Call for Papers
**Abstract Submission Deadline extended to FEBRUARY 4th**
Teaching Graduate Students to Teach is a two-day conference to promote best practices and scholarship among people who strive to do just that: cultivate the teaching abilities of graduate students across Canada. If you develop or deliver such programming, whether within a specific department or at a university-wide centre for teaching, then this conference is for you! Exchange ideas, inspiration, and scholarship with fellow educational developers, faculty, and graduate students at this focused and intimate conference so we can enhance the quality and quantity of graduate student training in teaching in Canada.
On the first day of this conference, we will be treated to an inspiring keynote address by one of Canada’s premier educators and proponents of the scholarship of teaching and learning: Dr. Gary Poole. Throughout the rest of the day, we will explore best practices in training graduate students to teach, as informed by scholarly literature, in panel discussions from invited speakers. Share and hear other participants’ experiences and practices in graduate student training for teaching at their institutions in what promises to be a lively poster session.
The second day of the conference offers an enriching opportunity to participate in a writing workshop. We challenge participants to contribute to the scholarship of teaching and learning on how best to train graduate students to teach. Such literature is lacking, particularly in Canada, and one of our main conference goals is to change that. When you apply to this conference, please consider submitting a brief abstract (~200 words) that proposes an article-length written submission that you intend to prepare in draft form by Sunday May 5 (one week before the conference). With your permission, written submissions will be distributed (anonymously) to other delegates to facilitate a peer feedback process. Given the feedback, you may then choose to submit your written submissions to undergo a formal peer review for publication.
About what might you write? In short: we seek scholarly articles (broadly defined) addressing graduate student training for teaching. Your article might address best practices in graduate student training for teaching, a report of findings from your program, a literature review, or a model for development. These articles might engage with questions of centralized or decentralized graduate student programming; required versus optional offerings; credit versus non-credit options; or graduate student professional development more generally. In all instances the abstracts and eventual articles should draw on, and contribute to, the body of scholarship on graduate student training for teaching.
Attendees are not required to submit an abstract in order to attend the conference; however, the entirety of the second day of conference programming will be devoted to revision of these articles in a collaborative environment. We encourage interested applicants to put forward an abstract and to use this conference as impetus and motivation to write.
Poster and Writing Workshop Abstract Submission Procedures
200 word abstracts for posters and writing workshop papers should be submitted by Friday 10th January 2013. Full paper drafts for the writing workshop will be required by 6 May 2013. Abstracts should be submitted simultaneously to both Organising Chairs. Note: We encourage you to submit two abstracts, one for a poster describing your program as well as one for a writing workshop paper. You may choose to submit both or one (or neither), and will still be welcome at the conference.
Our website www.sfu.ca/gradteach will soon be equipped with an abstract submissions portal. Check back there to submit your abstracts, and to keep up to date as our conference draws near. To help you in your preparations, note that the website will request the following information:
a) author(s) names, b) institutional and departmental affiliation, c) corresponding author with email address, d) indication of Poster or Writing Workshop, e) title of abstract, f) body of abstract
If you have any questions, please address them to either Catherine or Erin (see below), with the following header in the subject line:Training Graduate Students to Teach.
Thanks to our sponsors, Simon Fraser University; University of British Columbia Centre for Teaching, Learning, and Technology; Society for Teaching and Learning in Higher Education; and, University of Victoria.
Organizing Chairs
Catherine Rawn, PhD
Instructor (tenure-track teaching faculty), Psychology Department
University of British Columbia
Erin Aspenlieder, PhD
Educational Consultant, Teaching and Learning Centre
Simon Fraser University
Vice Chair, TAGSA
easpenli@sfu.ca