CFP: Teaching Professor Conference

The 2014 Teaching Professor Conference is the place to hear about the latest pedagogical strategies. For educators who are passionate about the art and science of teaching, The Teaching Professor Conference is the premier event in the U.S. There is no better forum for an exhilarating exchange of ideas with your colleagues.

We are now accepting proposals for sessions and poster sessions!

The Teaching Professor Conference is known for attracting a roster of high-quality, engaging presenters; that’s why we’re asking you to be a part of next year’s event. If you have previously submitted a proposal for past conferences, we sincerely ask you to submit again. And if you have never submitted a proposal for a session or poster session, we ask that you seriously consider this opportunity to share your expertise at the conference.

The 11th annual Teaching Professor Conference will be held May 30 – June 1, 2014 at the Westin Boston Waterfront in Boston, Mass. Featured topical areas are:

  • Topical Area 1: Instructional Design
  • Topical Area 2: Activities that Engage Students
  • Topical Area 3: Teaching Specific Types of Students
  • Topical Area 4: Instructional Vitality: Ways to Keep Teaching Fresh and Invigorated
  • Topical Area 5: Teaching and Learning with Technology
  • Topical Area 6: Creating Climates for Learning
  • Topical Area 7: Faculty Development

For more information about the proposal process and how to submit your proposal, please click here: http://www.teachingprofessor.com/conference/proposals

The Teaching Professor Conference is three intensive days of plenary sessions, preconference workshops, sessions, poster sessions, and more. Here is your chance to be a part of it in 2014.

Deadline for proposal submissions is Friday, November 1st, 2013.

 

CFS: Teaching & Learning

CALL FOR SUBMISSIONS: Currents in Teaching and Learning (Volume 5, Number 2, Spring 2013)

Currents invites submissions for its Spring 2013 issue, including:

  • Teaching and Program Reports: short reports from different disciplines on classroom practices (2850–5700 words);
  • Essays: longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words);
  • Book and Website Reviews: send inquiries attn: Book Review Editors. No unsolicited reviews, please.

All submissions must be original, previously unpublished work and, if based in a particular academic discipline, must explicitly consider their relevance and applicability to other disciplines and classroom settings. We welcome both individual and group submissions. Submissions Deadline for Spring 2013 Issue: November 15, 2012

Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters nonspecialist, jargon-free exchanges among reflective teacher-scholars in higher education. Currents is published twice a year and addressed to faculty and graduate students across the disciplines. Send all inquiries to Editor Josna Rege, at currents@worcester.edu. For submission guidelines, visit: www.worcester.edu/currents  

Currents in Teaching and Learning is a publication of Worcester State University, Worcester, Massachusetts, USA. ISSN: 1945-3043

Josna Rege, Editor, Currents in Teaching and Learning, Associate Professor, Department of English, Worcester State University, 486 Chandler Street, Worcester, MA 016002

email: currents@worcester.edu  Visit the website at http://www.worcester.edu/currents

CFS: Syllabus

Syllabus, a new peer-refereed journal

All of us would pay more attention to what and how we teach if we knew our syllabi are subject to the same scrutiny as our scholarly papers. Syllabus, a new peer-refereed journal, intends to provide an outlet for recognition and support to faculty who excel in teaching. Please help to spread the word and pass on to your colleagues. The journal is at: http://syllabusjournal.org/  It publishes original course syllabi, essays, and shorter “tool box” entries. All are subjected to blind peer review.

Sasha Sidorkin, Syllabus Editor, Rhode Island College, Horace Mann 108, Providence, RI 02908

Email: asidorkin@ric.edu  | Visit the website at http://syllabusjournal.org

CFS: Pedagogical Responses to Sexuality

Pedagogical Responses to Sexuality – Teaching Sex Call for Papers Deadline: June 15th, 2010

The editors of Transformations seek articles that explore sexuality from pedagogical contexts such as colleges and universities; prisons; HIV risk reduction interventions; K-12; law schools; medical/nursing schools; museums, libraries and archives; global justice movements; virtual public spheres; and community outreach. We welcome essays from all disciplinary and interdisciplinary perspectives. Transformations publishes only essays that focus on pedagogical praxis and/or pedagogical theory.

Transformations: The Journal of Inclusive Scholarship and Pedagogy is a peer-reviewed interdisciplinary forum for pedagogical scholarship exploring intersections of identities, power, and social justice.

Transformations accepts essays (5,000-10,000 words), media essays (overviews on books, film, video, performance, art, music, websites, etc. 3,000 to 5,000 words) and items for an occasional feature, “The Material Culture of Teaching,” which offer historical perspectives on pedagogy or examine material practices/artifacts of pedagogy.

Please send submissions in MLA format (6th ed.) via email to transformations@njcu.edu . For submission guidelines go to: www.njcu.edu/assoc/transformations .

Jacqueline Ellis and Ellen Gruber Garvey, Editors, Transformations, New Jersey City University Hepburn Hall Room 309, 2039 Kennedy Boulevard, Jersey City, NJ 07305 Email: transformations@njcu.edu Visit the website at http://www.njcu.edu/assoc/transformations

CFS: Currents in Teaching & Learning

A Call for submissions from CURRENTS IN TEACHING AND LEARNING Volume 2,Number 2, Spring 2010. Currents in Teaching and Learning is a peer-reviewed electronic journal that fosters exchanges among reflective teacher-scholars across the disciplines. Currents invites submissions for its Spring 2010 issue, including:

—Short reports from all disciplines on classroom practices (2850-5700 words).

—Longer research, theoretical, or conceptual articles and explorations of issues and challenges facing teachers today (5700 – 7125 words).

—More submissions from the social sciences and sciences.

—Announcements of work in progress and calls for collaborators.

—Book and website reviews.

SUBMISSIONS DEADLINE for the Spring 2010 issue: NOVEMBER 15, 2009

Submissions received after this date will be considered on a rolling basis for future issues of Currents.

Send all inquiries and letters of interest to Josna Rege, at currents@worcester.edu  

For more information and to subscribe to Currents, visit our website at: www.worcester.edu/currents

Currents in Teaching and Learning is a publication of the Center for Teaching and Learning, Worcester State College, Worcester, Massachusetts, U.S.A. ISSN: 1945-3043

Josna Rege, Editor, Currents in Teaching and Learning,Associate Professor, English Worcester State College, Worcester, MA, U.S.A.

CFS: The Teacher’s Voice

 The Teacher’s Voice, an online publication, is currently seeking submissions for upcoming theme issues as well as the following: corporate/profit/non-profit privatization of public education in poor and working class communities; public schools turning into factory-modeled dumbed-down test-prep mills; parent, student, teacher disempowerment; apathy (especially of the secure and privileged). Please visit The Teacher’s Voice at: http://www.the-teachers-voice.org 

 

CFS: The Teacher’s Voice

The Teacher’s Voice has radically changed! It is now a free online magazine and teacher resource. They seek poems, short stories, creative nonfiction, and essays about the promise and hard truths of teaching in our schools and colleges. Chapbook and poetry contests too. The Teacher’s Voice, P.O. Box 150384, Kew Gardens, NY 11415. Query: editor@the-teachers-voice.org . Visit www.the-teachers-voice.org .

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