Centre of Learning, Teaching & Development Conference 2024
Theme: Nurturing academic success through improved student learning experience
3 - 5 September | Hybrid Conference
We invite submissions on the following sub-themes:
1. Celebrating Diversity: Strategies for Inclusive Learning and Teaching
• Conceptualising inclusive and engaging curricula that promote deep learning and critical thinking.
• Exploring innovative teaching methodologies that incorporate diverse perspectives and cultures to enrich the learning experience.
• Addressing systemic barriers to educational equity and fostering a culture of inclusion.
• Incorporating technology to enhance inclusivity and accessibility in order to contribute to student success.
2. Humanising Pedagogies: Nurturing Connection and Empathy
• Promoting collaboration, and critical thinking through human-centred teaching approaches.
• Emphasising the importance of human connection and empathy in teaching and learning processes.
• Implementing pedagogical approaches that prioritise student well-being, mental health, and holistic growth.
3. Reflective practices for enhancing teaching effectiveness and student engagement to promote student success
• Integrating self-reflection, feedback mechanisms, and assessment strategies to promote continuous improvement in teaching and learning.
• Utilising scholarship of teaching and learning (SOTL) methodologies or evidence-based teaching strategies to improve pedagogical practices and improve student engagement and retention
• Demonstrating the impact of reflexivity on student success through evidence-based examples.
4. Navigating Technological Transformations
• Examining the impact of emerging technologies on learning and teaching outcomes.
• Adapting pedagogical approaches to meet the challenges and opportunities of a Generative Artificial Intelligence era.
• Address challenges and opportunities arising from the integration of technology in learning and teaching.
Submission Guidelines
The abstract (250 - 300 words) should outline either your personal, professional, or scholarly perspective/views on how these tools may augment, shape, or impact your academic endeavours. You may also choose to reflect on your recent experience of learning and teaching with these tools, describing the challenges and opportunities that you have encountered, or you may opt to describe your intentional resistance of its use and defend your choice and how this has played out in your learning and teaching.
There is room for a variety of formats for online sessions: shorter (20-minute) presentations such as scholarly talks, creative performances, or personal narratives, or longer (90-minute) formats such as panel discussions. If there is a specific format you would like to suggest for your session, please do so. We encourage both individual and group presentations on a particular theme. Moreover, we especially endorse the inclusion of student voices in the submissions and urge the relevant heads of schools to encourage this vital participation. Please forward your abstracts to CLTD by 31 July 2024
Abstracts evaluation rubric:
5 & 4 denotes accepted abstracts
3, 2 & 1 denotes returned for rework or re-submission
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Criteria |
Levels of progression |
Score |
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1 |
2 |
3 |
4 |
5 |
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Relevance |
The abstract is not relevant to the conference's theme and audience. |
The abstract is somewhat relevant to the conference's theme and audience, but it is not clear how it contributes to the discussion. |
The abstract is relevant to the conference's theme and audience, and it clearly explains how it contributes to the discussion. |
The abstract is highly relevant to the conference's theme and audience, and it provides a new and innovative perspective on the topic. |
The abstract is perfectly relevant to the conference's theme and audience, and it is a must-attend for anyone interested in the topic. |
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Clarity |
The abstract is unclear and difficult to understand. |
The abstract is somewhat clear, but it is not easy to follow. |
The abstract is clear and easy to understand. |
The abstract is very clear and easy to understand, even for those who are not familiar with the topic. |
The abstract is perfectly clear and easy to understand, and it is a joy to read. |
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Originality |
The abstract does not present any new or original insights. |
The abstract presents some new or original insights, but they are not significant. |
The abstract presents new and original insights that are significant and contributes to the field. |
The abstract presents new and original insights that are highly significant and ground-breaking. |
The abstract presents new and original insights that are true breakthroughs and will change the way we think about the topic. |
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Conclusions / Implications |
The abstract does not present any conclusions and/or implications for learning and teaching. |
The abstract presents some conclusions and/or implications for learning and teaching, but they are not clear or convincing. |
The abstract presents clear and convincing conclusions and/or implications for learning and teaching that are supported by the research and/or sound reasoning. |
The abstract presents highly clear and convincing conclusions and/or implications for learning and teaching that are supported by the research and/or sound reasoning and are likely to have a significant impact on the field. |
The abstract presents perfectly clear and convincing conclusions and/or implications for learning and teaching that are supported by the research and/or sound reasoning and are sure to change the way we think about the topic. |
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Total |
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For enquiries, please contact the conference organising committee at Fatima.rahiman@wits.ac.za
Enter your details below and attach your submission in either PDF or Microsoft Word format (max 5MB).