The Center for Teaching and Learning (CTL), the Office of Innovation and Transformation, and the Communication Skills Program at the American University of Beirut will hold their "Fifteenth International Conference on Effective Teaching and Learning in Higher Education” on April 17, 2026, Online. The Conference Program Committee invites university faculty members from Lebanon, the MENA region, and beyond to submit proposals for presentations to be reviewed for possible inclusion in the Conference program.
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 to provide 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.
Conference Strands are Program and Course Learning Outcomes in Higher Education; Community Engaged Learning; Innovative Technology and Pedagogy; Teaching, Learning, and Assessment Procedures in Higher Education; and Writing Pedagogies and Practices in Higher Education. Registration Form (coming soon)
Deadline for receiving proposals is January 12, 2026 (extended till January 19, 2026)
CONFERENCE STRANDS
Program and Course Learning Outcomes in Higher Education. 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 that are keen on assessing their students' attainment of a 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 of different programs in higher education, including general education.
Community Engaged Learning. This strand explores the theory and practice of
CEL as a pedagogical approach that integrates instruction with fieldwork,
reflection, and real-world application. It is a hands-on
approach to enrich the educational experience, deepens disciplinary learning,
fosters civic responsibility, and builds reciprocal relationships between
institutions and communities. By situating students within the broader context
of social responsibility, CEL strengthens learners' skills and understanding of
their role in the world, which extend far beyond their academic years.
Submissions to this strand may include research papers, case studies, critical
reflections, and field experiences.
Innovative Technology and Pedagogy. Innovation in teaching inevitably brings forward different delivery formats and modern teaching methodologies. Furthermore, E-Learning is a comprehensive umbrella that incorporates technology tools to support and enrich the learning experience. This strand provides an opportunity for faculty members, graduate students, and instructional designers to discuss and share research, best practices, collaborations, and ideas on integrating technology in learning. Topics may include but are not limited to: Innovations in teaching technologies, Web-Enhanced Learning, Blended Learning, Online Learning, Mobile Learning, Quality course design, Creative uses of Learning Management System (LMS).
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, and conceptual change at the university level.
Writing Pedagogies and Practices in Higher Education. Teaching writing at the college level presents a unique set of challenges and opportunities for educators. Researchers need to test various pedagogical approaches in order to understand which classroom practices work best to help students become more critical and successful writers. In addition, research is needed to better understand how, why, and when writers write. In this strand, presenters are encouraged to share and reflect upon the philosophies that guide their approach to writing instruction, the pedagogical practices used in the classroom to engage students, and/or assignments that help enrich students’ writing and thinking practices in critical ways. This strand also encourages proposals that report on the results of qualitative or quantitative research related to writing practices and pedagogy. Innovative proposals representing a range of writers and writing courses, including first-year writing, writing-in-the-disciplines (WID), writing-across-the-curriculum (WAC), and ESP/EAP, are welcome.
For more information about the conference, please email us at ctl@aub.edu.lb
Conference Organizing Committee