Deadline for Proposal Submissions: Monday, May 16, 2016

We invite individual papers, panels, presentations, or posters that address the following theme-related topics:

High-Impact Learning Practices Through CLAC
How can global service-learning and other forms of education abroad be infused throughout the student experience with the intention of increasing intercultural competence, making meaningful use of students’ language skills, and developing globally-aware students?

Curricular and Co-Curricular Collaboration
How do you intensify the collaboration among curricular and appropriate co-curricular programs, including international experiences with a focus on language acquisition, the development of intercultural skills and competence, and increasing a sense of global citizenship among students? How can the international and multicultural diversity of faculty and students contribute effectively to increased understanding of differences in life experiences and worldviews? What can we do to develop such understanding cumulatively over students’ academic and post-college careers?

CLAC and Content-Based Language Learning
What are the intersections between CLAC and content-based language learning theories and practices in courses with international/global themes? How intentional is the attempt to develop responsible global citizens? How are “authentic” texts, software, and web-based resources integrated in courses?

Faculty/Staff Support for Multi-Unit and Multidisciplinary Collaborations
How might your institution best support and encourage faculty and staff to cooperate across departmental and other academic boundaries to develop programs that impact students’ global awareness by employing materials from multiple cultures and teaching methods and desired learning outcomes from a variety of disciplines?

Cultures and Languages Across the Curriculum
How can CLAC programs highlight culture and intercultural communication and analysis? Can we use improvements in cross-cultural competence as a “hook” to promote language study and use throughout the curriculum and the adoption of CLAC methods?

CLAC and Assessment
How should we assess CLAC programs and learning? Are language proficiency and cross-cultural skills assessment tools (such as ACTFL standards and the IDI) appropriate to the goals of CLAC?

CLAC and K-16 Articulation
How can we establish workable K-16 articulation models that promote international and multicultural education?

In addition to the tracks suggested above, we welcome proposals that address broader CLAC-related themes, including

● Inter-institutional collaborations and CLAC
● Global Course Connections, Telecollaboration, and CLAC
● The role of CLAC in the Community College
● CLAC and Pathway Programs
● Promoting CLAC to stakeholders
● Interconnections with Study Abroad, Service Learning, International Students
• Professional development opportunities for CLAC practitioners (e.g., mentor relationships)

Proposals for papers, presentations, or posters on other relevant topics will also be considered.

Proposal Information
All proposals must be submitted online and include:
1. Type: Presentation (30 minutes, including 10 minutes for open discussion), Panel (90 minutes, including at least two separate papers and at least 30 minutes for questions and comments from the audience), or Poster (particularly encouraged because of the opportunity they provide for extended discussion and networking)
2. Title (of your paper, panel, or poster)
3. Brief Description (up to 75 words for paper, up to 150 words for panel, up to 75 words for poster)
4. Relationship to Conference Themes (how your proposal relates to the conference themes, up to 50 words per paper, panel, or poster)
5. Target Audience(s) (including what the audience(s) can expect to “take away” from your presentation, up to 50 words per paper, panel, or poster)
6. An abstract of your paper (up to 200 words), panel (up to 400 words), or poster (up to 200 words), clearly indicating what each presenter, if more than one, will contribute
7. A list of technical needs. Note: Conference organizers will provide a data projector and screen for all presentations. Presenters are asked to bring their own laptop computers. Poster presenters can be provided with a table upon which to place a laptop if they wish to use slides to display the content of their “poster”.
8. Name(s) of Presenter(s) (including, as appropriate, specification of their roles, contact information for each: titles and affiliations, email addresses, and telephone numbers)
9. Brief biographical sketch (50-75 words) for each participant

Note: The conference organizers welcome and encourage proposals for posters and for creative presentations that do not take the form of a traditional paper or panel. This might include videos, examples of CLAC assignments and exercises, or testimonials from student and faculty CLAC participants. . For proposals of this variety, please submit the same information listed above.

To submit your proposal please use the following online form: CLAC 2016 Call for Proposals Submission Form

For answers to any questions you may have, please contact Dr. Marc Pinheiro-Cadd at Drake University: marc [dot] pinheiro-cadd [at] drake [dot] edu.

In collaboration with the members of the CLAC Consortium: Auburn University, Baldwin Wallace University, Binghamton University, BYU-Idaho, Cornell University, Denison University, Drake University, Duke University, Gettysburg College, Illinois College, Oberlin College, Michigan State University Residential College in the Arts and Humanities, Skidmore College, Stockton University, University of Iowa, University of Minnesota, University of North Carolina at Chapel Hill, University of Richmond, University of Utah, and Wittenberg University