Call for Proposals
8th Annual Drexel VIRTUAL Assessment Conference - September 8, 9, 10 - 2021
Share your passion for teaching, learning, assessment, and providing a quality student experience. We are looking for engaging, informative, and all around terrific presentations on research, best practices, insightful teaching and learning experiences, or innovative assessment methods that speak to academic quality as a driver of assessment. If you have any questions about submitting a proposal, please send an email to Manny Sanchez at email@example.com.
Submit a Proposal before the June 1st deadline
- Proposal period (UPDATED as of 5/18/2021) March 10 - June 1, 2021
- Proposal review period: June 2 - June,4, 2021
- Accepted presenters notification: June 7, 2021
Concurrent Session (30 or 60 minutes with a three-presenter maximum)
- For a concurrent session guidelines are a presentation along with an effort to promote audience engagement.
- Format examples: presentation, panel discussion, debate, role-playing, group activity
Workshop Session (90 minutes with a three-presenter maximum)
- Based on feedback from presenters/participants, a limited number of 90 minute sessions will be available.
- The longer format is designed for more interactive sessions with extended time for learning activities and participant interaction .
- Format examples: workshop, 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. Given its popularity, we may be able to offer two concurrent sessions that are thematically linked.
This year we are pleased to launch a brand new track for graduate students to display their research on the assessment of teaching and learning! This poster showcase will allow students to present their research and receive feedback and suggestions from assessment professionals. So if you are or you know a current graduate student or one who has recently graduated *(within 18 months of September 1, 2021) that would like to showcase their research, please submit a proposal now.
Virtual Poster Showcase Submission Information
Poster Title: Create a catchy title that accurately reflects the assessment teaching/learning focus of your poster and that makes the reader want to learn more. [15 word maximum]
Presenter Information: Full contact information including: name, title, address, telephone, email address, graduate status (name of institution, program, and anticipated or actual graduation date)
Biography: Describe relevance of her/his expertise to the poster topic [100-word maximum]
Proposal Abstract: Answer the five questions below to build your proposal abstract. If accepted, this will be used in the conference program.
- Description: What is your research topic? [50 word maximum]
- Currency: Why is your research significant? [50 word maximum]
- >Research Methods: Describe your research methods? [50 words maximum]
- Relevance: How does your research connect to one of the Conference Sub-themes? [50 words maximum]
- Research Status: Is your research (a) in the planning phase, (b) currently in progress, or (c) completed? [Select one]
Research Description: Complete the following information related to your virtual poster
- Purpose of the Research [1-2 sentences]
- Problem Statement [1-2 sentences]
- Research Questions [up to five questions]
- Findings or Preliminary Findings, if available [50 words max]
Additional Information: If you need more space to augment your proposal answers with more information, data, or references [200 words maximum]
Learning and contemporary higher education assessment
This theme encompasses research and practice exploring the relationship between learning and assessment. It is an opportunity to present work investigating the manifest and nuanced ways in which assessment design can influence learning as well as how assessment can reflect the learning intentions of different teaching practices such as enquiry-based learning.
Diversity and inclusion
This theme invites contributors to present research and practice on assessment related to tackling aspects of diversity in higher education. It will include investigations into the equality implications of assessment practices and the development of effective inclusion shaped or influenced by assessment.
Institutional change and assessment
This theme recognizes the disciplinary and local scale of many assessment investigations and innovations. It invites research which tackles assessment matters at the institutional level, particularly those concerning efforts at institutional-level change. Topics may include academic standards, policy development, rebalancing formative and summative assessment, grading systems, and initiatives aimed at transformational change.
Overcoming specific assessment challenges
This broad theme invites contributions related to assessment challenges such as subject discipline matters, assessing work-based learning and incorporating assessment technologies. Where contributors focus on a disciplinary issue, they should present their work in a way that is embedded in the subject/ profession but has wider lessons for cognate disciplines.
This theme views accreditation as being transformed from a valued private-sector process—over which the federal government historically has exercised limited control—to a process that is subject to more and more federal involvement. What are the implications of this shift for faculty? For administration? For students? Are institutions experiencing a loss of appropriate authority and responsibility for key academic decisions—that is, judgments about curriculum, academic standards, and general education? Accreditation is a creation of colleges and universities that dates back more than a century. Its fundamental purposes are quality assurance and quality improvement in higher education. A process of self-regulation through peer and professional review, it is the oldest such system in the world. But, are the core academic values on which accreditation is built and in which faculty members invest at risk as the federal government role expands?
Presentation title: Create a catchy title that accurately reflects the assessment teaching/learning focus of your presentation and that makes the reader want to learn more. [15 word maximum]
Identification of all presenters: Full contact information includes name, title, address, telephone, and email address; only one presenter permitted for snapshot sessions.
Biography: For the primary presenter describe relevance of her/his expertise to the presentation topic [100-word maximum]
Proposal Abstract: Answer the three questions below to build your proposal abstract. If accepted, this will be used in the conference program.
- Description: What is your session about? [50 word maximum]
- Currency: Why does this content matter? [50 word maximum]
- Relevance: How will this session improve attendee's day-to-day work lives? [50 word maximum]
Additional Information: If you need more space to augment your proposal answers with more information, data, or references
Session Learning 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 Structure: What types of things will be occur in your presentation. Please list them and the time that will be devoted to them. What are the opportunities for active learning and participant interaction?
- Discussion: 15 min
- Learning activity: 20 min
- Group discussion: 15 min
- Closing: 10 min
Learning Activity: Will you have a hands on activity that the participants will engage in? Please describe what it is and how it fits in to the success of your presentation.
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
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 be considered. 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.
- 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.
- 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.
- 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.
- 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.
- 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?
- 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
- Registration: All concurrent session presenters must be registered for the day on which they are presenting. Presenters are responsible for all conference registration fees. There is a discount for conference presenters.
- Use of Presentation Materials: We will be reaching out to you before the conference begins to send out to the attendees a week before the conference begins. In this way, we will promote more engagement during the conference
- Presentation Training: The conference committee will be offering training sessions before the conference on the system that will be used to host the conference. This will be offered synchronously and asynchronously.