Chapter Proposal – Autism, Neurodiversity, and Equity in Professional Preparation Programs

We are currently in the process of editing a forthcoming publication entitled Autism, Neurodiversity, and Equity in Professional Preparation Programs to be published by IGI Global, an international publisher of progressive academic research.

We would like to take this opportunity to cordially invite you to submit a chapter. We think that a chapter related to your previous work with IGI Global may be relevant to this book.  

This book project will examine professional preparation in autism and other types of neurodiversity from multiple perspectives. The book’s conceptual framework will include disability studies, neurodiversity, and intersections with diversity, equity, and inclusion across a variety of professional programs and disciplines. The intent of this book is for use within professional preparation programs to support the development of highly qualified professionals in supporting neurodiversity within their work. The editors hope to include chapters from multiple perspectives to present a diversity of thought around how to prepare professionals in autism. 

Please visit IGI Call for Chapters webpage for more details regarding this publication and to submit a chapter proposal by June 30, 2023

Please feel free to contact us with any questions. You may also share this Call for Proposals with other colleagues who may be interested. We look forward to reviewing your proposal! 

Sincerely, 

Shanna Jamanis, Ph.D. – Nazareth College

sjamani9@naz.edu 

Dawn Vogler-Elias, Ph.D. CCC-SLP – Nazareth College

dvogler9@naz.edu 

Educational Technology Conferences 2023 & 2024

The following list was adapted from Clayton R. Wright’s Educational Technology and Education Conferences List #48. Please refer to Wright’s complete list for other conferences as well as each conference website for more details. Each year I attend AECT, AERA, and 1-2 other local or regional conferences. I use this list to identify what conferences I might attend. Thus, this list is focused on my research interests and/or convenient or interesting locations. Double-check each conference because some more are bound to be canceled.

JUNE 2023

JULY 2023

AUGUST 2023

SEPTEMBER 2023

OCTOBER 2023

NOVEMBER 2023

DECEMBER 2023

  • December 13-15, 2023 Learning and Teaching Expo. Learning and Teaching Expo, 13th. (15,000 attendees, 350 booths) Hong Kong Convention and Exhibition Centre, Wan Chai, Hong Kong, China. https://www.ltexpo.com.hk/LTE/

JANUARY 2024

  • January 17-19, 2024 Institute of Electrical and Electronics Engineers (IEEE) International Conference on Artificial Intelligence and Virtual Reality (AIVR), 6th. Hosted by the UCS Institute for Creative Technologies, Los Angeles, California, USA. https://aivr.science.uu.nl/ or https://www.computer.org/conferences/calendar
  • January 23-26, 2024 National (FETC) Conference: The Future of Education Technology Conference, 44th. Orange County Convention Center, Orlando, Florida, USA. http://www.fetc.org/

FEBRUARY 2024

  • February 3-7, 2024 Texas Computer Education Association (TCEA) Convention and Exposition, 43rd annual. (8,000 attendees, 450 exhibiting companies, 700+ sessions) Austin Convention Center, Austin, Texas, USA. https://convention.tcea.org/
  • February 16-18, 2024 American Association of Colleges for Teacher Education (AACTE) Conference, 76th annual. (2,000+ attendees) Gaylord Rockies, Aurora/Denver, Colorado, USA. http://www.aacte.org/professional-development-and-events/annual-meeting
  • February 18-21, 2024 Instructional Technology Council (ITC) eLearning Annual Conference. Bally’s Las Vegas Hotel and Casino, Las Vegas, Nevada, USA. https://www.itcnetwork.org/
  • February 26-28, 2024 Digital Learning Annual Conference (DLAC): Delivering on the Real Promise of Online, Hybrid and Digital Learning. Organized by the Evergreen Education Group based in Durango, Colorado, USA. This event will be held in Austin, Texas, USA. https://www.deelac.com/ or https://www.deelac.com/future-dlac-dates

MARCH 2024

MAY 2024

  • May 11-16, 2024 Human-Computer Interaction (HCI) Conference on Human Factors in Computing Systems. Conferenceof theAssociation for Computing Machinery (ACM). Honolulu, Hawai’i, USA. https://sigchi.org/conferences/upcoming-conferences/
  • May 15-17, 2024 Stockholm International Conference of Research on Vocational Education and Training, 9th. (In 2022, the conference venue was the Viking Line’s M/S Gabriella cruise to Helsinki, Finland.) Stockholm, Sweden. https://stockholminternationalvet.com/
  • May ?, 2024 International Conference on Networked Learning: A Research-based Conference on Hybrid and Lifelong Networked Learning in a Postdigital Era, 14th biennial. The 13th was held May 16-18, 2022 at Mid Sweden University (Mittuniversitetet), Sundsvall, Sweden. http://www.networkedlearning.aau.dk/NLC2022/ or http://www.networkedlearning.aau.dk/

JUNE 2024

JULY 2024

AUGUST 2024

SEPTEMBER 2024

OCTOBER 2024

DECEMBER 2024

FEBRUARY 2025

  • February 24-26, 2025 Digital Learning Annual Conference (DLAC): Delivering on the Real Promise of Online, Hybrid and Digital Learning. Organized by the Evergreen Education Group based in Durango, Colorado, USA. Marriott Marquis, Atlanta, Georgia, USA. https://www.deelac.com/ or https://www.deelac.com/future-dlac-dates

MARCH 2025

JULY 2025

  • July 27-30, 2025 Association for the Study of Higher Education (ASHE) Annual Conference and Technical Exhibition, 62nd. Greater Columbus Convention Center, Columbus, Ohio, USA. https://www.ashe.org/ashe-annual

OCTOBER 2025

SEPTEMBER 2026

Call for proposals – Engaging Faculty through Faculty Development

A reminder that JFD is welcoming submissions for its next special section, focused on Engaging Faculty through Faculty Development. For this special section, JFD is seeking brief manuscripts that address but are not limited to the following questions:
 
How is faculty engagement defined within the context of faculty development?
What faculty development initiatives hold the most promise for engaging faculty?
What evidence-backed faculty engagement strategies support faculty development?
How can faculty developers involve faculty in faculty engagement initiatives moving forward?
 
Submissions should be no longer than 1,500 words and must provide practical suggestions. Manuscripts must be submitted in accordance with the standards of the Journal of Faculty Development and formatting guidelines available here <https://www.magnapubs.com/frequently-asked-questions-help/journal-of-faculty-development-submission-guidelines/>.

In addition, manuscripts should follow APA style (7th ed.) and be submitted as a Microsoft Word document, RTF, or PDF as an attachment to an email sent to jfdeditor@magnapubs.com<mailto:jfdeditor@magnapubs.com> by May 1, 2023. The issue will be released in September 2023. Read more here<https://s30383.pcdn.co/wp-content/uploads/2023/03/JFD-Call-Sept23.pdf>.
 
Rusty
 

Russell Carpenter, Ph.D.
Assistant Provost & Professor of English
Editor-in-Chief, Journal of Faculty Development
Eastern Kentucky University

2023 eLearning Conference of Colorado Call for Proposals

We invite you to submit a session proposal in the 2023 eLearning Consortium of Colorado Virtual Conference. The 2023 Conference is free and open to all educators. We hope you will join us for 3 days of collaboration, technology and learning! Wednesday April 5 and Thursday April 6 are virtual. Friday April 7 will be in Westminster Colorado at Front Range Community College.  If you would like to propose a session for Friday April 7 please contact Kae Novak kae.novak@frontrange.edu. 

Here is a link to registration for the virtual conference https://bit.ly/elcc2023.

We have been creative with the session types and tools we use. While we will be offering most sessions over Zoom, we encourage you to consider sessions in other platforms. Most sessions are 60 minutes in length. Please see our Conference Website for more information https://bit.ly/elcc23confcfp

The proposal Deadline is Friday March 6, 2023. Please share the link to this with your friends and colleagues 

All sessions will be recorded unless requested otherwise.

If you have any questions or would like to submit something not covered, please contact Kae Novak at kae.novak@frontrange.edu

Submit here: https://docs.google.com/forms/d/e/1FAIpQLSekaUXP3aS6eCiPR75Q49EfI1_oEddKNOTCwUyt0tBkz5FiGA/viewform

2022 Year in Review

As I complete my annual evaluation, I find myself looking back over the prior year and my publications.

  1. Lomellini, A., Lowenthal, P. R., Trespalacios, J.,, & Snelson, C. (2022). Higher education leaders’ perspectives of accessible and inclusive online learning. Distance Education, 43(4), 574-595. https://doi.org/10.1080/01587919.2022.2141608
  2. Lowenthal, P. R., & Trespalacios, J. (2022). Classroom community and time: Comparing student perceptions in traditional vs. accelerated online courses. Online Learning, 26(4), 59-79. http://dx.doi.org/10.24059/olj.v26i4.3498
  3. Belt, E., Lowenthal, P. R. (2022). Synchronous video-based communication technologies and online learning: An exploration of instructors perceptions, experiences, and expectations. Advance online publication. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11360-6 
  4. Stewart, W. H., Lowenthal, P. R.,& Baek, Y. (2022). COVID-19: A longitudinal perspective on Sustained Remote Teaching (SRT) in the Republic of Korea. Quarterly Review of Distance Education, 22(3).
  5. Lowenthal, P. R., & Lomelini, A. (2022). Accessible online learning: A preliminary investigation of educational technologists’ and faculty knowledge and skills. Advance online publication. TechTrends. https://doi.org/10.1007/s11528-022-00790-1
  6. Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P. R., Dousay, T. D., & Hall, N. C. (2022). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies, 22(5), 1120-1138. https://doi.org/10.1080/14680777.2021.1883086
  7. Lowenthal, P. R. (2022). Exploring student perceptions of asynchronous video in online courses. Distance Education, 43(3), 369-387. https://doi.org/10.1080/01587919.2022.2088479
  8. Bader, J., Snelson, C., Lowenthal, P. R., & Friesen, N. (2022). The use of images in higher-ed online learning: A qualitative content analysis. International Journal of Online Pedagogy and Course Design, 12(1), 1-16. http://dx.doi.org/10.4018/IJOPCD.302088
  9. Johnson, M., & Lowenthal, P. R. (2022). Strategies to improve the use of live synchronous meetings in blended, remote, and online courses. Northwest eLearning Journal, 2(1). https://doi.org/10.5399/osu/nwelearn.2.1.5641
  10. Lomellini, A., & Lowenthal, P. R. (2022). Inclusive online courses: Universal Design for Learning strategies for faculty buy-in. In Stefaniak, J. E., & Reese, R. M. (Eds.), The instructional designer’s training guide: Authentic practices and constructive mentoring for ID and ed tech professionals (pp. 101-111). Routledge. https://doi.org/10.4324/9781003109938-11 
  11. Gasell, C., Lowenthal, P. R., Uribe-Florez, L., & Ching, H. (2022). Interaction in asynchronous discussion boards: A Campus-wide analysis to better understand regular and substantive interaction. Education and Information Technologies, 27, 3421–3445. https://doi.org/10.1007/s10639-021-10745-3 
  12. Lowenthal, P. R., Fiock, H. S., Shreaves, D., & Belt, E. (2022). Investigating students’ perceptions of screencasting style of video feedback in online courses. TechTrends. https://doi.org/10.1007/s11528-021-00665-x
  13. Stewart, W. H., Baek, Y., & Lowenthal, P. R. (2022). From Emergency Remote Teaching (ERT) to Sustained Remote Teaching (SRT): A comparative semester analysis of exchange students’ experiences and perceptions of learning online during COVID-19. Online Learning, 26(2), 170-197. http://dx.doi.org/10.24059/olj.v26i2.2661
  14. Stewart, W. H., & Lowenthal, P. R. (2021). Distance education under duress: A case study of exchange students’ experience with online learning during the COVID-19 pandemic in the Republic of Korea. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1891996
  15. Lowenthal, P. R., Persichini, G., Conley, Q., Humphrey, M., & Scheufler, J. (2022). Digital literacy in special education: Preparing students for college and the workplace. In I. Management Association (Ed.), Research anthology on inclusive practices for educators and administrators in special education (pp. 524-537). IGI Global. https://doi.org/10.4018/978-1-6684-3670-7.ch029