Improving Student Learning:Theory, Research and Scholarship

The 11th Improving Student Learning Symposium, Hanover International Hotel, Hinckley, Leicestershire, 1st - 3rd September 2003

The closing date for submissions was 31st January, 2003.

Call for conference papers

In 1993, the first Improving Student Learning Symposium was held at Warwick University in England. Since then it has become an established event on the international calendar, averaging some 200 participants from over 15 countries at each conference. The major aim of the Improving Student Learning Symposia is to provide a forum which brings together those who are primarily researchers into learning in higher education and those who are primarily practitioners concerned more pragmatically with improving their practice, but from whichever starting point, papers are only accepted if they take a sufficiently scholarly, research-based approach.

The title of this symposium, “Theory, Research and Scholarship”, is intended to help bring those two communities together. What research has been done to test or extend existing theories? And what emerging theories/hypotheses might there be from the practical experience of scholarly teachers? Papers which address these broad questions are invited under the following more specific headings:

Themes

  1. Course and programme design
  2. Learning and teaching methods
  3. Assessment
  4. Skills development and lifelong learning
  5. Use of C&IT
  6. Learning environments
  7. Supporting learners
  8. Meeting the challenge of diversity
  9. Implementing and managing change and innovation
  10. Theories of learning and teaching
  11. Scholarship of teaching

All submissions will be reviewed by three independent international referees. Decisions will be relayed to authors in March 2003. The decision of the Symposium Committee will be final. Submissions are now invited in the following four formats:

Session types

Research papers (60 minutes)

Papers should present new research findings, new analyses of issues or innovative conceptions of areas, and should be used where there is substantive new content to present. They should involve research evidence and/or use of theory to interpret learning phenomena. They should not be used for descriptive accounts of practice, and evidence should involve more than untheorised evaluation feedback. No more than 40 minutes should be used for presentation, allowing the rest of the time for questions and discussion. Papers should be written before the symposium and made available for participants at the session at which the paper is presented. Papers may be re-drafted after presentation at the conference and will be published in the proceedings. The final form will be a maximum of 5,000 words including appendices and references.

Research seminars (60 minutes)

Seminars should be used where there are new and possibly preliminary findings or analyses of issues, where the interpretation is open or new and would benefit from extensive discussion and also where interpretation may be controversial. No more than 20 minutes should be used for presentation, allowing the majority of time for questions and discussion which should be planned to involve all participants.

Conceptual papers (60 minutes)

These papers will take a more philosophical and/or theoretical perspective. They may present an argument or attempt to reconceptualise an issue, possibly by attempting to answer a specific question (eg ‘Do different disciplines require different pedagogies?’). Rather than being based on primary research data they will be based on existing literature. No more than 30 minutes should be used for presentation, allowing the rest of the time for discussion and debate, which should be planned to involve all participants. Papers should be written before the symposium and made available for participants at the session at which the paper is presented. Papers may be re-drafted after presentation at the conference and will be published in the proceedings. The final form will be a maximum of 5,000 words including appendices and references.

Symposia (90 minutes)

Symposia will involve three related papers presented together in an extended session lasting 90 minutes with a panel consisting of a Convenor and the authors of the three papers. Submissions should be made by the proposed Convenor, and must include an overview of the relationship between the papers as well as abstracts for each paper. Papers will each be refereed on their own merits as research papers (see above). Papers may be re-drafted after presentation at the conference and will be published in the proceedings (a maximum of 3,000 words each), accompanied by a 500 word overview written by the Convenor.

Posters

There will also be a poster session (both paper and electronic). Details will be included in the conference booking form.

Criteria

The following criteria will be used in accepting papers and seminars:

Research papers

  • New evidence/findings
  • New analysis/interpretation
  • Use of research tools
  • Awareness/use of theory
  • Focus on theme

Conceptual papers

  • New analysis/interpretation
  • Clarity of argument
  • Awareness/use of theory
  • Focus on theme

Seminars

  • Topic interesting for discussion
  • Use of evidence and theory
  • Focus on theme

Every submitted contribution is expected to show awareness of existing literature, research tools, theories and interpretations, and to actively build on this literature. All sessions should attempt to maximise the possible interaction of participants. ISL attracts a wide international audience, and English may not be some participants’ first or even second language, therefore acronyms, jargon, and localised terminology are not acceptable.