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AERA DivJ Blog Post

 

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AERA Graduate Student Council

On behalf of the American Educational Research Association (AERA) Graduate Student Council (GSC), we would like to sincerely thank AERA, members of the AERA GSC, and members of the AERA Divisions and Special Interest Groups (SIGs) who helped to make this event a success. Special thank you for to the AERA GSC rock stars who stepped up and volunteered to make this happen: Katy Chapman, Wei Hua, Krystal Huff, James Mason, Janelle Simmons, and Keisha Siriboe! In addition, we would like to thank Loyola Marymount University's Educational Leadership for Social Justice Ed.D. program and the amazing faculty, Dr. Karen Huchting, and alumna Dr. Kortney Hernandez for their informative and dynamic webinar presentations. Finally, we wish to thank all attendees for joining us on Wednesday, June 28th and for the great questions that you asked! Your contributions made this webinar essential in responding directly to the needs of graduate students.

The AERA GSC is happy to announce that the "Behind the curtain: Inside insights in writing a high-quality AERA proposal" webinar that took place on June 28th is now available for streaming. In addition, we have included the resources that were shared during the webinar.

• See here for the recording of the webinar.
• The GSC encourages you to submit a proposal to the 2018 AERA convention and allow this recorded webinar to assist you in that process.
• Also, should you wish to collaborate to compose a proposal for the 2018 AERA convention, please add your name and contact information here.
• This is a self-managed list, so please feel free to reach out directly to any student listed there that you wish to collaborate with.
• For sample AERA proposals see here.
• We wish to support all graduate students in their professional development needs so please sign up for our mailing list to receive additional information.

With gratitude,
AERA GSC

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Call For Papers

Mid-Western Educational Researcher Call for Papers:

Special Issue on Institutional Data and Research

The Institutional Research office plays a unique and important role in the higher education environment, especially with the increased focus on the use of student data in decision making. Most IR offices support a broad range of university planning initiatives, and assemble a variety of qualitative and quantitative reports to be used in decision making. These offices oftentimes also dually handle assessment of student learning, house university surveys, and provide vital research support to key stakeholders.

The Editorial staff of Mid-Western Educational Researcher, in collaboration with Guest Editor Tasha Almond-Dannenbring of the South Dakota Board of Regents, issues a call for manuscripts to be published in 2018 that will highlight Institutional Research and its role in higher education.

The Editors welcome manuscripts that explore an array of topics related, but not limited to, these themes or topics:

 

Research addressing:

·        Measurement and analysis of student-level data to inform policy and decision making in higher education.

·        Key institutional operating metrics used in planning, program review, or finance.

 

IR Office Practices: 

·        Role of IR office in strategic planning.

·        Use of data visualization and business intelligence tools to translate data-heavy information into a manageable form.

·        Review of data warehousing/data marts - challenges and solutions for IR office.

·        Use of IR data and information to articulate strategic priorities and drive institutional change.

·        Use of data related to assessment of student learning to inform policy and decision making at the campus or system level (if multi-campus system).

·        Essays/commentaries on the evolution and practices of IR, and the IR office/position.

·        Use of mixed methods research to generate new information needed to inform policy and/or guide decision makers in planning.

 

Best Practices:

·        Best practices in IR for small, medium, and large colleges and start-up IR offices.

·        Best practices/examples of uses of Integrated Postsecondary Education Data System (IPEDS) data for benchmarking.

·        Best practices/use of data in measuring student learning outcomes, persistence, or retention.

·        Best practices and process in collection of student learning outcomes specifically related to assessment of general education.

Timeline and Submission Guidelines:
Proposal will be accepted on a rolling basis until the deadline of January 15, 2018

Interested authors should email a proposal to the Guest Editor that includes the following items:

1.     Author Information: Name(s), position(s), mailing address(es), phone number(s), and e-mail address(es). Please note the corresponding author for the submission.

2.     Title of proposed article. 

3.     Proposal components:

·         relevance of the topic to IR in higher education

·         clearly stated contribution to knowledge base or understanding of IR in higher education

·         description of perspective and/or guiding framework (theoretical/conceptual/

practical) 

·         description of literature review 

·         for empirical studies – clear description of research methods (participants, research

       questions/hypotheses, instruments, proposed analysis, etc.)

·         current status of proposed manuscript

·         explanation of significance, implications, relationship of conclusions to findings,

      generalizability, or usefulness 

4.     A bio of less than 100 words for each author that includes relevant experience with topic.

Publication Timeline:
Proposals due by January 15, 2018
Authors informed of decision by February 15, 2018 
Manuscript submission due by approximately May 1, 2018          
Peer review completed within 6-8 weeks                               
Revision and resubmission by August 1, 2018    
Publication in late 2018                              

All proposals should be emailed with the subject line: “MWER Special Issue – IR” to Tasha Dannenbring

Authors whose proposals are accepted will be expected to submit a final manuscript that is formatted in accordance with the Author Guidelines provided by MWER. Each submission will be peer reviewed and edited to meet the journal’s specifications for publication. Please note: positive review of a proposal and an invitation to submit a paper does not mean automatic acceptance of the full paper. The Guest Editor and MWER Editorial staff reserve the right not to publish papers if the full paper is not written to the journal’s standards and expectations.

 

 

 

Job Posting #2:

Director, Educational Technology
NYU School of Professional Studies (NYUSPS) Center for Academic Excellence and Support (CAES)

The NYU School of Professional Studies (NYUSPS) Office of Academic and Faculty Affairs is seeking a Director of Educational Technology to provide leadership in the strategic planning and implementation of existing and emerging educational technologies to support excellence in teaching and learning. The Director will support the Assistant Dean in leading NYUSPS to international prominence in online learning assuring that all courses and programs align with the school and university’s mission and provide high quality global opportunities for students. S/he will be responsible for researching and evaluating high quality existing and emerging technologies, including learning management systems (LMS), synchronous communications tools, media asset creation, classroom technologies and integrated social networking tools. The Director is also responsible for developing and implementing data collection and evaluation methods, including LMS data extraction. S/he will support and consult with the Director of Faculty Development and academic departments on designing and delivering new online programming appropriate for a diverse student body and a variety of disciplines. The Director will serve as a thought leader in the cultivation of teaching and learning research and scholarship as it relates to higher education technologies and online learning.

The Director will report to the Assistant Dean for Academic Excellence and work within the Center for Academic Excellence and Support (CAES). CAES is a faculty-centered service group dedicated to supporting the improvement of teaching practice and the use of emerging technologies to advance student learning in traditional and online courses and programs. The department currently supports all academic programs within SPS, which includes 2100 faculty members and 3,100 unique courses per year with approximately 4,300 credit students and 20,000 noncredit students.

The ideal candidate will possess extensive experience in postsecondary instruction and student engagement in learning through the use of innovative and advanced technologies in a variety of modalities. The candidate should be able to speak to and show evidence of innovative and effective online curriculum design and teaching excellence with technology enhanced pedagogies and speak about key concepts of learning, such as active learning, metacognition and the transfer of knowledge from multidisciplinary perspectives on learning. Prior work experience should provide evidence of the ability to integrate media, gaming, and other technology tools and utilize technologies for data-driven decision making and quality assurance. 

Qualifications: