UPDATE: Engaging Student Learning in Non-Traditional Formats
**Please see the timeline update to this CFP since its initial positing.**
CFP: Abstracts for edited collection
Engaging Student Learning in Non-Traditional Formats
Deadline: May 15th, 2013
We are soliciting abstracts for an interdisciplinary and multi-disciplinary book that examines whether course format, delivery, & duration make a difference in students' academic performance and achievement. We are particularly interested in papers that examine teaching and learning from broad and diverse cultural, disciplinary, and institutional contexts. Some of the following questions may be useful in helping authors conceptualize their submissions:
•Do students learn the content of their coursework more effectively, with greater retention, or with deeper reflection than they do in a non-traditional, brick and mortar format?
•Do the neurological and psychological functions of the brain explain how students learn and what they retain during intense, short periods of intellectual activity? Do the ways we expend energy hold one of the keys to explaining the process of learning under these circumstances?
•What are the characteristics of student learning experience across varied course formats and lengths within diverse institutional, cultural, disciplinary and other contexts?
•Does the age, maturity, race, gender, or other characteristics of the students themselves better determinants of their learning than course format and duration? How do these factors work together to affect teaching and learning?
•Why and how do instructors, institutions, and students choose one format versus the other? As higher education student demographics change and become more heterogeneous, how will/must curricula, support programs, and institutional policies change to meet the needs of these shifting populations?
•How do instructors adapt their methods of instruction in different course formats and durations to meet student learning outcomes?
•What are the most effective methods of assessing what students know, what they can do, and what they care about across different course formats and durations?
We welcome abstracts that consider other questions as well. If you are interested in contributing to this volume, send an abstract of 250-500 words to Prof. Prudence Layne at firstname.lastname@example.org and Mr. Peter Lake at P.Lake@shu.ac.uk by May 15th, 2013. Please include the following information with your abstracts: full name, title, name of institution/organization, email, and proposed chapter title. Following notifications, potential contributors will be invited to submit complete book chapters according to the following timeline.
- Abstracts/proposals due May 15th, 2013 (250 - 500 words)
- Contributors notified by May 22nd, 2013.
- Chapters due July 1st, 2013 (between 5,000 and 9,000 words)
- Edited full manuscript to publishers by October 15th, 2013
- Book publication 2013/2014
Please circulate and forward this announcement to colleagues whose expertise may enrich the collection. Thank you!