In exploring the conceptions of our profession and how institutional directions shape our practice in diverse landscapes, we invite you to explore the following questions: How do the strategic priorities of our institutions shape our approach to educational development? What are our roles in shaping institutional priorities? What should they be? How do we position ourselves in our institutions to influence strategic decision-making about teaching and learning? On the spectrum of responsibilities from meeting the learning needs of individual teachers to facilitating institutional change, how do we reconcile the tensions that the expanding roles of educational development specialists can create? As institutional directions move to a greater focus on assessment of teaching performance, institutional accountability, e-learning and m-learning, how are the roles of educational developers, instructional designers, and curriculum specialists changing? To what degree to we want to harness these trends to shape how our profession is conceptualized?

The Society for Information Technology and Teacher Education is an international association of individual teacher educators, and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education and faculty/staff development.

The Virginia Tidewater Consortium's Summer Institute on College Teaching is in its 36th year of helping faculty at every level and discipline to become more effective teachers. Over the years hundreds of faculty have participated in the Institute and have found it very worthwhile and rewarding. The Institute is unique in that it allows faculty members the opportunity to discuss college teaching and learning in-depth with their colleagues in an open, pleasant environment. Since enrollment in the Institute is limited to a certain number, there is ample time for one-on-one discussion with the other faculty members.

This annual conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education.

"Emergent Dialogues in Assessment"   In the last decade, the higher education sector has been confronted with increasing skepticism about its effectiveness and quality from government agencies and employers, as well as from prospective students and their families. In the face of such criticism, higher education's response has been very weak, as illustrated by the inclusion of assertions that these skeptics should trust us; the production of weak and misleading reports on institutional quality; and accreditation-based assertions of quality based on criteria that miss the point of the skeptics' criticism. While we assert quality in many ways, we rarely do it in a way that answers the central, critical question these skeptics want answered: will graduates be able to function and succeed in the world after graduation?  Colleges and universities can no longer avoid answering that question, nor can they try to answer it with surrogate measures.   The demand answers that are both rigorous and practical is being exacerbated by fundamental changes in student demographics and the way higher education institutions "do business."  Growing adult/returning student populations, more diverse student bodies with more diverse needs, and an increasingly challenging economic environment  will force higher education to be more flexible and accountable, but with fewer resources. In this environment assessment practitioners can play a major role in evaluating and developing response strategies like translating learning into credit (e.g. prior learning assessment), "direct assessment programs" ( e.g. competency-based education), and emergent learning environments (e.g. adaptive learning).  

This year's Dalhousie Conference on University Teaching and Learning (DCUTL) will explore the integration of learning technologies to foster deep learning in courses and programs and will provide opportunities to discuss how such approaches will continue to influence the higher education landscape. The conference will feature a plenary address by Dr. Norm Vaughan, Professor at Mount Royal University's Faculty of Teaching and Learning and one of Canada's leading experts on blended learning and the effective integration of technology in higher education learning environments.  Dr. Vaughan will be speaking on "The Effective Integration of Blended Learning in Courses and Programs".

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.

The three-day conference will bring together faculty, instructional designers, faculty developers, educational technology leaders, and other higher education professionals interested in learning more about how technology is altering the learning environment. The Teaching Professor Technology Conference will include sessions on: Blended or Flipped Courses Online Learning Technology in Face-to-Face Courses Social Media, Mobile Learning, and Apps

he conference theme "Educational Development in a Changing World" is created to engage with the constant flow of change in which higher education is situated. It demands innovation and creativity as well as plurality and discipline specific strategies for implementations that keeps higher education at the frontline. Scholars and higher-education professionals, interested in educational development and related fields, are highly encouraged to submit papers for oral presentation, or to participate in other parts of the conference program including keynote address, plenary lecture, panel discussions/symposium, seminars, or pre-conference workshops.

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 role of the educator has transformed. No longer mere conveyors of static information, teachers are increasingly entrusted with the responsibility to foster and develop life skills in students. Fostering global citizenship calls for the development of leadership skills, which may be especially challenging to cultivate in online learning environments. Transformation of learning experiences opens new opportunities for transforming the lives of life-long learners and leaders.

EDUCAUSE Connect is a highly interactive, action-driven professional development experience. Here you'll choose a learning track and join a cohort of peers to find workable solutions, build your professional network, and examine the tactical and strategic perspectives of key higher education IT issues. For two and a half days, you'll take part in career development activities with peers to intentionally solve, network, and grow together.

The International Conference of STEM in Education is an opportunity for educators and researchers from schools, universities, colleges, businesses, industries and other private and public agencies to share and discuss their innovative practices and research initiatives that may advance STEM education.

For 33 years, Lilly Conferences on College and University Teaching and Learning have provided opportunities for the presentation of the Scholarship of Teaching and Learning.  This interdisciplinary teaching conference targets faculty and administrators.  Participants come from across the United States and abroad; participants represent many disciplines and represent various stages in academic careers ranging from post-doctoral positions, adjunct faculty, new faculty, mid-career faculty, seasoned faculty, and even emeritus faculty and administrators. The conference is centered on the theme "Evidence-Based Teaching and Learning".   Conference sub-themes involve tracks the following tracks:

Transforming Classrooms with iPads Come join us in Boston (November 13-15, 2013) and San Diego (February 3-5, 2014) as we work to identify and share best practices for integrating iPads in the service of learning.

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.

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.

"Open Resources, Open Courses: Their Impact on Blended and Online Learning"

For those who are passionate about the art and science of teaching, The Teaching Professor Conference, now in its eleventh year, is a three-day conference dedicated to excellence in pedagogy. It brings together hundreds of faculty members from campuses nationally and internationally to: Explore the newest ideas in teaching and learning Hear the latest research Discuss the state of today's changing classroom Network with likeminded individuals who care about teaching and learning

This annual conference serves as a multi-disciplinary forum for the exchange of information on research, development, and applications of all topics related to e-Learning in the Corporate, Government, Healthcare, and Higher Education sectors.