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Jeffrey Von Munkwitz-Smith recently retired as Assistant Vice President and University Registrar at Boston University. This article provides a commentary by Von Munkwitz-Smith on an address given by Lotus Delta Coffman (then president of the University of Minnesota) in 1926 at the annual meeting of the American Association of Collegiate Resistrars, held in Minneapolis, Minnesota. "The Registrar: A Profession" was the title of the talk, and in it Coffman discussed his view of the function of the registrar in a previous generation, what it had become in 1926, and what it would become in the future. Coffman called on registrars to rise to a new level to support the needs of the institutions. Parts of this commentary were adapted from a keynote address Von Munkwitz-Smith gave at the 2012 annual meeting of the Illinois Association of Collegiate Registrars and Admissions Officers. The theme of that conference was "Zen and the Art of Registrars and Admissions Officers: An Inquiry into Our Profession."

In October 2011, Council for Learning Disabilities' (CLD's) research committee members (i.e., authors of this article) presented their "Must Reads" at the organization's 33rd Annual International Conference on Learning Disabilities. In this article, the presenters summarize a few of their selected articles and state why each article is a "Must Read." It comes as little surprise that the chosen articles address the specific recent research in the field of LD. For example, Beverly L. Weiser's articles focus on Strategic Counting Instruction and the response-to-intervention (RtI) literature for students with LD. Deborah K. Reed shares very recent developments in reading instruction and progress monitoring. Comprehension is the main topic for Caroline I. Kethley; specifically, she presents information on cognitive strategy instruction and the nature, causes, and treatments of LD. This article concludes with Patricia G. Mathes providing information from articles that represent some of the research on adolescents with LD and new neurobiological findings about dyslexia.

Evaluation in academic discourse has received considerable attention from researchers. Much of the work on evaluation has focused, however, on written genres, and less attention has been paid to how evaluation unfolds in spoken academic genres. In our present research, we are interested in disclosing how the interpersonal meaning of evaluation is expressed in the discussion session (hereafter DS) that follows conference paper presentations, since DS has already been defined as an "evaluative forum", when comparing its phraseological patterns with those of the presentation. Though the study of evaluation in spoken genres has been developed focusing exclusively on linguistic aspects, we assume the non-linguistic message that accompanies the linguistic message has an effect on the interpersonal meaning of the communication. Therefore, the aim of our research is to analyse the evaluative meaning conveyed in DSs that follow paper presentations in an applied linguistics conference. In the study, we draw on a social semiotic theory of language and of kinesics and paralanguage to frame a multimodal exploration of this interpersonal meaning. The comparative analysis between linguistic evaluation and multimodal evaluation reveals the significant contribution of non-linguistics features which are used to intensify linguistic evaluation or to express the speakers' attitude. (Contains 3 tables and 6 figures.)

The authors analyzed 21,005 citations from 124 Ph.D. theses submitted to ten departments in the Faculty of Science, University of Ibadan, in Nigeria, during the period 2006 to 2013. The overall analysis of the cited information sources revealed that journals (67.6%) were the most cited sources, followed by books/monographs (13.6%), and conference papers (2.6%). The cited journals were predominantly non-Nigerian journals. This study also analyzed and compared the characteristics and variations of the cited literature across the ten departments. In addition, evaluation of the availability of cited journals in the University Library showed that the library is deficient in providing adequate journals for students' scholarship and research.

In 1975, the fourth Annual Conference of the British Educational Administration Society (BEAS, now BELMAS) had as its theme "Autonomy and Accountability in Educational Administration". In their concluding comments, the editors of the published Proceedings wrote: "Our concern has been with accountability and autonomy, not as alternatives, but as significant and meaningful concepts which need to be better understood in relation to each other, having regard to specific organisational settings." This is the same connection that the then newly installed coalition government made 35 years later in their 2010 schools White Paper, a major policy document. The emphasis on this theme had persisted and indeed grown sharply during the intervening period. This trajectory is outlined in the article but its main purpose is to analyse the forces underlying what has become a preoccupation in English schools policy, making some reference to international evidence and practice. It is argued that the last six words of the quotation above from the 1975 editors' conclusion, "having regard to specific organisational settings", were particularly significant and are highly relevant to an explanation of the staying power of these concepts. (Contains 4 notes.)

This is the text of a paper given at the 2011 Symposium of the Australian Academy of the Humanities on the theme, "Educating the Nation: The Humanities in the New Australian Curriculum", the 42nd Annual Symposium of the Australian Academy of the Humanities at the University of Melbourne, 17 November 2011. It was presented in a session on "History, English, the Arts and the Australian Curriculum" introduced by Professor Barry McGaw, Chair of ACARA. Professor Marilyn Lake spoke on History in the Australian Curriculum. The Council of the Academy wanted to ensure that the symposium would appeal to many audiences beyond the Fellowship of the Academy, and it was well attended by secondary school teachers in English and History.

This article presents the author's presidential address, delivered at the NCTE Annual Convention in Chicago, Illinois, on November 20, 2011. The author focuses on the powerful stories that define educators. The author's point is that telling one's story is one of the most important things an educator can do for those he/she teaches as well as for the profession. Through telling one's story, educators inform others about the "ins and outs" of their jobs and what they entail. Teaching is not for the faint of heart. Teaching involves having a heart filled with love and steadfastness in addition to a good dose of believing in the capacity of the students and one's self. By telling one's story, one can change the way others perceive what educators do as well as explain the intricacies of the profession.

In this article the four coauthors share the process of moving a paper from a conference presentation to a manuscript that is acceptable for publication. The first two authors discuss the ways in which an experienced teacher educator mentored an emerging scholar through the submission process. The last two authors discuss the editors' role in shaping the final version.

This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary norms and assumptions. It is this creative tension that the current article explores.

Oral communication skills are essential for engineers today and, as they are included in accreditation criteria of educational programmes, their teaching and evaluation deserve attention. However, concrete aspects as to what should be taught and evaluated in relation to oral communication skills have not been sufficiently established. In this paper, a method to aid the efficient teaching of oral presentation skills is proposed, from the presentation structure level to word and sentence level choices, through the use of JECPRESE, The Japanese-English Corpus of Presentations in Science and Engineering. As of June 2012, the corpus is composed of transcriptions of 74 presentations delivered in Japanese by students graduating from the Master's programme of various engineering departments and 31 presentations delivered in English, 16 by experienced researchers at an international conference on chemistry, and 15 by undergraduate engineering students of a mid-sized American university. The utterances were classified according to the specific moves (sections of the speech that express specific speaker intent) appearing in the presentations and frequently used words/expressions to express these moves were identified. (Contains 1 figure and 1 table.)

This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture of what it could be like. Getting there will not be easy, but it must be done. He also discusses how to build integrated teacher education programs. (Contains 1 note.)

This article presents abstracts from the 2011 AMERSA National Meeting. It includes 2011 best abstracts on research, programmatic, and curricular presentations.

Knowledge of the history and development of early childhood development in Uganda is paramount if we are to know how far we have come and where we are going. This article explores the introduction of early childhood development in Ugandan policy and government interventions from 1960 to 2011. Data was obtained from a review of available early childhood development policy documents, conference papers and tutorial handouts, and interviews with early childhood development professionals who were involved in the developments. The results indicate trends of events that have not been given full attention by young professionals, policy makers and academics in the field of early childhood development in Uganda.

Between 2008-2010 the School of Medicine at Queen's University Belfast funded and supported two unique and intensive three week interdisciplinary performance projects in which medical and drama students worked together to create an experimental dance theatre piece. One of the unique aspects of this collaboration was that the medical students who participated in the project received the same credit as their peers taking a three-week clinical elective. This paper, which is not a conventional academic paper, is a reflection on that project, and is based on a keynote address given by Anna Newell, the director of project, at the 8th Annual Galway Symposium on Higher Education in June 2010. The Symposium title was "Creative Thinking: Re-imagining the University". The sections in boxes are direct quotes from Anna Newell's address. (Contains 2 notes.)

This is a dialogue or conversation between Michael Baker (MB) and Michael A. Peters (MP) on the concept of modernity and its significance for educational theory. The dialogue took place originally as a conversation about a symposium on modernity held at the American Educational Studies Association meeting 2010. It was later developed for publication in this form. (Contains 1 note.)

Purpose: The use of e-portfolios in recognition of prior learning (RPL) processes in workplace and professional practice contexts has attracted little attention in the literature due to its emergent nature. This study seeks to explore the growing incidence of e-portfolio-based RPL (e-RPL) and professional recognition (e-PR) processes in Australia and the implications this has for recognising workplace learning. Design/methodology/approach: The paper utilises an exploratory study and involves a content analysis of a selected sample of data sources. The sample includes the abstracts and papers presented at the 2009 VET E-portfolios Showcase and the 2010 ePortfolios Australia conference and the Australian Flexible Learning Framework (AFLF) funded E-portfolio implementation trials 2009 and 2010. Findings: The paper finds an array of e-RPL and e-PR operationalised across multiple fields/disciplines and contexts. The incidence of e-PR is more dominant than that of e-RPL. The findings result in the development of a framework that provides the conceptual scaffolding for recognition systems in the workplace. Research limitations/implications: The study is limited to Australian based data sources. Further analysis could be expanded to international contexts to increase the data and evidence on e-RPL and e-PR processes and the implications these have for recognising workplace. The framework developed from the study provides a conceptual launch pad into future lines of inquiry which can critically explore the underlying pedagogies and knowledge paradigms which have dominated in formal learning systems. Practical implications: The paper includes implications for the correct matching of practices and tasks to appropriate types of e-portfolio based RPL and PR along a continuum of formal to informal learning and varying degrees of learner control. Originality/value: This paper presents an analytical framework for exploring e-RPL and e-PR as distinct processes of recognition through a synthesis of RPL and e-portfolio research and theoretical constructs. The framework includes a typology of e-RPL and e-PR based on Smith and Tillema's typology of portfolios and Cameron's models of RPL. The framework will assist in analysing recognition processes undertaken in workplace contexts. (Contains 4 figures and 7 tables.)

In this article texts by scholars from South Africa, Sweden and Great Britain are analysed. They contributed as invited speakers to a conference in Sweden in 2009 on changing societies, values, religions and education. Here a South-North dialogue on diversity and the future of education is constructed through the way their conference contributions are presented and analysed. Democracy and gender also appear as crucial themes. Out of the original 12 keynote contributions to the conference a selection is made, meaning that seven of them are focused on. What can be observed is (a) that the contributors from South Africa connect diversity and social justice; (b) that the gender researchers critically discuss the risks of the North imposing its theoretical framework on the South and search for ways out of that and (c) a preoccupation with a renewal of education recognising diversity but also looking for what could come beyond such an emphasis and form a common ground. The article constitutes an example of shared knowledge production where South and North meet. Conditions for that are critically reflected upon methodologically.

Within a system of societal inequities, privilege consists of unearned advantages that are conferred on individuals based on membership or assumed membership in a dominant group. This article describes the relationship between privilege and oppression, dimensions of privilege, characteristics of privilege, costs of privilege, and resistance to awareness of privilege. Understanding of privilege can enhance counseling psychology practice, research, training, and professional organizations. The article concludes with recommendations for exploring privilege and a vision for systemic change.

Presents the 2011 reports from the Annual Meetings of the Regional Psychological Associations. The following Associations are featured: The Eastern Psychological Association, Midwestern Psychological Association, New England Psychological Association, Rocky Mountain Psychological Association, Southeastern Psychological Association, Southwestern Psychological Association, Western Psychological Association, and the Southern Society for Philosophy and Psychology.

The purpose of this study was to estimate how many presentations at the Annual Meeting of the Society for Social Work and Research (SSWR) are subsequently published in peer-reviewed journals. A 30% random sample of abstracts presented at the 2006 Annual Meeting of SSWR was reviewed. To determine publication status of the presentations, the authors conducted searches using Google Scholar, PubMed, PsycINFO, and Social Work Abstracts, in addition to reviewing faculty pages and curriculum vitae (CVs). The authors recorded information about the published articles including the journal title, impact factor, year, and authors. Forty-three percentage (95% CI = [34.5%, 51.9%]) of presentations were published in a peer-reviewed journal. Twenty-eight percentage (95% CI = [20.9%, 36.7%]) of publications were in a journal with an ISI Impact Factor (M = 1.32). The number of presentation authors was not associated with a subsequent publication. No differences were observed by type of presentation. (Contains 1 table.)

This review article extends the conventional notion of academic listening to include reciprocal (two-way) listening events in academic settings, as well as (one-way) listening to lectures. The introductory section highlights the comparatively low profile of listening in EAP research, due in part to the inherent complexity of listening and its investigation. The second section, on one-way listening, surveys research into real, course-embedded lectures, experimental lectures, and conference presentations. The third, on two-way listening, covers interactive lectures, student presentations, and supervisions and office hours. The final section looks ahead to likely future directions for academic listening research. (Contains 1 table.)

This study focused on understanding the extent to which technology leadership is discussed, framed, and given voice in the fields of educational leadership and educational administration. To do this, we collected data and conducted content analyses on conference programs from three leading professional organizations in the field and on a selection of professional journals spanning 1997 to 2009. We found 2.12% of American Educational Research Association presentations had a technology leadership focus, compared to 2.94% for the University Council for Educational Administration and 7.40% for the National Council of Professors of Educational Administration. After determining the 25 most often-cited journals in the field, we found that 43 articles in these journals had a focus on technology leadership, most often centering on technology integration, staff development, and technology policy. Suggestions for moving forward are included. (Contains 7 tables.)

The Research Centre for Languages and Cultures (RCLC) at the University of South Australia hosts an annual symposium on current issues related to languages and language education. The hallmark of the RCLC symposia is that they intend to raise critical, current issues in the languages field for wider debate, include presenting cutting edge research and high profile speakers, and following up the symposia with dissemination of current thinking and ideas generated in the discussions through publications, further conference presentations and centre activities. The 2011 conference, convened by RCLC member Neil Murray, involved speakers from the United States, Hong Kong, Singapore, Malaysia and Australia, including members of the RCLC, in a two day program divided into the two subthemes: "the relationship between English and Asian languages," and "dimensions of teaching and learning in the Asia-Pacific context." A public forum held on the evening of the first day was dedicated to the topic "languages in flux: the place of Chinese and English in the Asia-Pacific region."

Staffing practices in student affairs administration are important functions that impact the success of the organization and students served. This study used the Integrated Model of Staffing Practices (IMSP) as a framework to examine the type and frequency of conference programs related to the IMSP offered by 2 national student affairs associations over a 10-year period. Results include trend data for each function of the IMSP presented at conferences for each association. Recommendations for professional associations and graduate preparation programs in student affairs administration are also provided. (Contains 2 tables.)

Purpose: The aim of this paper is to identify the principles and characteristics of a learning conference which uses action learning and action research (ALAR) processes to create: optimal learning for all participants through a collaborative, inclusive conference culture; further knowledge creation in publishing conference papers post-conference through a supportive research culture. Design/methodology/approach: The 2010 World Congress of the Action Learning and Action Research Association (ALARA) is showcased to exemplify a learning conference, using the PIP (preamble-interview-postscript) framework to demonstrate the utility of this new genre for research and writing conference papers and action research models as frameworks to support publishing articles. Findings: Discussion offers ways to enhance opportunities for conference learning through creative purposeful activities that promote collaboration, critical thinking and reflection, and models of action research cycles to progress research from conference presentation to journal article. Originality/value: The paper makes the crucial link between conference procedure and publication of learning from conference to extend knowledge creation. The PIP model used here presents ways for novice researchers to network with experienced researchers through interview, for professional development, career advancement and publication. (Contains 1 table, 1 figure and 5 notes.)

The focus of this chapter is on the evidence to date that documents the impact of PDS engagement on four specific groups of participants: veteran P-12 teachers, university faculty, P-12 school principals, and parents and community members. In reviewing the literature concerning the impact of PDS engagement on these four groups, the authors' primary emphasis was on reviewing studies published in peer-reviewed journals, but their review also included doctoral dissertations, book chapters, and papers presented at national and regional conferences when they could be obtained. Expanding the review beyond peer-reviewed journals allowed them to obtain a more comprehensive picture of the scholarship in these important areas.

This paper presents the association president's annual address, which focuses on how much law enforcement has become more clearly itself. Technology, equipment, and the personnel have become much more sophisticated than 30 or 40 years ago. He shares events he experienced during his career that helped him to become more clearly himself. John Henry Newman, in his 1864 work "Apologia pro vita sua" ("A Defense of One's Life"), said, "Growth is the only evidence of life." If the International Association of Campus Law Enforcement (IACLEA) does not continue to grow as an association, it will be evidence of its absence of life, as an association. The author outlines initiatives that he believes are necessary to sustain the growth IACLEA has experienced in the past ten years or so, and to allow the association to continue to grow in the coming years.

This article presents a transcript of the 21st Fritz Duras Memorial Lecture, presented at the 27th ACHPER International Conference on Tuesday April 19 2011, at Prince Alfred College, Adelaide, South Australia. In this lecture, the author focuses on Physical Education, rather than the broader field comprising all those areas that, at least in recent times, are located within the Learning Area of Health and Physical Education (HPE), although he hopes that what he says will be relevant to them as well. The author wants to make some observations about where Physical Education has come from, in order to propose some issues for consideration as the field considers where it is going in this new century. He argues that throughout its history, the subject of Physical Education has been on the margins of the official curriculum in Australia, in terms of time and status. This has continued with the current processes of designing and developing a National Curriculum. However, the fact that HPE has been marked down for development in Phase 3 opens up some rare opportunities for advancing the Learning Area. He suggests that there is an urgent need to fashion a strategy which is based on a strong and coherent rationale for PE, drawing on the latest research about the brain, ensuring that there is an integration of mind and body, and picking up on the contribution that PE can make to social as well as individual well being. Such a rationale should inform not only the Learning Area of HPE but also the opportunities presented by the General Capabilities to give physical activity a presence across the curriculum.

This article is based on the keynote address given by Dr. Stockton at the Association for Specialists in Group Work (ASGW) Luncheon at the ASGW Biennial Conference in New Orleans, LA, on February 19, 2010.

This article talks about a meeting on "Higher Education in Recessionary Times" on March 24, 2010, which was hosted by the Society for Higher Education Research Policy Network. Although the meeting did take place in the context of an expected General Election, and on budget day, there was a general sense on the day that whoever won the Election (or as it turned out, did not quite win), there were going to be cuts across the public sector and those cuts would include higher education. The Russell Group of universities had made something of a pre-emptive strike (or pre-emptive resistance) to this policy: arguing that any cuts in higher education would fundamentally damage the standing and the quality of higher education in Britain. Yet, as everyone who works in higher education at present knows only too well, the playing field of higher education is anything but a level one; on the contrary it is marked by peaks and troughs that disrupt much of the "play" of degree level work. It was in this context that Carole Leathwood welcomed the delegates and spoke in her introduction of the considerable material and social part that higher education plays in the British economy. Thinking about cuts in the very process by which citizens become holders and makers of knowledge rather than passive recipients of it, is not in itself a welcome prospect. Yet, part of the essential self-reflection of the day was to examine some of the ways in which cuts in higher education might be imposed and the impact that they would make. In all, the day provided considerable material for further thought and debate and was generally agreed to have been extremely useful in bringing together a wide range of those working in higher education.

Over the past fourteen years, the pages of "Language Learning & Technology" have been filled with examples of research that take up the challenge of investigating second language learning through technology. It has been a period of expansion and growth in many ways. The expansion of technologies as well as their acceptance and use in language learning has provided a fertile field for investigating questions about language learning through technology. Over the same period, approaches to the study of second language acquisition have expanded, offering more constructs and methods that can be used in research on technology for second language learning. A look through "Language Learning & Technology" provides one valuable perspective on the richness of the research issues at the intersection of technology and language learning. Another perspective that the author would like to offer comes from the themes and issues that journal members have targeted at their conference on Technology and Second Language Learning (TSLL) each year at Iowa State University. A retrospective look at the conference themes is useful for pointing out issues to be investigated from a practice-oriented perspective on technology for second language learning.

The "My Favorite Assignment" Session at the 2009 Association for Business Communication (ABC) annual convention in Portsmouth, Virginia, featured over a dozen teachers sharing pedagogical innovations in a fast-paced, 4-minute format designed by Dan Dietrich. The wide variety of ideas and techniques presented makes these sessions popular ABC convention events. This article catalogues 12 Favorite Assignments from the 2009 ABC convention. Each assignment is described including the following information: (1) Genre and purpose; (2) Overview of the assignment; (3) Target learners; (4) Learning objectives; (5) Time to complete the assignment; (6) Materials, equipment, and special considerations; (7) Evaluating outcomes/grading; and (8) Author biography and contact information.

From July 6th to 10th, 2010, International Peace Research Association (IPRA) held its biennial conference at the University of Sydney in Australia. Hosted by the University's Centre for Peace & Conflict Studies and coordinated by Jake Lynch and a team of dedicated staff and volunteers, the conference featured seven plenary panels and many papers presented within 24 Commissions and working groups. Some 400 delegates from many regions gathered to share their ideas, experiences, practices and research in diverse and inter-related fields of peace research, education and action. Given its venue, this IPRA conference appropriately highlighted the continuing struggles of Australia's indigenous peoples for their rights, justice and cultural identity and the vital need for an authentic process of reconciliation. As in many previous conferences, the Peace Education Commission (PEC) attracted the most number of participants (40) although some presenters could not attend due to delays in obtaining visas and/or lack of funding support. Under the overall conference theme of "Communicating Peace", PEC participants presented papers in panels reflecting a wide range of issues and sub-themes. Overall, the PEC program in the IPRA 2010 conference again affirmed the continuing and also growing interest in peace education worldwide. Each gathering of PEC members and associates under the IPRA umbrella has provided a valuable opportunity for peace educators to exchange ideas on best practices, barriers and challenges as well as the ongoing theoretical reflections vital to deepening of the scholarly field of peace education.

In this keynote, the author discusses dichotomies having to do with: (1) technology/digital proponents versus non-technology/analogue proponents; (2) a formal/formalist position versus an informal/informalist position; and (3) educator/teacher views versus artist/musician views. The author often wonders what the essence of these dichotomies are, what they mean to the development of the music education profession, and to what extent they are real, in the sense that they represent opposite views concerning values and directions in music education as a profession. In this keynote, the author reflects on some of these questions. (Contains 1 figure and 6 notes.)

Every librarian wants to go to the American Library Association (ALA) annual conference in Washington, DC, June 24-29. Despite that, more than half of those asked informally said they can't afford it. The good news is a cornucopia of programs aimed at nearly every need of librarians of all types and including every best practice in libraries. Many offer practical applications of the profession's core values. Even better, most sessions are free once a participant pays to register. There is advice for internal and external communications, as well as strategies and practical political tips for public budget battles and other advocacy. Programs on the benefit and need for green libraries and librarianship are side by side with programs on how to employ the latest hard- and software in staff development, publicity, reference and research work, and information literacy.

This study compares a traditional paper presentation approach and a case study method for the development and improvement of oral communication skills and critical-thinking skills in a class of junior forensic science majors. A rubric for rating performance in these skills was designed on the basis of the oral communication competencies developed by the National Communications Association for college students. The results provided evidence that case studies are a more effective approach for teaching scientific oral communication skills. (Contains 1 figure and 1 table.)

Findings are presented from a series of moderated interactive sessions held at international engineering education conferences between July 2007 and December 2008, where attendees discussed the current state and future trajectory of engineering education research. More specifically, this study examines how session attendees described: (1) the relationship between engineering education research and educational practice, policy considerations and industry; (2) important stakeholders, mechanisms/strategies and challenges for relating research to practice, policy and industry. Thematic analysis and open coding procedures were used to analyse the data collected at each session. In summary, frequent discussion and widespread consensus was observed about the need to relate engineering education research to the practice of engineering teaching. Discussions about relating research to policy and industry remain formative, but appear to be gaining traction. The paper concludes by proposing a cyclic model to better conceptualise how engineering education research can be strategically related to practice, profession and industry across diverse local and global contexts. (Contains 5 tables and 2 figures.)

This special issue of "Industry and Higher Education" is devoted to a selection of papers, revised for publication, from the Sixth International Conference on "New Horizons in Industry, Business and Education" held on the island of Santorini, Greece, in August 2009. In this introductory paper the author provides an overview of the conference, summarizes the most important presentations, and offers some reflections on the conference outcomes. The key objective of the NHIBE 2009 was to identify the impact of new technologies on education, business and industry. Special attention was drawn to the innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era. Furthermore, business strategies and worldwide educational strategies were emphasized. The major topics were: educational strategies; career counseling; new educational methods; industry and education; entrepreneurship; corporate finance and governance; and business strategies.

This article presents a written version of the address the author gave at the Conference on College Composition and Communication (CCCC) meeting in San Francisco on March 12, 2009. In this address, the author talks about the wonder of writing and discusses how writing has been considered sacred. Reading and writing are associated with inwardness and personal development. Writing facilitates building a parallel world of knowledge that allows individuals to monitor, project, and influence the here-and-now world in which they live. Writing makes communion, bringing together people across space and time in shared attention, meanings, imagination, understanding, and action. The author stresses the role of teachers of writing as bearers of this transformative technology, leading current and future generations into more refined skills, deeper understanding, more complex cooperation, new adventures, greater communion. How fully writing is recognized and supported depends on the teachers' actions--to allow all to achieve their full communicative potential, social power, and intellectual and emotional acuity that writing brings, to allow all to cooperate knowledgably and wisely on the increasingly stressed planet.

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire. Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters. We describe the development and evaluation of the university-wide, weeklong URC at the University of New Hampshire. A survey administered to URC participants over a four year period revealed that research culminating in a presentation at the URC was one of the more influential events students experienced during their undergraduate years and students realized a high level of satisfaction from presenting at the URC. (Contains 3 tables and 1 footnote.)

We report on the results of a study to examine the global state of engineering education research on problem-and project-based learning (PBL). This paper has two major aims. First, we analyze a large collection of conference papers and journal articles to report on research trends in PBL, including in specific, leading countries. Second, based upon our analysis as well as a literature review of meta-analyses/syntheses of PBL literature, we propose a theoretical model for conceptualizing international research collaborations. Based on this model, we make recommendations for future initiatives, including multinational collaborations for research on PBL in engineering education

This article was given as a keynote address to the 2009 conference of the European Association for the Teaching of Academic Writing (EATAW), 30 June to 2 July, at Coventry University, UK. It draws on experiences at Queen Mary, University of London, of developing a "writing in the disciplines" initiative and of working towards institutional recognition for writing as a key and integral part of student learning. It raises issues about the transition from school to university writing and about such frameworks as "Graduate Attributes". Sometimes weaving together others' stories, it argues that, whilst there is great potential for writing development in universities, we also need to be aware of risks that derive from adopting industrialized approaches, governed by a narrow emphasis on form, belief in the possibility and benefits of "transparency" and an over-reliance on explicit criteria to drive assessment and learning. (Contains 2 tables and 2 figures.)

Purpose: The purpose of this paper is to provide a scientometric and content analysis of the studies in the field of e-learning that were published in five Social Science Citation Index (SSCI) journals ("Journal of Computer Assisted Learning, Computers & Education, British Journal of Educational Technology, Innovations in Education and Teaching International and Educational Technology Research and Development") and two conferences (Educational Multimedia, Hypermedia & Telecommunications and IEEE International Conference on Advanced Learning Technologies) from 2003 to 2008 to realize hidden research trends using an internally built visualization tool. Design/methodology/approach: The 7,759 original papers gathered from five journals and two conferences were further classified in 14 main research areas based on 150 concepts clusters. The internally built visualization tool, which is primarily based on animated bubble chart and pie chart, facilitated the task of analyzing the trends of contributions in the field over the years. Findings: Different research areas that are evolving or diminishing across the globe, most discussed research areas, most prolific researchers, leading institutions and nations. In addition to that these trends have also been analyzed across journals and conferences. Originality/value: The results in this study will allow novice and experienced educators, researchers, policy makers in the field of e-learning to study what kind of different research areas exist and to identify different research trends over the last six years. (Contains 3 tables and 6 figures.)

The theme of the 10th annual National Rehabilitation Educators conference emphasized research and teaching ideals in the areas of clinical supervision, evidence-based practice in rehabilitation, rehabilitation counseling process, effective rehabilitation counseling training strategies, accreditation and licensure, rehabilitation ethics, and various rehabilitation outcomes. There was a wealth of information presented in person by practitioners, educators, or graduate students at the conference that reflected a discipline comprised of individuals eager to move research forward and improve the quality of rehabilitation education and service delivery. When the "Call for Proposals" was initially disseminated, there was concern as to whether there would be enough proposals to fill the conference; however, the opposite was the case. There was indeed no shortage of quality proposals and interest in participating, clearly reflecting the evolution of the field's success. Conference presenters did an incredible job of delivering their ideals, providing a vision for the future, and expressing the inevitable needs marked by the evolution of the field of rehabilitation counseling. This paper presents the proposal abstracts as listed in the conference program proceedings with contact information of the principal presenter. In this way, persons unable to attend the conference may benefit as well.

Academic conferences are places of situated learning dedicated to the exchange of knowledge. Knowledge is exchanged between colleagues who are looking to enhance their future research by taking part in several formal and informal settings (lectures, discussions and social events). We studied the processes of knowledge sharing and the influence of the use of IT at the International Conference of Information Systems (ICIS2007) held in Montreal. We describe the categories of knowledge content shared at the conference. Two forms of knowledge sharing were analyzed: formal, guided, planned knowledge sharing in lectures or discussions, and informal knowledge exchange during social events. Data were collected from 274 participants at the conference. The intensity of knowledge sharing in the formal settings was higher compared to the informal settings and was perceived as contributing to future research and to the creation of social relationships. In contrast, informal knowledge sharing contributed mainly to job enhancement and to the initiation of meetings. The discussion centers on planning and evaluating conferences in terms of seeking, creating and sustaining knowledge sharing. (Contains 5 tables and 5 figures.)

For almost half a century from the early 1960s Martin Trow was the most persistent American commentator on British higher education. He analysed the main reports from Robbins to Dearing, developed and applied a language for discussing common problems amongst different systems, and focused on the uncertain progress of the UK to mass higher education. He was committed to understanding and comparing national systems of higher education in their wider contexts, applying his blend of sociology, history and policy research and analysis. The result was a sustained picture of British politics and policies, systemic and institutional change and resistance. This article follows his path through some of the most important and difficult events in British higher education, tracing his interpretations in his published and unpublished work, and conference papers. The article, therefore, becomes a recent history of British higher education through perceptive American eyes.

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full-day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio-psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants. (Contains 1 table.)