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Abstracts focusing on students’ under-preparedness and success in college and beyond (classroom experiences, teaching strategies, student services, administrative services, etc.) are invited, as well as proposals addressing college preparation for high school students. Please use adult learning techniques and plan on active audience interaction in your program.
Presentation categories are the following: Achieving the Dream Colleges, Administration, Adult Learners, Bridging the Gap Between High School and College, Career Planning, Diversity, ESL, Freshmen Success, Institutional Research, Leadership, Mathematics and Science, Multiculturalism, Reading/Critical Thinking/Study Skills, Social Sciences/Humanities, Student Services (Advising, Counseling, TRIO, Tutoring, etc.), Students with Disabilities, Technology/Online Education, Transitional Experiences, Writing, or Other.
The abstract should be 200-300 words and include a clear purpose, methods or techniques, educational or scientific importance, learning objectives and intended outcomes, relevance to TASS audience, delivery style, session structure including audience interaction, results/conclusions and data sources.
Paper presentations are limited to 45 minutes to accommodate as many topics as possible. Leave at least 20 minutes for Q&A at the end of your session.
A double time slot (two subsequent 45-minute sessions) may be requested in the Comment box with the rationale for an extended time clearly explained. An example of a double time slot might be when an individual is presenting an innovative classroom strategy and wants ample time to have participants try out the strategy during the session.
Panel presentations are 90 minutes long and should include three or more presenters focusing on one topic. Panel presentations must include at least 30 minutes of discussion and/or audience involvement. If you are submitting a proposal for a panel presentation, please indicate your interest under Comments on the Online Proposal Submission Form.
Focus group sessions are 90 minutes long. A focus group is a discussion whereby the person moderating wants feedback about a possible project, research proposal, or other area of interest. There is no formal presentation or workshop required with this format. If you propose to facilitate a focus group, please follow the general format for proposal submission. If you are submitting a proposal for a panel presentation, a focus group, or a double-slot session, please indicate your interest under Comments on the Online Proposal Submission Form.
All proposals are reviewed by the TASS Proposal Review Committee. The first proposal review deadline is August 31, 2016. The second round of reviews will take place from September 1, 2015-December 15, 2016 (final deadline). You will be notified shortly after you submit your proposal as to your acceptance status.
Abstracts will be evaluated on the basis of the following criteria:
- Targets students’ under-preparedness and success in various areas
- Contains innovative ideas and makes a significant contribution to the field
- Presents a practical skill/method/approach based explicitly on sound theory and research
- Provides evidence that practice has been assessed and proven effective
- Provides an accurate depiction of what to expect from the session
- Involves audience engagement and allows time for discussion, hands-on application, and Q&A
- Uses clear language to present goals of the session
To view a session evaluation form used during the conference, click here: Presenter-Session Evaluation.
Proposal Review Committee
- Terry Bullock, Professor Emeritus of Reading, Chair (email@example.com)
- Molly Minus, Associate VP for Academic Affairs, Professor of Education, St. Edward's University, Assistant Chair (firstname.lastname@example.org)
- Victoria Appatova, Professor of Reading, University of Cincinnati
- Angel Arriaga, Counselor/Tutor Coordinator, Marist College
- Linda Clark, Associate Professor of Mathematics, Middle Tennessee State University
- Mary Culkin, Director of Academic Counseling and Exploration
Academic Support Programs, St. Edward’s University
- Lesley Dorhout, College Success Program, English, Foreign Language & Fine Arts Adjunct Professor, University of Cincinnati, Clermont College
- Olena Drozd, Writing and Reading Center Coordinator, Instructor in English, Glenn Hubert Learning Center, Barry University
- Cindy Gomez Developmental English and Composition, Hodges University
- Sarai Hedges, Associate Professor of Statistics, University of Cincinnati
- Sarah Hein, Associate Professor of Psychology, Edison State University
- Toni Hernen, Lecturer/Remedial Reading/Education, Bronx State University
- Lori Howe, Doctoral Student in Literacy Studies, University of Wyoming
- Debby Kellner, Associate Professor, Academic Coordinator, University of Cincinnati
- Joanne Leoni, Professor of Marketing, Johnson & Wales University
- Kristen Lawson, Assistant Professor of Developmental Studies, Indiana University Pennsylvania
- Thodosia Lovett Achievement Coach, Albany Technical College
- Marci Marshall, Academic Services Professional, Valdosta State University
- David McCall Assistant Profssor of Developmental Curriculum, Ferris State University
- Shelly Millender, Instructor of Reading, Lawson State Community College
- Eric Paulson Associate Dean of the Graduate College, Texas State University
- Ruth Sawyers, Assistant Professor of English, Saginaw Valley State University
- Louann Sears, Assistant Professor of English, University of Pittsburgh at Greensburg
- Suesann Sepela, Director of Learning Assistance, Miami University Hamilton
- Marilyn Simon, Associate Professor of Criminal Justice, University of Cincinnati
- Majid Whitney, Assistant Dean of Freshman Studies, Seton Hall University
- Denise Wilkinson, Professor of Mathematics, Virginia Wesleyan College
- Zadjia Zahi, Lecturer, Qatar University
- Ellen Zimmerman, Department Chair of College Experience Courses, McHenry County College
If you have questions regarding proposals, please e-mail email@example.com or firstname.lastname@example.org. Presenters are expected to register for the conference and pay the registration fee by January 15, 2017.