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Action Research Network of the Americas  We invite you to join us in Knoxville, Tennessee where our conference theme, MAKING A DIFFERENCE: ACTION RESEARCH FOR A CHANGE, will draw inspiration from the history of Highlander Education and Research Center, and the legacy of change that it has spawned. The epigraph from Myles Horton above refers to his founding of the Highlander Folk School, but also speaks to unique contexts and a focus on interaction that are broadly understood elements of the of diverse field of action research. As with Action Research, this will not be your typical conference. This will be a platform for Inter-Action. Dialogue will be our primary form of interaction with skilled facilitators encouraging participants to join the action and to think together collaboratively. Presentations are limited to short time frames so conference attendees can be actively involved in facilitated dialogue in each session. Poster presentations will be displayed during a boxed lunch session so participants will have time to mingle and network with presenters. Also, new this year this year, we will have Pecha Kucha presentations. These presenters will show 20 slides, for 20 seconds each, and talk for a total of approximately 6.5 minutes with 45 minutes allotted for dialogue following. For further information on pecha kucha visitwww.pechakucha.org and examples HERE and HERE. With four conference tracks, there will be something for everyone. Conference tracks are; Action Research for Social Change, Action Research for Pedagogical Change, Action Research for Change in helping Professions, and Action Research for Change… in Action!

Our conference is inspired by the concept of sustainability and titled "living to learn, living for life." For us, this theme encompasses living in an economically, physically, and culturally sustainable way and integrating sustained learning throughout. We are particularly eager to show you how environmental and educational sustainability connect in CBU's Verschuren Centre for Sustainability in Energy and the Environment, one of Canada's most sustainable university labs. We have invited two distinguished keynote speakers: Rex Murphy, who many will know as a CBC personality known for his word-smithing and lifelong passion for teaching; and Richard Gerver, who is inspiring teachers globally with his work on educational transformation.

"This is the 6th annual conference on blended learning sponsored by COHERE (Collaboration for Online Higher Education & Research) and CSSHE (Canadian Society for the Study of Higher Education). It will feature Dr. Tony Bates, the well known scholar and commentator on the use of technology in higher education. His latest book is Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning (Jossey-Bass, 2011). In addition to taking an active part in the entire conference and doing the conference wrap-up, Tony will deliver the following keynotes: Meeting the challenge of technology: are we failing as managers? Designing university teaching to meet the needs of 21st century students The conference will also feature a number of concurrent sessions, for which we invite proposals related to one of the following streams: 1. Taking stock of blended learning in higher education: Management, policy, and research issues 2. Case studies of teaching and learning issues related to blended learning"

"NEWS 2011 STEMtech Conference Will Start in 33 Days, 03 Hours, 15 Minutes, 30 Seconds. 2011 STEMtech conference program is now available. 8th / August / 2011 2011 STEMtech itinerary builder is now available. 8th / August / 2011 2011 STEMtech participant lookup is now available. 8th / August / 2011 Indianapolis Colts Tailgate Party 20th / July / 2011 Two exciting workshops available at the 2011 STEMtech Conference. 14th / June / 2011 Tentative list of sessions being presented at the 2011 STEMtech is now available. 13th / June / 2011 TIES to coordinate Learn and Earn strand at 2011 STEMtech 11th / March / 2011 Online registration for the 2011 STEMtech is now available. 28th / February / 2011 INFO Follow STEMtech Are you attending? Check in here: Opening Keynote Speaker David Thornburg Founder and Director Thornburg Center Closing Keynote Speaker Jim Brazell Technology Forecaster and Strategist The League for Innovation in the Community College is proud to announce its second annual STEMtech conference, October 2-5, 2011, at Indianapolis' new JW Marriott. Educators, industry leaders, and others will gather to discuss increasing student access into and success in science, technology, engineering, and mathematics (STEM) majors and careers. The 2011 STEMtech conference will also help educators explore the strategic use of information technology to better serve their students, campuses, and communities. Over 400 sessions will cover everything from recruiting and retaining students for STEM-related programs to using information technology to improve organizational and student learning. Tracks for the 2011 STEMtech conference include * Health and Science * Energy, Environment, and Sustainability * Mathematics, Engineering, and Architecture * Manufacturing, Industry, Agriculture, and Aerospace * Technology, Multimedia, and Telecommunication * Recruiting, Retaining, and Transitioning Students Into STEM Programs (NEW) * Tech

DevLearn|12 is the world's leading event for anyone dedicated to embracing technologies for training & development. Nowhere else will you find a more comprehensive educational program, a more highly focused expo, and a more knowledgeable community of professionals who are all committed to sharing their ideas, experience, and knowledge. So whether you are new to eLearning or a well-seasoned expert, we hope to see you in Las Vegas this fall for DevLearn|12! Join us at the Aria in Las Vegas, October 31-November 2, 2012. 

Conference Goal The Conference goal is to provide programs that specifically address the administrative and academic needs of post-secondary leaders, develop the skills required for effective leadership, and maximize the opportunity for conference participants to interact with each other. Who Should Attend Educational leaders at all levels, including, Chairs, Managers, Administrators, Faculty, Directors, Deans, and individuals focused on developing and honing your own leadership capabilities and those of individuals in your organization. Conference Highlights The Chair Academy conference is an exceptional forum for participants to meet and share ideas, issues, and challenges with colleagues from other post-secondary organizations worldwide. Participants can gain important knowledge and tools for leadership roles within their organizations. Particpants will have the opportunity to listen an inspiring lineup of cutting-edge education researchers and world renowned speakers. Empower yourself personally, professionally, and organizationally.

"CONFERENCE DATE: October 12, 2011 Join our online conference for inspirational insights and practical ideas that can help you discover new directions for your teaching. All you need is a computer and an Internet connection! Join just one or any number of the sessions listed below. All sessions are live with Question & Answer time included. Register today! To learn how the online conference works, please read "Learn More." After registering at the link above, you will receive an email from GoToMeeting with the conference link and other info you will need to join us on October 12th. If you do not receive this email, please check your email software's SPAM filter for the message, or contact jean-pierre.dufresne@pearson.com for assi"

This online - free - conference includes some good general sessions about teaching and learning online as well.

"The International Lilly Conference on College Teaching is one of the nation's most renowned conferences presenting the scholarship of teaching and learning. For over thirty years, teacher-scholars from across the U.S. and internationally have gathered annually the weekend before Thanksgiving to share innovative pedagogies and discuss questions, challenges, and insights about teaching and learning. The Conference has become a teaching retreat as well as a conference. Deans and chief academic officers often support the attendance of faculty teams at Lilly as recognition for outstanding faculty and for faculty development, and institutions planning Teaching and Learning Centers have found the Conference an effective way to meet and "scout" exceptional teacher-scholars. Miami University, with its timeless Georgian architecture and beautiful wooded areas, makes an attractive location for learning."

"Collaborating for Learning will focus on the many ways faculty, students and disciplines collaborate to produce the meaningful learning we strive to foster in our students. The conference will live up to its name, and provide opportunity for learning together in ways that allow us to enhance our practice, grow our research on how students learn, and build our community. It is a collaborative event where faculty, graduate students, post doctoral students, librarians, student services professionals and students are invited to discuss their insights, experiences and related research. Some of the themes for consideration include collaboration inside the classroom, outside the classroom, collaboration among the disciplines and collaboration in inquiry. "

We cordially invite you to participate in the 37th Annual POD Conference to be held in Seattle, Washington on October 24-28, 2012. With this year's theme, Pencils & Pixels: 21st Century Practices in Higher Education, we invite an informed exploration of the unprecedented array of technologies, both high-tech and low-tech, in use at institutions of higher learning. New technologies continue to arise, faster than most of us can assimilate. Some are seductive. Others seem to be more trouble to learn than they are worth. Some may seem frivolous, but upon closer examination have exciting applications for teaching, learning, and professional and organizational development. At the same time, many of the very best pedagogical technologies are neither new nor digital. It is probably no coincidence that the growing interest in contemplative practices and "slow teaching" is occurring simultaneously with the current smart phone and social media explosion. How are digital technologies affecting the way students learn? How can we support faculty and students-many of whom wear their smart phones like appendages-in selecting appropriate technologies for the work at hand? When, if ever, is it appropriate to insist that students, faculty, and even organizations disconnect entirely from digital tools and social media? How do high-tech and low-tech pedagogies inform each other? We invite you to share the tools, approaches, and practices that foster excellent teaching, learning, and professional development; strategies and rationale for supporting the technology-resistant to choose and use excellent digital tools; technology-related research findings; and examples of productive disengagement from technology addictions. 

"The Institute for Scholarship of Teaching and Learning at Mount Royal University is pleased to announce our 2011 Centennial Symposium on Scholarship of Teaching and Learning, November 10-12, 2011 in Banff Alberta Canada. This gathering of teacher/scholars is a "practitioners conference" dedicated to developing individual and collaborative teaching and learning scholarship, sharing nascent data and findings, going public with compelling results of completed research projects, and building an extended scholarly community. The goals of this event, and the Institute for Scholarship of Teaching and Learning at Mount Royal University, include understanding and improving student learning through systematic scholarly inquiry and building collective knowledge for the future."

"Psychology, Emotion, and the Human Sciences Psychology, Emotion, and the Human Sciences A Symposium at the University of Windsor, Windsor, Ontario Canada 20th to 21st of April, 2012. Call for Papers Deadline 1 November 2011 In Alchemies of the Mind: Rationality and the Emotions [Cambridge, 1999], Jon Elster argues that "with an important subset of the emotions [for example, regret, relief, envy, malice, pity, indignation, ...] we can learn more from moralists, novelists, and playwrights than from the cumulative findings of scientific psychology." Elster then explores the work of both ancient and early modern moral philosophers in order to substantiate his argument. This symposium will explore Elster's assertions: what can contemporary 'scientific psychology,' barely 150 years old, teach us about the emotions that early modern literary and philosophical inquiry cannot? Does psychology [of various sorts] deserve its status as the discipline of feeling? What can contemporary philosophical work teach us about feeling and emotion? Are there viable ways of bringing historical and contemporary emotional inquiry into contact? What insight can various forms of inquiry bring to the increasingly prominent issue of affective education [the education of emotions, dispositions, and values]? What is the status of emotional inquiry across disciplines? Abstracts for twenty-minute papers are invited by scholars engaged in the history of psychology, contemporary psychology and sociology, philosophy, literary studies, the history of emotion, the scholarship of teaching and learning, and informal logic and argumentation. Maximum 500 word abstracts should be sent by 1 November 2011 to spender@uwindsor.ca. Possible topics might include, but are not limited to, the following: - rhetoric and the emotions - emotion and informal logic - argument and emotion - affective education - emotion in the classroom - the history of psychology - neuroscience and emotion - the passio

"Learning analytics (LA) is the collection and analysis of data associated with student learning. The analysis of this data, coming from a variety of sources like the LMS, the library, and the student information system, helps us observe and understand learning behaviors in order to enable appropriate interventions. The reports that an LA application generates can be helpful for instructors (regarding student activities and progress), for students (regarding their progress), and for administrators (regarding course and degree completion data). LA applications help instructors monitor student progress, students evaluate their own performance, and administrators track course and degree completion. Although still emergent, learning analytics is a rapidly expanding area of research and a practice worthy of exploration."

"Using Grading Strategies to Understand and Improve Student Learning Workshop October 12-13, 2012 Cambridge, MA Good grading and good teaching go hand in hand. If you haven't taken a fresh look at your assessment strategies recently, it's likely that you're missing some powerful ways to improve your courses and deepen the caliber of learning that takes place in your classroom. The purpose of this exclusive two-day event is to help you create purposeful, meaningful opportunities for students to learn exactly what you want them to learn. This workshop is designed to give you the freedom to think in new and innovative ways about how you teach and how you assess student learning. The dual presenters have prepared a full menu of engaging activities for reflecting deliberately and developing the types of assessments that will improve the learning experience in your courses. In Using Grading Strategies to Understand and Improve Student Learning, a pair of leading experts in classroom assessment will lead you through a concentrated two-day workshop designed to provide you with new tools and insights for redesigning your assessment strategies. At the end of this event, you will understand how and why improving the quality of the assessments you use in your college courses can raise the level of learning in your classroom."

This high intensity two day event focuses on deploying, integrating and using Google Apps for Education to promote student learning in K-12 and higher education. The program features Google Certified Teachers, Google Apps for Education Certified Trainers, practicing administrators, solution providers, Google engineers, and representatives from the Google Apps for Education team. 

The Leading Change Institute, successor to the Frye Leadership Institute, engages leaders who seek to further develop their skills for the benefit of higher education. The Institute explores higher education challenges, empowering librarians and information technologists to initiate conversations and take action on issues of importance not just to their individual institutions, but to the entire higher education community. Higher education requires leaders, particularly in the information sector, who can inspire, advocate, and advance needed change. The Leading Change Institute's curriculum is based on three guiding principles: Participants learn how to be part of a collaborative community that takes leadership on critical issues. Participants develop the skills to build public will, set an agenda for change, and advocate for needed change. Participants learn by doing through engagement with real-world issues. Through a seminar approach, Institute participants will focus on specific issues as they seek to develop new kinds of thinking to foster collective action. They will deconstruct the issues, craft arguments to re-conceptualize what is happening in higher education, and catalyze action through collaborative projects. Further information about the Leading Change Institute may be found on the What is the Program? page. The missions of CLIR and EDUCAUSE reinforce the importance of partnership, learning, and collaboration reflected across the Leading Change Institute experience.

Faculty, staff, and administrators throughout higher education are employing contemplative practices for many reasons. These include sharpening attention; creating environments that enhance the well-being of all; addressing inclusion and access for all in support of the vibrant diversity of our institutions; deepening engagement and learning of subject matter; reflecting on and supporting meaning-making; considering the wider impacts of our actions; and ultimately supporting the development of a more just and compassionate society. Given the breadth and depth of these many intentions, the types of practices used are extremely diverse, and their assessment needs to be approached with great sensitivity. Assessment of practices designed to develop attention, for example, will be different from assessment of those practices designed to increase conceptual understanding or develop compassion and creativity.

Registration for the 2015 National Early Childhood Inclusion Institute is now open! The Inclusion Institute, presented by the Frank Porter Graham Child Development Institute (FPG), is the premier event for people from all early childhood sectors to come together to learn, share, and problem-solve about inclusion for young children. This year's theme is Implementing Quality Inclusion Practices:  Supporting People, Programs, and Policies.

"This retreat is for faculty in higher education. It is based on the philosophy that well facilitated shoptalk is one of the highest forms of professional development. No individual "expert" can match the collective knowledge, experience, wisdom, creativity, and genius of 30-40 teachers who are actively involved in their profession. The participants themselves are the experts at the retreat! You will meet with other teachers from different disciplines and institutions, engage in highly interactive discussions, share successful teaching strategies and innovations, seek solutions to your own teaching problems and challenges, and much more (see instructions for Prior Preparation about what to bring to the retreat). The retreat facilitators will provide structure and guidelines to help assure effective use of retreat time, but you and the other participants will decide which issues are most important and relevant to discuss. Together, we will pursue a quest for the ideal of the "great teacher." The Red Rock Great Teaching Retreat is based on the seminar model of the National Great Teachers Movement, founded in 1969 by David Gottshall. This movement continues to grow with workshops, retreats, and seminars held across the United States, Canada, and other parts of the world."

Designing Student-Centered Learning Experiences is a weeklong interactive workshop for faculty teams engaged in a curricular change effort at their own institution. Through participatory workshops, immersive design exercises, and presentations from experts, teams of faculty learn about, experience, and practice effective, engaging teaching approaches for new and meaningful STEM curricula. Through the Summer Institute experience, we aim to create a learning environment for participants that Embraces creativity, prototyping, iterating, and dreaming big, Introduces a set of tools, concepts, and language about student-centered experience design, Promotes exploration of participants' contexts in new ways and provides insight into what we do here at Olin, and Builds community among educational change agents.