Category Archives: Adult Education

Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

ICEM Graduate Students Panel Presentations in Emerging Technologies

AECT 2017 conference, Jacksonville, FL., U.S.A.

Hyatt Regency Jacksonville Riverfront
November 7 – November 11, 2017
Jacksonville, Florida        

An active professional community should observe and facilitate the contributions of graduate students.  ICEM-USA has long history of support for graduate students’ professional and personal growth. ICEM-USA is committed to build and support a learning community for ICEM graduate students.

Goals

  1. This panel discussion is a collaborative session that provides a forum for graduate students from all over the world to share their research and practices in emerging technologies at AECT 2017 conference, Jacksonville, FL., U.S.A.

  2. Up to six panelists will be selected.  Each student would have 5-10 minutes (vary from the numbers of participants)  to present their current research or practices on the annual emerging technology theme.

  3. An ICEM-USA professional member will facilitate this panel discussion while ICEM-USA professional members will serve as commentators at the end of the discussions to support graduate students panelists to continue and improving their professional growth in the theme topics.

Theme for 2017: Social Network Analysis, Learning Analytics, & Adaptive Learning: Keeping up with big data

  • Any topics in the annual theme, particularly the combinations of different areas, but not limited to.

  • The topics can be research based, practices, technology demonstration, case study etc.

 Eligibility:

  • Any graduate students who study anywhere on earth at the time of submitting the proposals.

  • If the proposal is accepted, the participants are required:

    • to agree to present at the AECT annual conference

    • to register for the AECT annual conference.

    • to join as an AECT student member

Submission

  • Proposal Due Date: July 20, 2017

  • Author Notification: July 31, 2017

  • Proposal: One-page in length.  E-mail to Chih-Hsiung Tu at: Chih.Tu@nau.edu

For more information see: https://docs.google.com/document/d/1kB-dx–GYZ2mp5DE52hMfR14YMdaaL_dpih13D1yWCA/edit?usp=sharing

Please forward any correspondence to Chih-Hsiung Tu Ph.D., ICEM-U.S.A. Deputy, at Chih.Tu@Nau.edu.

 

Handbook of Research on E-Assessment in Higher Education

http://www.igi-global.com/publish/call-for-papers/submit/2812

IMPORTANT DATES July 15, 2017: Proposal Submission Deadline  July 25, 2017: Notification of Acceptance  November 15, 2017: Full Chapter Submission  January 15, 2018: Review Results Returned  February 28, 2018: Final Acceptance Notification  March 15, 2018: Final Chapter Submission

Editors:

Ana Azevedo, CEOS.PP-ISCAP/IPP, aazevedo@iscap.ipp.pt  José Azevedo, CEOS.PP-ISCAP/IPP, jazevedo@iscap.ipp.pt 

Introduction:

Assessment profoundly influences the motivation of those who learn, shapes their perspectives about learning and therefore plays a key role in the educational process. The introduction of different assessment systems has important impacts throughout the educational process (Botički & Milašinović, 2008; Brown, 2001; Bull & Danson, 2001; Frankland, 2007; Garfield & Ben-Zvi, 2008; Holmes, 2015; Jacob, Issac, & Sebastian, 2006; Jarvis, Holford, & Griffin, 2003; JISC, 2007; Redecker & Johannessen, 2013; Scouller, 1998; Smith et al., 1996; Stödberg, 2012; Wild, Triggs, & Pfannkuch, 1997). In the last years, the emergence of a new paradigm valuing the student as the central subject in the construction of their learning, requires new pedagogical approaches, and diversified methods (Botički & Milašinović, 2008; Llamas-Nistal, Fernández-Iglesias, González-Tato, & Mikic-Fonte, 2013; Mora, Sancho-Bru, Iserte, & Sánchez, 2012; Rod, Eiksund, & Fjaer, 2010). According to Redecker e Johannessen (2013), changes in pedagogical practices and in the learning processes can only happen when also changing assessment.

Information and Communication Technologies (ICT) place challenges and at the same time offer teachers tools to create differentiated learning opportunities for students. The use of ICT in the assessment process is thus unavoidable, through electronic assessment, or e-assessment. In this case, ICT is used throughout the evaluation process from the design of the tests to the storage of the results (Stödberg, 2012). One possible approach is to develop specific environments for this purpose (Botički & Milašinović, 2008; Dascalu & Bodea, 2010; Llamas-Nistal et al., 2013). Another approach is the use of the so-called Learning Management Systems (LMS) (Burrow, Evdorides, Hallam, & Freer-hewish, 2005; Salas-Morera, Cubero-Atienza, Redel-Macías, Arauzo-Azofra, & García-Hernández, 2012). LMS have the advantage of providing a vast set of tools specifically designed for the implementation of e-assessment. Among these tools we emphasize the quizzes, which can encompass several types of questions, such as multiple-choice, true/false, item matching, short answer, among others.

Considering its purpose, assessment may be formative and/or summative, or diagnostic (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012) (Jacob et al., 2006; Redecker & Johannessen, 2013; Stödberg, 2012). In relevant scientific studies about this topic, it was found that the use of formative evaluation or of both types, formative and summative simultaneously, is more common than the use of summative evaluation alone (Stödberg, 2012). E-assessment can be useful and can bring benefits to both types of assessment, formative and summative (Bull & Danson, 2001; McAlpine, 2002).Assessment can also be continuous. E-assessment “can provide a powerful means of continuous assessment, providing rapid and detailed feedback to students and academics about the learning process.” (McAlpine, 2002, p. 8).

Stödberg (2012) presents a study in which e-assessment task were classified in five categories namely: (i) closed questions, such as multiple-choice questions and matching, (ii) open-ended questions, (iii) portfolio, (iv) product, such as software, and (v) discussions between students.  There are applications of e-assessment in diverse areas such as geography (Holmes, 2015; Rod et al., 2010; Wilson, Boyd, Chen, & Jamal, 2011), management (Jacob et al., 2006), chemistry (Sorensen, 2013), medicine (Harris et al., 2015), engineering (Botički & Milašinović, 2008; Burrow et al., 2005; Jacob et al., 2006; Moscinska & Rutkowski, 2012) , and Mathematics (Acosta-Gonzaga & Walet, 2013; Blanco & Ginovart, 2012; Ferrão, 2010; Gruttmann, Böhm, & Kuchen, 2008; Hauk, Powers, & Segalla, 2015; Mathai & Olsen, 2013).

Historically, assessment in higher education consisted in the application of final exams for each of the courses, the so-called final assessment. In Europe, the Bologna process points out to another type of assessment, encompassing diverse forms of assessments carried out during the semester/academic year, the so-called continuous assessment. E-assessment plays an important paper in this context, and has nowadays a growing importance in Higher Education, not only in Europe, but around the world.

Objective:

The primary objective of this book is to provide insights concerning the use of e-assessment in Higher Education. This is a cutting-edge and important topic that deserves a reflexion, and this book is an excellent opportunity to do it. The book aims to provide the opportunity for a reflexion on this important issue, increasing the understanding of using e-assessment in the context of several different contexts, providing relevant academic work, empirical research findings, and an overview of this relevant field of study.

Target Audience:

All those that need to assess the teaching-learning process, namely teacher at all levels, from k1-k12 to college. Also professionals in the area of skills certification, managers, researchers, academicians, practitioners, and graduate students, are the target of this book.

Recommended Topics:

Traditional vs e-assessment  E-assessment with portfolios  E-assessment with multiple choice questions and other closed formats  Feedback and e-assessment  E-assessment for e-learning  Analitics and e-assessment  Adaptive systems and e-assessment  E-assessment hardware and software  E-assessment tools, applications, and portals  Other topics of interest

Submission Procedure:

Researchers and practitioners are invited to submit on or before July 15, 2017, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by July 25,2017 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by November 15, 2017, and all interested authors must consult the guidelines for manuscript submissions athttp://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.  Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Trust in Knowledge Management and Systems in Organizations. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery®TM online submission manager.

Publisher:

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in 2018.

Contact:

Propose a chapter for this book clicking here http://www.igi-global.com/publish/call-for-papers/submit/2812

 

International Journal of Bias, Identity and Diversities in Education (IJBIDE)

CALL FOR PAPERS

Mission of IJBIDE:

The International Journal of Bias, Identity and Diversities in Education (IJBIDE) investigates critically the positioning of diverse individuals in formal and informal contexts of education – from kindergarten to adult education, but also lifelong learning. Diversities here refer to different identity markers such as ethnicity, religion, gender, social class, citizenship, disabilities, educational background and language(s). IJBIDE is clearly positioned within a non-essentialist and non-culturalist perspective. IJBIDE also aims to promote original research methods by linking up macro- and micro- methodological approaches. The journal is fully blind peer reviewed by the best experts in the field and publishes empirical and conceptual research and case studies from around the world.

Indices of IJBIDE:

  • Cabell’s Directories
  • Google Scholar
  • Ulrich’s Periodicals Directory

Coverage of IJBIDE:

The topics covered in the contributions include (but are not limited to):

  • The perception, place and role of diversities in (teacher) education (students, teachers, student-teachers, leadership, etc.)
  • Bullying, bias, segregation and discrimination in education
  • Academic and student mobility and diversities
  • Diversities and informal learning
  • School choices and diversities
  • Teaching about diversities (intercultural/global competence)
  • Forms of discrimination and segregation in education
  • Place/space and diversities
  • Diversities and digital educational technologies
  • Links between ‘home’ and school in relation to diversities (parents)
  • Media representations of diversities in education
  • Assessment, evaluation and diversities
  • Role and place of diversities in education policies
  • Diversities within a school system
  • Teaching material and diversities
  • History of diversities in education
  • Interactions between and integration of students of diverse backgrounds
  • Role and place of teachers of diverse backgrounds
  • Perception and integration of the ‘foreigner’ in education
  • Diversities and multilingual education
  • Methods or methodologies/conceptual approaches and researching diversities
  • Reflexivity and/or critical awareness around diversities in education
  • Social Action and Diversities
  • The commodification or processes of commodifying of diversities in education
  • Inclusive education and diversities
  • The impact of globalization on diversities
  • Social processes and diversification/differentiation
  • Multimodality and diversities

Interested authors should consult the journal’s manuscript submission guidelines www.igi-global.com/calls-for-papers/international-journal-bias-identity-diversities/125026

International Journal of Teacher Education and Professional

CALL FOR PAPERS

Development Editor-in-Chief: Molly Zhou

 

Published by IGI Global: www.igi-global.com

 

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

Invitation

The Editor-in-Chief of the International Journal of Teacher Education and Professional Development (IJTEPD) invites authors to submit manuscripts for consideration in this peer reviewed, scholarly journal. The following describes the mission, coverage, and guidelines for submission to IJTEPD.

 

Mission

The mission of the International Journal of Teacher Education and Professional Development (IJTEPD) is to offer important perspectives on teaching and learning and to provide a forum for teacher education in an international context. IJTEPD will bridge the discussion and dialogue of teaching as a profession together while integrating the theoretical, practical, and pedagogical discourse as the core to teaching and learning. The objectives of this journal will be to contribute to continued discussion on teacher education, to create a venue for teacher education professionals to share and learn together, and to provide a platform for open discussion of teaching and learning in an international context.

 

Coverage

  • Accreditation
  • Assessment
  • Curriculum Development
  • Diversity
  • Educational Research
  • Educational Technology
  • Instructional Technology
  • Issues in Education
  • Teacher Education
  • Teacher Training
  • Teaching and Learning

 

Submission

Researchers and practitioners are invited to submit their original empirical research articles 3,000–8,000 words in length. Interested authors must consult the journal’s guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted articles will be reviewed on a double-blind review basis by no fewer than 3 members of the journal’s Editorial Review Board and 1 Associate Editor. Final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers and at the sole discretion of the Editor-in-Chief.

 

All manuscripts must be submitted through the E-Editorial Discovery™ online submission manager. Please see the link at the bottom of this page.

 

Inquiries can be forwarded to the Editor-in-Chief, Molly Zhou, at mzhou@daltonstate.edu.

 

http://www.igi-global.com/calls-for-papers/international-journal-teacher-education-professional/178151

 

 

 

Peer Reviewed Instructional Materials Online (PRIMO)

The Peer Reviewed Instructional Materials Online (PRIMO) Committee of the ACRL Instruction Section invites you to submit your online information literacy tutorial, virtual tour, or other online library instruction project for review and possible inclusion in PRIMO: Peer-Reviewed Instructional Materials Online.

***Deadlines for Spring 2017*** Nominations: April 25, 2017 Submissions: May 9, 2017

Additional information about PRIMO, as well as the submission and nomination forms, is available from the following link:

http://acrl.ala.org/IS/instruction-tools-resources-2/pedagogy/primo-peer-reviewed-instruction-materials-online/

Site submissions for PRIMO are accepted continually, but are reviewed for possible inclusion twice per year.  If you would like to submit your own project for consideration, please use the Submission Form rather than the Nomination Form. For further information, please contact committee co-chairs Bill Marino at wmarino1@emich.edu and Megan Hodge at mlhodge@gmail.com.

**Important note**

All submissions will be acknowledged shortly after the submission deadline. If you submit a project for review and do not receive an acknowledgment after the submission deadline, please contact the PRIMO co-chairs with a request for verification that your submission was transmitted successfully.

Bill Marino and Megan Hodge Co-chairs, ACRL IS PRIMO Committee

2017 Leadership in Higher Education Conference

October 19-21, 2017 in Baltimore, Md

For more information go to http://www.magnapubs.com/2017-leadership-in-higher-education-conference/call-for-proposals.html?utm_campaign=LHE+2017-+Leadership+in+Higher+Education+Conference&utm_source=hs_email&utm_medium=email&utm_content=40774756&_hsenc=p2ANqtz–SlSnoZIBiAdihFfzdD_pttjhEjjG1bNjNOtuq34JN1nTcfz1U2msWaliwxcOmGH4elw4v3Z9WyRRD34_K3dbJOe6a5g&_hsmi=40774756

If you serve in a leadership role on campus, here’s your chance to get involved in a conference developed just for academic leaders.

Brought to you by Magna Publications, producers of Academic Leadernewsletter and the Teaching Professor Conference, the Leadership in Higher Education Conference is accepting speaking proposals for its 2nd annual conference, Oct. 19–21 in Baltimore.

As a session presenter, you’ll make a meaningful contribution to this dynamic and interactive conference. You’ll extend you own network and grow professionally. You’ll help other academic leaders examine the challenges, issues, and trends affecting management in higher education today—and return to campus with an invigorated outlook and an actionable plan for change.

Submitting a proposal is easy.  Areas of interest include the following tracks; however compelling and relevant proposals that fall outside of these designated topics are also welcome:

Topical Area 1: Best Practices for Deans and Department Chairs

Topical Area 2: Leadership and Management

Topical Area 3: Evaluation and Program/Department Assessment

Topical Area 4: Faculty Hiring and Development

Topical Area 5: Issues and Trends in Higher Education

 

Featuring two-and-a-half intensive days of plenary sessions, preconference workshops, concurrent sessions, and roundtable discussions, the Leadership in Higher Education Conference provides insights to help academic leaders set direction, solve problems, and make a positive imprint on their campus.

This is your opportunity to share your expertise at a conference of your peers.

For more information about the proposal process and how to submit your proposal, please go here.

Submissions are due March 31, 2017.

Presenters are responsible for their own conference registration fee, travel, and lodging.

Ireland International Conference on Education (IICE-2017)

April 24-27, 2017
Clayton Hotel Ballsbridge
Dublin, Ireland
http://www.iicedu.org
*******************************************************************

The IICE is an international refereed conference dedicated to the advancement of the theory and practices in education. The IICE promotes collaborative excellence between academicians and professionals from Education. The aim of IICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The IICE 2017 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.
The topics in IICE-2017 include but are not confined to the following areas:

*Academic Advising and Counselling
*Art Education
*Adult Education
*APD/Listening and Acoustics in Education Environment
*Business Education
*Counsellor Education
*Curriculum, Research and Development
*Competitive Skills
*Continuing Education
*Distance Education
*Early Childhood Education
*Educational Administration
*Educational Foundations
*Educational Psychology
*Educational Technology
*Education Policy and Leadership
*Elementary Education
*E-Learning
*E-Manufacturing
*ESL/TESL
*E-Society
*Geographical Education
*Geographic information systems
*Health Education
*Higher Education
*History
*Home Education
*Human Computer Interaction
*Human Resource Development
*Indigenous Education
*ICT Education
*Internet technologies
*Imaginative Education
*Kinesiology & Leisure Science
*K12
*Language Education
*Mathematics Education
*Mobile Applications
*Multi-Virtual Environment
*Music Education
*Pedagogy
*Physical Education (PE)
*Reading Education
*Writing Education
*Religion and Education Studies
*Research Assessment Exercise (RAE)
*Rural Education
*Science Education
*Secondary Education
*Second life Educators
*Social Studies Education
*Special Education
*Student Affairs
*Teacher Education
*Cross-disciplinary areas of Education
*Ubiquitous Computing
*Virtual Reality
*Wireless applications
*Other Areas of Education

– You can submit your research paper to papers-2017april@iicedu.org

Important Dates:

*Short Abstract Submission Date: February 05, 2017
*Notification of Short Abstract Acceptance/Rejection: February 10, 2017
*Extended Abstract, Research Paper, Student Paper, Case Study, Report Submission Date: February 12, 2017
*Notification of Extended Abstract, Research Paper, Student Paper, Case Study, Report Acceptance/Rejection: February 20, 2017
*Proposal for Workshops Submission Date: February 10, 2017
*Notification of Workshop Acceptance/Rejection: February 15, 2017
*Posters Proposal Submission Date: February 12, 2017
*Notification of Posters Acceptance/Rejection: February 20, 2017
*Camera Ready Paper Due: March 24, 2017
*Early Bird Registration Deadline: February 25, 2017
*Late Bird Registration Deadline (Authors only): March 15, 2017
*Late Bird Registration Deadline (Participants only): March 20, 2017
*Conference Dates: April 24 – 27, 2017

For further information please visit www.iicedu.org

If you need any further details about the conference then these are they ways in which you can contact us.

Contact details:

Telephone – 01268 523262

Email – g.akmayeva@infonomics-society.org or this email address

Address – Southernhay, Basildon, Essex, SS14 1EB, UK

Thank you.

Best regards,

Holly Green
Conference Coordinator

2017 International Teacher Education Conference (ITEC)

The 2017 International Teacher Education Conference (ITEC) will be held August 16-18, 2017, at the Harvard University Faculty Club in Cambridge, Massachusetts.

International Teacher Education Conference aims to provide a multinational platform where the latest trends in education can be presented and discussed in a friendly environment with the aim to learn from each other. Prospective presenters are encouraged to submit proposals for papers and posters/demonstrations that offer new research or theoretical contributions. Presentations should be in Turkish or English. This conference is co-sponsored by AECT.

For more information go to: http://www.ite-c.net/

ITEC 2017 conference is supported by Sakarya University and TASET and will take place at Harvard University Faculty Club in Cambridge, MA, USA, August 16-18, 2017.

Furthermore, if the presenter is unable to attend the oral presentation, video presentations are available. For further information on how to submit, please refer to the Paper Submission section on our website. For paper guidelines, please refer to the Paper Guidelines section.

Selected papers will be published in TOJET. TOJET is indexed in ERIC and SCOPUS.

Conference Language

Papers should be in Turkish or English, and should address both theoretical issues and new research findings. Abstract submitted to the conference must be in English and 50-100 words abstract should be provided. The paper should be minimum 3, maximum 8 pages long including pictures and tables.

Proposal & Abstract Submission Deadline: Until August 11, 2017

Full Paper Submission: Until September 20, 2017

Registration: Until August 11, 2017

Conference: August 16-18, 2017

Attention: When you submit your paper you will be informed about your submission in 4-5 days whether it is accepted or not.

 

Journal of Working-Class Studies

*JWCS *is an online, open-access, interdisciplinary peer-reviewed journal
that brings together the work of scholars, writers, artists and activists
who are committed to the study and representation of working-class life. We
aim to publish writing about the global working class – a diverse group of
people whose commonality is their position in classed societies.

The inaugural issue <https://workingclassstudiesjournal.com/> features an
introduction by editors Sarah Attfield and Liz Giuffre; articles by leaders
in the field of working-class studies such as Sherry Lee Linkon, John
Russo, Jack Metzgar, and Michael Zweig; and work from emerging voices whose
scholarship focuses on the many intersections of class. Also included are
reviews of books by Tim Sheard, Michelle Tokarczyk and George Lakey.

We invite submissions that contribute significant knowledge to our
understanding of who the global working class(es) are and have been, as
well as what it means to ‘study’ class, conceptually and as a
socio-economic reality. We especially encourage work that explores how
class intersects with other vectors of identity and experience, including
race, ethnicity, gender, sexuality, ability, and citizenship status.  The
journal reviews books that feature working-class people, communities,
culture, history, politics, and/or experience as a crucial component of
their scholarly or artistic vision. We also invite artists to submit short
comics or excerpts of longer works. For further information about
submissions, please visit our “Instructions for Authors
<https://workingclassstudiesjournal.com/instructions-for-authors/>” page.

Formed in 2003, the Working-Class Studies Association
<https://wcstudiesassociation.wordpress.com/>is an international
organization which promotes the study of working-class people and their
culture. The Working-Class Studies Association is made up of academics,
activists, teachers, writers, poets, journalists, practitioners, students,
artists and a wide range of others interested in developing the field of
working-class studies. The organization holds an annual conference as well
as other events to promote the field (including a variety of awards), and
act as a discussion forum for working-class issues. The organization is
based in North America and has members world-wide.

We hope you will enjoy the new *Journal of Working-Class Studies*!

To contact the founding editors, Sarah Attfield, Liz Giuffre, please email
editorial@workingclassstudiesjournal.com.

The *Journal of Working-Class Studies* is published by the Working-Class
Studies Association c/o The Texas Center for Working-Class Studies, Collin
College, Spring Creek Campus, 2800 E. Spring Creek Parkway, Plano, Texas
75074, USA.

ALA LIRT Transitions to College Committee Preconference: Examining and Supporting Student Transitions Across the Library Spectrum

Do you have innovative and exciting case-studies or research to share on the topic of student transitions? The ALA LIRT Transitions to College Committee is seeking panelists for a pre-conference session at the 2017 ALA Annual Conference. The pre-conference, titled , will educate participants on the role of libraries in supporting students’ educational transitions. These transitions may include high school to college, primary to secondary school, undergraduate to graduate school, and from formal schooling into adult life. This pre-conference will interest librarians from public, school and academic libraries, combining various types of presenters and session formats. Sessions will include: successful case studies of library programs meant to ease students’ transitions; a conversation about school, public and academic library learning standards; a panel of researcher specializing in students’ transition behavior and how libraries prepare and support transitions; and opportunities for group discussion and brainstorming.

We are seeking 2-3 case-study panelists and 2-3 research panelists. Presentations will range from 15-25 minutes depending on number of panelists.

Date has not been confirmed, but this is a PRE-CONFERENCE session.

Submission Information:

Proposals are due by February 28, 2017.

Notification of acceptance will be made by email.

Submissions and questions should be emailed to Matt Upson (matthew.upson@okstate.edu) and/or Beth West (bwest@linfield.edu).

Please Include:

Full name

Title

Employer

Email address

Telephone

  • A brief (150 words or less) description of your case-study or research:
  • A brief (50 words or less) bio:

Prior to event, applicants must agree to present in-person at the 2017 ALA Annual Conference.

Unfortunately, the Transitions to College Committee and LIRT are unable to provide honoraria or travel reimbursements.