Monday, November 4, 2013
2014 AASE Annual Conference Call for Proposals
The 2014 Conference of the Association of Academic Support Educators will bring together colleagues interested in legal education and academic support. In this collegial and collaborative environment, colleagues will have a chance to meet, reconnect, and share ideas about pedagogy, scholarship, and professional growth.
The program committee welcomes proposals on any subject relating to legal education
and academic support. Please read and conform to the Proposal Requirements (below).
Please craft your proposal carefully. The program committee will look for proposals that describe the presentation and its goals in detail. Our assumption is that a clear and detailed proposal today will lead to a stronger presentation. An example of a proposal is available below.
The committee seeks a mix of presentations, including but not limited to, presentations that address teaching ideas for new and veteran teachers, scholarship, research, professional growth, assessment, and hot topics in legal education. These may include sessions related to: creativity in law teaching and learning; teaching methods; analytical and academic competencies necessary for success in law school, on the bar, and in practice; counseling; educational psychology; assisting students with learning disabilities; the role and status of Academic Support Professionals in the legal academy; and intersections between academic support, legal writing and doctrinal teaching.
Presentations may be in any form the presenter finds effective. Although the committee does seek to accommodate all presenters with their selection for presentation format and timing,
the committee may occasionally ask presenters to change the format or timing of a presentation to fit the needs of a comprehensive and diverse program. The committee is thinking of having “tracks” this year, grouping a series of presentations together around a single theme of interest to a particular audience, as well as larger plenaries designed to appeal to the group as a whole. Please
indicate your target audience in your proposal. For example: newbies, bar prep, large schools, etc. The following is a description of the different types of presentations:
An interactive workshop is a presentation with audience participation throughout. A proposal
for an interactive workshop should discuss what you plan to do to make the presentation interactive.
Examples include, but are not limited to: pair and share, break-out group discussions, use of demonstrative aids that involve the audience, or other audience participation. Note that providing handouts, although very beneficial for attendees, does not on its own make the presentation interactive.
If you submit a proposal with more than one presenter for your session, your proposal should include the name, e-mail address, and school for each presenter. In determining how many presenters to include in your proposal, please make sure that each person will have sufficient time to fully discuss his or her topic. Because most presentations will last only 45 minutes, we recommend no more than 2 to 3 presenters.
Lesson in a Box
A lesson in a box presentation is a session devoted to the presentation of a lesson on a single topic.
Such sessions should include all of the information and materials necessary for attendees to leave the session prepared to deliver the lesson on their own.
Moderated Group Discussion
Moderated Group Discussions are more informal presentations that feature group conversation and interaction. The committee encourages presentations that will foster dialogue among conference attendees. These sessions are particularly well suited for hot topics.
Posters will be displayed throughout the conference. In addition, a designated time will be set aside for presenters and attendees to discuss the work presented in the poster.
Please provide a short summary of your presentation for the conference brochure. The summary should not exceed 250 words and should accurately reflect the subject of the presentation.
As part of your proposal we ask that you explain whether your presentation requires projection, internet access, audio, or other technology and the degree to which each is necessary to your presentation. We ask that proposals identify any technology needs at this early point so that we can be prepared well in advance of the conference to provide accessibility.
The committee expects that nearly all presentations will be assigned a 45-minute time slot. However, we recognize that a few presentations are better served with more time. For that reason, we have set aside a few 75-minute slots. If you are interested in a 75-minute time slot, your proposal should clearly explain why 75 minutes is necessary.
Proposals must be submitted to JKleppetsch@jmls.edu no later than December 6, 2013.
All individuals submitting a proposal will be notified about the status of their proposal on or before January 17, 2014.
Multiple proposals and the “one-presentation rule”
You may submit a maximum of two proposals, and you need not rank your proposals in order of preference. If you are selected for more than one presentation or panel, you will be given the opportunity to select the one presentation or panel in which you would like to participate, as each person is limited to one presentation or panel.
Although the committee welcomes proposals on any topic of interest to academic support faculty, a
proposal will not be accepted if it appears to be a means to market a textbook or other for-pay product.
If you have any questions, please contact the Program Committee at: JKleppetsch@jmls.edu
Proposal for AASE 2014 Annual Summer Conference
Title: Building Positive Classroom Environments
Presenter Contact Information: Cai Leonard, Law School, 2 Main Street, Springfield,
ST 98765. T: 112- 356-7890 firstname.lastname@example.org
Type of Session: Interactive Workshop
Audience: Newbies & moderate experience level; all school sizes
Goals of the session. By the end of this workshop participants will:
Be able to explain the value of positive interpersonal environments in helping
- Be able to identify methods for building
positive interpersonal classroom environments; and
- Be able to engage
their own students in exercises that help build positive classroom environments.
to successful learning (e.g. Bransford et. al, How People Learn 25; Goleman, Social Intelligence 268-76; Hess & Friedland, Techniques for Teaching Law 326-27). Emotional intelligence and neuroscience studies show that we learn better when we are challenged, supported, respected, and engaged. Too much stress impedes learning; lack of challenge does the same. This workshop focuses on how to create a positive learning environment for law students.
- Discussing ideas in pairs
- Looking at visuals
- Listening & reflecting
- Discussing ideaswith the whole group
- Practicing with a small group
learning, and exchange their ideas with a partner. This will be followed by a short, whole group discussion about the value of creating positive affect — and the value of engaging others in talking about it. Participants will then be given scenarios about classroom behaviors and asked to consider the following kinds of questions:
- What could the professor have done at the beginning of the course to increase the positive interpersonal engagement?
- What are the likely consequences of negative classroom interactions?
- What small steps can professors take to improve the classroom environment?
Throughout the workshop, I will share my own experiences and give examples of what I have
found effective in my classes, others’ classes, and I will answer participants’ questions.
Materials. Outline of the workshop, scenarios regarding different kinds of classroom
environments, questions for participants to respond to, specific techniques professors can use to create positive environments, and short list of resources.
Technology Required: Access to PowerPoint would be very helpful, although the session could be modified to be done without it.
Brochure Summary: We have all witnessed our students struggle in their classes due to too much stress. This workshop focuses on how to create a positive learning environment for law
students. Through group discussion and partner work, participants will learn how to build positive interpersonal classroom environments.