Midwest Regional Learning Conference at the University of Michigan (3/15 abstracts due; 5/18-5/19)

full name / name of organization: 
Association for Authentic Experiential and Evidence Based Learning
contact email: 
contact@aaeebl.org

Integrative learning pedagogy fosters connections over time and across contexts: curricular and co-curricular, community-based, and personal and professional. It enables students to synthesize and transfer their learning from one setting to others, thus encouraging intentional decision-making in all aspects of life and enabling students build habits of mind that prepare them for "real world” engagement. As we know, eportfolio processes are, most often, deeply rooted in this pedagogy.

Similarly, engaged learning pedagogy provides the means for students to make connections between classroom experiences and experiences beyond the classroom. This approach is grounded in a number of high impact practices: community-based and problem-based learning, studying and working abroad, peer-based programs, research, internships, field and clinical experiences, and service-learning courses, to name a few. Engaged learning is a mechanism for students to apply their discipline-specific academic learning in dynamic and "real world” ways. Substantive reflection and meaning-making before, during, and after engaged learning experiences is vital in how students gain insights about the interconnected nature of social issues and about themselves, others, and communities.

We will explore these two tentpole topics in our conversations and presentations around and on eportfolios at the 2014 Midwest Regional AAEEBL Conference, and invite related proposals using the following questions to frame our discussions:
•How can we, as educators, help understand the connections between these pedagogies and work to unite them?

•What makes an eportfolio and/or reflective practice essential components of engaged learning experiences?
•What kinds of infrastructure are needed to support the convergence of integrative and engaged learning on our campuses?

•How should we measure student learning in these contexts beyond the completion of the task/project? How can we evaluate how much or little the engaged learning experience challenged their previously unquestioned understanding of self, identities, values, beliefs, etc.?

While proposals do not specifically have to address these themes, preference will be given to those that do.

For more details and proposal form: https://aaeebl.site-ym.com/?page=2014midwest_regional#midwestproposal

cfp categories: 
graduate_conferences
humanities_computing_and_the_internet
interdisciplinary
professional_topics
rhetoric_and_composition