The Impact of COVID-19 on Adult, Community and Further Education
The Adult Learner was founded in 1985. This valuable resource documents the growth and development of adult learning policy and practice. It provides a forum for critical reflection on the practices of teaching and learning, giving priority to subject matter that addresses disadvantage, social exclusion, equality, workplace learning and the study of the teacher and student relationship.
NeMLA Graduate Student Caucus-Sponsored Panel for 2021
Strategies for Teaching Climate Change in the First-Year Writing Classroom
Spectrum, a peer-reviewed,
Extended Abstract Submission Deadline: 3 July 2020
Please see and circulate the following CFP for an upcoming special section of Die Unterrichtspraxis entitled “Sustainability and Community Engagement in German Studies," to be published in fall 2021.
Please contact any of us with questions.
With best regards,
Dan Nolan, University of Minnesota Duluth
Kiley Kost, Carleton College
Seth Peabody, Carleton College
Call for Papers
Die Unterrichtspraxis/Teaching German Special Section
Sustainability and Community Engagement in German Studies
Vernon Press invites chapter proposals on Gamification in the RhetComp Curriculum. The volume will be edited by Christopher McGunnigle, Seton Hall University.
The 3rd International Conference on Future of Social Sciences (ICFSS), 5-7 March, 2021 in Berlin, Germany, is the premier forum for the presentation of new advances and research results in education theory and practice.
Announcing a call for book chapter proposals for a forthcoming edited volume titled, Utilizing Visual Representation in Education Research, which is focused on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning. We are seeking chapter proposals from academic faculty and practitioner-researchers alike in PK-12 and higher education who use visual methods and methodologies in researching how they improve teaching practice.