Please read this information completely before preparing your registration form. You may scroll through the information or link to the various segments as indicated in the directory below.
Program Information
INVITATION TO ATTEND
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. We invite you to contemplate¬¬—critically and reflectively—why and how you choose new, old, digital, or analog technologies appropriate to your goals, and how those choices shape your teaching, learning, professional, and organizational development work.
Seattle provides the setting for this year's conference. Home to Microsoft and Starbucks, the city is associated with fast-paced, West Coast "wired" culture. But its location on the shores of Puget Sound, in the shadow of the majestic Mount Rainier, steadily reminds residents and visitors of the beauty and rejuvenating, energizing force of nature. The setting is sure to provide an inspiring backdrop for an exploration of appropriate uses of technology in our field.
We look forward to seeing you in Seattle this October!
Natasha Haugnes, Conference Co-Chair
Cassandra Horii, Conference Co-Chair
Danilo Baylen, Program Co-Chair
Victoria Bhavsar, Program Co-Chair
OVERVIEW OF THE POD NETWORK AND ITS MISSION
The POD Network
POD supports a network of nearly 1800 members who have an interest in educational and organizational development. While POD members come primarily from the U.S.A. and Canada, the membership also represents 20 other countries. Through its members, the POD Network leads and supports change for the improvement of higher education through faculty, instructional, and organizational development.
The POD Network seeks to promote the scholarship of teaching, learning and organizational development that reflects a spirit of inclusion, where all members are invited to collaborate and interact with colleagues across disciplines and borders.
The POD Mission
The Professional and Organizational Development Network in Higher Education (POD) fosters human development in higher education through faculty, instructional, and organizational development.
POD believes that people have value, as individuals and as members of groups. The development of students is a fundamental purpose of higher education and requires for its success effective advising, teaching, leadership, and management. Central to POD's philosophy is lifelong, holistic, personal, and professional learning, growth, and change for the higher education community.
OVERVIEW OF THE ANNUAL CONFERENCE
The annual conference typically attracts between 650 and 750 people, and primarily targets practitioners in the fields of educational and organizational development, both novice and experienced. The conference appeals to administrators, faculty, education developers, graduate and professional student developers, graduate students, independent consultants, members of higher education organizations, and publishers for these communities.
Collectively, program sessions do the following:
- Actively engage participants
- Reflect current research and theoretical frameworks
- Involve colleagues from around the world
- Address needs of graduate students and both new and experienced faculty
- Stimulate personal growth
- Build working partnerships
- Highlight contributions of diversity
GENERAL INFORMATION
Proposals featuring best practices, new resources, innovative approaches, discussion of critical issues, presentation of research and work-in-progress may be submitted online beginning Thursday, January 19, on the POD website at http://podnetwork.org/pod and will be due by 5 PM (Pacific Time) on Thursday, February 23, 2012. All proposals will be evaluated using a blind peer-review process. Detailed information about the session types, topic areas, guidelines for submission, submission process, and the Robert J. Menges Honored Presentation Award is listed below.
N.B. Please read the guidelines for proposals carefully before submitting as certain changes have been implemented based on feedback from previous conferences.
SESSION TYPES
The POD Network in Higher Education welcomes proposals for a variety of session types, including the following:
Pre-conference Workshops:
- 3-hour interactive workshops
- 6-hour interactive workshops
Concurrent Sessions:
- 75-minute interactive sessions
- 75-minute roundtable discussions
- 35-minute research presentations (new session format)
- Poster presentations
For all session types, proposals should describe work that is systematically designed, implemented, and assessed, and make clear how participants might to apply, extend, or adapt the ideas they learned. Specific information about the different session types follows.
Pre-conference Workshops
Pre-conference workshops emphasize learning-by-doing and provide participants the opportunity to explore topics in depth through a combination of hands-on activities, reflection, and discussion. As such, proposals should include a detailed outline describing the types of learning activities and interaction you are planning. Additionally, proposals should indicate the maximum number of participants and any special room set-up you might need. You may also request a nominal materials fee where justified (e.g., for the cost of a book actually used in the session); please include this information in the body of your proposal if relevant. Audio-visual equipment, including an LCD projector, external speakers, and flipchart, may be requested. Wireless internet access will be available throughout the conference space. Computer laboratories are not available and laptops cannot be provided for presenters.
The vast majority of pre-conference workshops are three hours in length. These shorter workshops will take place the morning of Thursday, October 25. Fewer six-hour sessions are offered and are reserved for proposals that provide a clear rationale for needing the longer session. Six-hour workshops will begin the afternoon of Wednesday, October 24 and conclude the morning of Thursday, October 25.
Pre-conference workshops are advertised in the conference registration materials. We will notify you of pre-registration numbers before the conference and request that you be prepared for and accommodate on-site registrants as well.
Please direct questions regarding pre-conference workshops to co-chairs Sue Castriotta scastrio@keene.edu and Katie Kearns kkearns@indiana.edu.
Concurrent Sessions
75-minute interactive sessions:
Interactive sessions combine brief presentations or panel discussions with methods that engage all participants, reflecting POD's long-standing tradition of interactive, collegial sessions—not of lecturing or reading papers to passive audiences. Session leaders are encouraged to incorporate meaningful activities as appropriate, selecting from a variety of methods such as presentation, demonstration, discussion, application, feedback, group and individual work, and role playing. We encourage you to creatively model exemplary teaching! Audio-visual equipment, including an LCD projector, external speakers, and flipchart, may be requested. Wireless internet access will be available throughout the conference space.
Please direct questions regarding 75-minute interactive sessions to co-chairs Lisa Kurz kurz@indiana.edu and Allison Boye allison.p.boye@ttu.edu.
75-minute roundtable discussions:
Roundtable discussions provide an opportunity for various kinds of interactions in a smaller group setting (10-15 people), such as discussion of a concept, approach, program, issue, case study, or reading. This format is ideal for getting to know people who may be facing similar issues to you, exploring new ideas, and sharing practices. It is contrary to the spirit of a roundtable discussion for the facilitator to make a formal presentation. No audio-visual equipment is available for roundtable discussions.
Please direct questions regarding 75-minute roundtable discussions to co-chairs Bob Cole bob.cole@miis.edu and Suzanna Klaf sklaf@fairfield.edu.
35-minute research sessions:
Research sessions are a new session format, introduced for POD 2012 in response to increasing interest in and demand for opportunities to disseminate relevant research results. Research sessions include a presentation and discussion of new or on-going educational, professional, or organizational development research. Session leaders present their original research (i.e., systematically designed, generalizable studies employing sound methodologies and data analysis practices) for the first 20-25 minutes, reserving 10-15 minutes for Q&A. Although research sessions are designed primarily to share and discuss findings, proposals should also address how the session leaders will use active and engaging methods of presenting and explaining their work. As in all POD sessions, we encourage you to creatively model exemplary teaching! Audio-visual equipment, including an LCD projector, external speakers, and flipchart, may be requested. Wireless internet access will be available throughout the conference space.
Please direct questions regarding 35-minute research presentations to Conference Program Co-chairs, Danilo Baylen Dbaylen1@yahoo.com and Victoria Bhavsar vbhavsar@csupomona.edu.
Poster presentations:
The poster session provides an ideal format for presenting your research, program, or work-in-progress in a context where you can engage in many one-on-one discussions with colleagues. Attractive posters using large, readable fonts and illustrative graphics will attract conference participants and invite conversation about your work.
Each poster presenter will have a 4x8 foot poster board, a supply of thumbtacks, and a small presenter's table. The poster board can easily accommodate large format posters or individual 8½"x11" sheets. The presenter's table is ideal for displaying materials, handouts, business cards, etc.
Note that the poster session site has no multi-media support and no power outlets. Personal laptops may be used during the poster session, but we recommend bringing an additional battery, a back-up laptop, and/or paper handouts. Wireless internet access will be available throughout the conference space.
(Note: In contrast to the Poster Session, the Resource Fair provides an open venue for sharing materials and ideas from your work. The fair is open and non-reviewed. Information about the Resource Fair will be available when conference registration opens.)
Please direct questions regarding poster presentations to co-chairs Bruce Larson blarson@unca.edu and Cara Meixner meixnecx@jmu.edu.
TOPIC AND AUDIENCE DESIGNATIONS
Topic designations have been reorganized for POD 2012 to better match recent conference sessions and attendee interaction with electronic versions of the conference program. During proposal submission, proposers may assign one to three topics to their session. Topic selections are indicated below. Presenters can also add one topic of their own designation, if needed.
Adjunct Professional Development:
Practices, processes, theories, techniques, programs pertaining specifically to adjunct or part-time faculty development.
Administration:
Budgeting, funding, management, planning, performance appraisal, staff/faculty recruitment and retention, and other issues concerning the administration of a center or other unit.
Assessment: Measuring the effectiveness of an aspect of practice and/or outcomes in order to improve (designate other topics to indicate the subject of assessment – e.g., teaching & learning, programs, Faculty PD).
Diversity: addressing under-represented or minority populations on campus, in the classroom, in administration.
Faculty Professional Development: Practices, processes, theories, techniques, programs pertaining to faculty development.
Graduate Student Professional Development: Practices, processes, theories, techniques, programs pertaining specifically to graduate and professional student development.
Organizational Development: Practices, processes, theories, or techniques related to the systemic development of institutions and organizations.
POD Professional Development: Practices, processes, theories, techniques, programs pertaining to development of those in the professions represented by POD (e.g., Center staff, technologists, etc.).
Programs: Organization, implementation, practices, theories, techniques related to programs and services (in centers and other units).
Research:
Systematic, generalizable investigations into clearly defined questions, employing accepted methods for data collection and analysis (designate other topics to indicate the subject of research – e.g., teaching & learning, programs, Faculty PD).
Retention: Practices, processes, theories, techniques related to retaining students and improving graduation rates.
SoTL: Practice of, results of, and programs supporting Scholarship of Teaching and Learning.
Start-up: Practices, processes, organizational ideas related to establishment and growth of centers, programs, or other projects.
Sustainability: incorporating applying principles of environmental and/or programmatic sustainability into educational development work.
Teaching & Learning: Practices, processes, theories, techniques related to classroom and other teaching and learning.
Technology: Explorations of current and new technologies that can support teaching, program or organizational development.
Other: (please specify)
Proposers may also identify particular one or two audience(s) or population(s) likely to benefit or have interest in the proposed session. Audience selections are indicated below. Presenters can also add an audience designation of their own, if needed.
Administrators
All POD members
Community colleges
Faculty (conference attendees who are faculty and also part-time developers)
Historically Black Colleges and Universities
International POD participants
Instructional Technologists and technology integration specialists
Large colleges and universities
New/recent faculty developers (5 years or less)
Seasoned faculty developers
Small colleges and universities
Other (please specify):
N.B. The topics, intended audience, and abstract of the session will be listed in the conference program to give participants as much information as possible when making decisions about which sessions to attend.
GUIDELINES FOR PROPOSALS
Eligibility
All are welcome to submit a proposal. Once a session is accepted, each presenter and co-presenter must agree to be a member of POD and be a paid registrant at the conference.
Number of proposals per person
Each attendee may propose one pre-conference workshop as either the primary or co-presenter.
Additionally, each attendee may submit up to two other proposals for conference sessions, but he/she may be the primary presenter for only one of these sessions. For the second session, he/she must be listed as a co-presenter. Interactive sessions, roundtable discussions, posters presentations, research presentations and POD-sponsored sessions (submitted by POD committees through a separate process) are included in this two-session limit. (Sessions sponsored by the Conference Committee are not included in this limit.)
Example #1: An attendee may submit one concurrent session proposal as the lead presenter and a second concurrent session proposal as co-presenter.
Example #2: An attendee may submit two concurrent session proposals as co-presenter.
Example#3: An attendee may submit one pre-conference workshop proposal as the lead presenter, a concurrent session proposal as lead presenter, and a second concurrent session proposal as co-presenter.
Blind-review process
All proposals are blind-reviewed by peers according to specific review criteria. Please replace names of people and institutions with Xs in your title, abstract, and session description. The only identifying information should be in the contact information. Proposals that identify people or institutions will be rejected automatically in the review process. If your proposal is accepted, you will have the opportunity to edit the title and abstract to include names and institutions.
Sale of materials and the solicitation of consulting work
POD's statement of "Ethical Guidelines for Educational Developers" (section 2h) emphasizes the importance of allowing "no personal or private interests to conflict or appear to conflict with professional duties or clients' needs."
To avoid the possibility of a conflict of interest, POD does not permit in any conference session the sale of materials before or during the conference nor the solicitation of presentation materials after the conference. Furthermore, POD does not allow presenters to solicit consulting work during any session listed in the program.
Session presenters are permitted to use materials they have created and to refer to consulting work that they do, but neither materials nor services may be offered for sale during the session. Pre-conference workshops may receive permission to charge an additional fee for materials (such as books), to be collected with the conference registration fee.
Because POD recognizes and values the expertise of its members, the conference schedule includes a Vendor Exhibit, a specific time when materials can be sold and consultation work can be solicited.
Questions about this conference practice should be addressed to the Executive Director or the Conference Chairs.
SUBMISSION PROCESS
Proposals may be submitted online beginning Thursday, January 19 on the POD website at http://podnetwork.org/pod and will be due by 5 PM (Pacific Time) on Thursday, February 23, 2012. Detailed submission instructions are provided on the website.
Before you prepare a proposal, please ensure that you have read the guidelines for proposals. Failure to follow these guidelines may lead to the rejection of a proposal.
Components of the proposal
(Note: All proposals are blind-reviewed in accordance with the guidelines described above.)
- Contact information
- Session title (no more than 10 words)
- Session abstract (no more than 100 words)
- Designation of one to three topic areas, and one or two specific audiences.
- Please select the type of session best suited for your proposal. Be sure that there is a fit between what you intend to accomplish and the type of session you choose.
- Session description (no more than 500 words)
- Provide a conceptual framework for your work, e.g., theoretical or empirical basis, goals, implementation, research findings, and assessment.
- State expected outcomes for session participants.
- Outline the session activities and plan for interaction. Please model exemplary teaching and learning practices. For poster presentations, focus on the manner in which you plan to present your work rather than on the type of interaction you anticipate.
- Appropriately and meaningfully connect your proposal to the overall conference theme: Pencils and Pixels: 21st Century Practices in Higher Education
- Where appropriate, integrate critical reflection related to diversity.
- References (no more than 150 words): Strong proposals cite canonical and current literature. You do not need to remove your name if you authored one or more of the references; however, if you refer to the text in the description above, do not state that you are the author.
- Audiovisual request: AV equipment (LCD projector, external audio speakers, flipchart with markers) may be requested at the time of proposal submission, limited to pre-conference workshops, interactive sessions, and research sessions only (no AV is provided for roundtable sessions). Wireless internet access will be available throughout the conference space. N.B. POD is unable to supply laptop computers; presenters must bring their own laptops.
- Please check the self-nomination box if you wish to be considered for the Robert J. Menges Honored Presentation Award. Research-based proposals may be eligible for this award, as described below.
ROBERT J. MENGES HONORED PRESENTATION AWARD
Proposal authors are asked to indicate whether they would like to have their proposal considered for the Robert J. Menges Honored Presentation Award. Self-nomination should be based on the following criteria:
- The 75-minute interactive session, roundtable discussion, research session, or poster presentation proposal represents the best of sound and rigorous research in an area appropriate to the POD mission, and
- The substance of the session proposal and the research upon which it is based reflect a spirit of nurturing and caring for others, the promotion of professional and personal development, and evidence of serious scholarship in the deepest and most humane sense.
Authors of self-nominated proposals which are accepted under the peer blind-review process are later asked to upload a summary of their project, consisting of no more than 2000 words, excluding references. Tables and pictures are allowed. The summary should describe:
- the scope of the research question
- a literature review
- the research design
- the results
- a discussion about the importance, implications, and the limitations of the work to the profession in general, and further research directions recommended.
The Menges Award Committee will review all eligible proposals according to the following criteria:
- Internal coherence
- Is the kind of research conducted appropriate to the questions studied?
- Does the evidence support the conclusions advocated?
- Are the limitations adequately taken into account?
- Alignment with the POD Strategic Plan
- Value to advancing the field of professional development.
For more details, go to http://podnetwork.org/grants_awards/robert_menges.htm.
