Call for Proposals

Deadline: Friday, July 14, 2017

Thank you for your interest in submitting a proposal. Please note that the proposal deadline has passed. Applicants will be notified of the status of their proposals by August 4, 2017. All presenters will receive a code to ensure they can register at the early-bird rate.

Proposal Requirements

Below you’ll find information that details:

  • Proposal Requirements
  • Session Formats
  • Conference Themes

Attendees are encouraged to submit proposals on a broad range of topics related to Collaborative Online International Learning. Proposals that fit within the themes below and those that include student perspectives and evidence-based practices are strongly encouraged.

Current and former participants in the J. Christopher Stevens Virtual Exchange Initiative and/or the U.S. Mexico Multistate COIL Program are encouraged to submit proposals.

The proposal must be completed in one sitting, so be sure to have all of the proposal details ready before you begin. If you would like to preview the proposal form before starting, click: Sample Global Learning Conference Proposal Form.

 Please note the following sections of the proposal are required:

  • Title: the presentation title shouldn’t be more than 20 words in length. Please be sure that your title reflects the topic of your presentation.
  • Summary: the summary must not exceed 150 words. It needs to be in final, publishable format, error-free, and should not include citations. It must clearly align with the content of your informative abstract.
  • Informative Abstract: the informative abstract will only be reviewed by the conference committee and should not exceed 750 words.
  • Presenter Information: please be sure to include the names and contact information of each presenter. A brief bio (75-word limit) is required for each presenter.

Session Formats

Proposals can be submitted in three formats: (1) a PechaKucha Presentation; (2) a 60-Minute Interactive Session; or (3) a 60-Minute Panel Presentation.

1. PechaKucha Presentation

PechaKucha presentations should be proposed when the presenter would like to showcase his/her work in a concise format or quickly share a provocative or innovative idea. PechaKucha presentations are composed of 20 slides, with each slide advancing automatically every 20 seconds, for a total presentation time of 6 minutes 40 seconds. Multiple PechaKucha presentations will be scheduled back-to-back within a single breakout session. The session will conclude with a question-and-answer period that will be open to all attendees and presenters.

2. 60-Minute Interactive Session

Interactive sessions blend a traditional presentation with structured activities that result in some type of “deliverable” for session participants. Attendees should walk away with new strategies, lists of resources, completed worksheets, etc. that they can use in their own classrooms or in their roles as instructional designers or administrators.

3. 60-Minute Panel Presentations

Panel presentations highlight evidence-based practices from past COIL course collaborations. (Please note that COIL is used interchangeably here with other terms such as virtual exchange and virtual mobility. You do not need to be affiliated with the SUNY COIL Center to propose a panel presentation.) These sessions will be reserved for panels of 2 to 4 presenters. Presenters should have experience teaching COIL courses, designing and delivering faculty professional development for COIL, or enabling COIL through their administrative/technology-support work

Panels that incorporate students and student voices are highly encouraged. Also, presentations based on published articles or manuscripts in development about COIL are particularly welcome.

Conference Themes

1. Practical Strategies and Student Voices

  • How has student data or feedback influenced the design of your COIL experiences? Are there students who could share insights in person or via video conference during your session?
  • How can we integrate COIL into existing courses without overloading faculty and students? How do we avoid COIL experiences that feel “tacked on” and separate from the core objectives of our courses?
  • How can we create experiences that integrate practical skills and real-world challenges? How have you integrated concepts such as social justice, geopolitics, workforce readiness, or related topics into your collaborations?
  • What tools are most effective for facilitating specific types of synchronous or asynchronous online interactions? How have you and your partners worked around technical limitations or taken advantage of new opportunities?

2. Intercultural Competence and Community Building

  • What are some lessons learned from and proven models for measuring student intercultural learning in COIL experiences?
  • How can we improve students’ intercultural awareness and competence before, during, and after COIL experiences?
  • How can we foster a meaningful sense of community in virtual spaces?

3. Internationalization and Professional Networks

  • How can institutions establish effective and sustainable infrastructures and support systems for COIL institutional initiatives?
  • How can we leverage networks both inside and outside our institutions to connect potential collaborators and avoid duplication of efforts? Have you established support structures, coach/mentor roles, or knowledge-sharing processes that have proven useful?
  • What’s the landscape of global learning and COIL in terms of funding and collaboration at the Federal, State, inter-institutional, and overseas levels?

4. Evaluation and Assessment

  • How have you assessed the effectiveness of your projects? What empirical evidence, either from your own research or the research of others, has informed your approach to global learning through COIL?
  • Which elements of global learning expeiences through COIL can be streamlined to encourage consistently high quality at scale? Have you established templates, guidelines, trainings, or other practices that save time and ensure smoother collaborations?

5. Professional Development

  • How do institutions foster professional collaboration in the development and dissemination of COIL-enhanced course resources (e.g., syllabi, activities, assessments, etc.)?
  • What are some examples of professional development models and best practices that help prepare instructors to design and deliver effective COIL experiences?
  • How can institutions embed COIL into institutional governance and professional learning communities?