Welcome! أهلاً و سهلاً

The Center for Teaching and Learning (CTL) and the IT-Academic Core Processes and Systems (IT-ACPS) at the American University of Beirut will hold their "Third International Conference on Effective Teaching and Learning in Higher Education” on December 7 and 8, 2012 at the American University of Beirut. The Conference Program Committee invites university faculty members from Lebanon, the region, and beyond to submit proposals for presentations to be reviewed for possible inclusion in the Conference program.

Deadline for receiving complete proposals is July 16, 2012.

The program of the Conference is relevant to university faculty members and other individuals interested in the scholarship of teaching and learning in higher education. The Conference also aims at providing opportunities for building professional relationships among members of the community of university faculty members locally, regionally, and internationally. In addition to the formal research-oriented sessions in the program, the Conference features pre-conference workshops and, prominent speakers. The Conference includes six strands: Teaching, Learning and Assessment in Higher Education; Measuring Teaching Effectiveness; Blended Learning; Innovations in Teaching Technologies and Methodologies; Program and Course Learning Outcomes; and Service Learning.

CONFERENCE STRANDS

Teaching, Learning and Assessment Procedures in Higher Education. The focus in this strand relates to research on issues in teaching, learning, and assessment. Research reports can be on instructor cognition, content knowledge, pedagogical knowledge, pedagogical content knowledge, student understanding and learning, conceptual change at university level.

Measuring Teaching Effectiveness. If teaching performance is to be recognized and rewarded as scholarship, it should be subjected to rigorous and consistent measurement. Measuring teaching effectiveness provides evidence that can be used to improve and shape the quality of teaching as well as take fair data-driven personnel decisions. Data sources that can be used to measure teaching effectiveness include, but are not limited to, student ratings, peer ratings, self-evaluation, videos, student interviews, alumni ratings, administrator ratings, learning outcome measures, course design evaluation rubrics, teaching portfolios (including electronic portfolios), and scholarship of teaching.

Blended Learning. Blended learning combines the best of the face to face and the online instruction. It has led educators to explore how different ways of teaching can participate in the enrichment of learning experiences. This strand invites faculty members to share their Blended practice and research, propose ways for quality assurance, and reflect on strengths/gaps needed to be filled to achieve a perfect blend.

Innovations in Teaching Technologies and Methodologies. As new trends emerge in Higher Education, there is an increased need for implementing new teaching methodologies. Instructors are challenged on a daily basis to find innovative ways of enhancing student learning experiences. Students and faculty explore a variety of strategies (Team Based Learning, Evidence Based Learning…) and tools (E-portfolios, Learning Objects…), meant to improve the overall academic experience. Contributions to this strand are welcomed on any aspect of promoting and supporting innovative educational change in Higher Education with an emphasis on research, experience, and best practices.

Program and Course Learning Outcomes. Learning outcomes at the program and course levels have become an integral indicator for assessing curricula in higher education. In the context of evidence-based reporting, learning outcomes present themselves as an inevitable source of data for assessing academic programs and student performance. Therefore, departments and programs which are keen on assessing their students' attainment of set program and course learning outcomes develop learning outcomes, design assessment procedures, collect data, analyze it and use the results in order to improve their curriculum and student learning performance. In this strand, presenters are expected to share, reflect on and generalize from their ongoing research, published papers or field experience in planning, developing and assessing program/course learning outcomes in higher education.

Service Learning. Service learning, or community-based learning, a teaching and learning strategy, that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. It is a hands-on approach to mastering content while fostering civic responsibility. Service learning builds stronger and more relevant academic skills and provides a context for learning in terms of what students are as citizens, and how they are able to contribute to the needs of society. In this strand, papers should reflect on, present research or field experience in the domain of service learning.  

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