunities to work through issues, ideas, and challenges from multiple perspectives. Proposals for a discussion should briefly set the context for the conversation in relation to one of the conference themes. Contexts may reflect institutional type, position on campus, 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.  

Poster Presentations
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, concept map, curricular or cocurricular design, assessment rubric and feedback loops, strategic planning framework, or high-impact practice. The poster should include promising evidence-based practices, class examples with learning objectives, syllabi, step-by-step analyses, or toolkits as appropriate. Posters that include evidence of success and resources for participants will receive priority. Presenters will have a 6’x3’ table and a 4’x3’ poster board to display their poster, models, laptops, or other resources. 

Developing and Submitting a Proposal
Please prepare to complete each section below. NOTE: The Brief Description is what will appear in the final conference program if your proposal is accepted. For uniformity across descriptions, please write in the third person (using pronouns such as she, he, it, or they).Proposals should include the following:

  • Name, title, institution, discipline, and email address of each facilitator
  • Session theme to be addressed and format used
  • Session title (60-character limit, including spaces)
  • Background and evidence of effectiveness of work being presented (250-word limit)
  • Anticipated participant learning outcomes (100-word limit)
  • Plan for participant engagement (150-word limit, not required for Poster or Promising Classroom Practices proposals)
  • Keywords (3-5 keywords that will be included in your session description)
  • Brief description to explain what your session will address (if accepted, this description will be used in the final conference program; must be written in the third person; 150-word limit) 

Proposal Review Criteria
AAC&U strongly encourages proposals that balance conceptual and theoretical frameworks with concrete, pragmatic examples; that highlight the mechanics and how-to pieces of a practice, strategy, or model; that facilitate reflection and engagement that helps translate vision into practice; feature mature evidence-based programs; and foster discovery and problem solving through idea sharing and community building. Proposals should address how the work can be adapted in a wide range of institutional types, including community colleges and minority-serving institutions.

The proposal selection committee will include experienced, diverse campus practitioners who will consider both the technical aspects of the proposal and the way in which the session will contribute to an outcomes-oriented conference focused on promising practices for faculty and students. Reviewers will consider the following elements:

  • the potential for the proposed session/presentation to contribute frameworks and ideas for building an institutional context where global learning thrives;
  • the extent to which the session/presentation offers creative, novel, and transformative mechanisms for professional development that enable faculty and student affairs educators to create and implement promising classrooms practices for integrating global perspectives; engaging difficult dialogues; or connecting students across time and space for collaborative research, discovery, and problem solving;
  • the overall contribution of the session/presentation to inclusive excellence; and
  • the ease with which conference session/presentation materials and outcomes can be adapted to a wide range of institutional types.

Additional Information
The deadline for proposal submission is March 6, 2018.
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), or has questions about the process, please email Jacqueline Martin at Martin@aacu.org 

The session contact will receive an email with 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 8:00 a.m. on Friday, October 11 through noon on Saturday, October 13.

AAC&U Sponsorship Program
AAC&U will refer proposals that promote products or services available for purchase to AAC&U’s Sponsorship Program. For more information about sponsorships, contact development@aacu.org.