Two types of presentations are expected:
Research-oriented: Presentations based on scientific findings that emerged from research and analyses either in the form of seminars, symposia, or posters.
Practice-oriented: Presentations based on theoretical or practical issues of university teaching either in the form of seminars, symposia, workshops, or posters giving an opportunity to demonstrate best practices and to share the diverse experience of the participants.
This format is primarily reserved for papers that are made available to the audience. Three paper presentations will be presented in one 90-minute session, where each presentation is given 20 min and 10 minutes for questions and discussion. Paper presentation proposals should be in the form of an academic abstract (max 400 words) where the content, literature, and methods, as well as possible impact, are described.
Symposia provide an opportunity to present research on one topic, often from multiple perspectives, compiling a coherent set of papers for discussion. Symposia sessions are directed by a chair, involving four presenters and one discussant, from at least three different countries/universities.
A symposium is scheduled for 90 minutes, allowing 15 minutes of presentation time per speaker, ten minutes for the discussant, and 20 minutes for open discussion.
Interactive poster sessions involve five or six posters, visually presenting research studies. A short oral presentation of about 5 minutes for each poster is given to an audience gathered as a group. After the authors’ brief presentations, an in-depth discussion between them and the audience follows. The poster sessions offer researchers the chance to present their work in a visual format and offer more opportunities for interaction and discussion. Posters may introduce work in progress.
Poster sessions are scheduled for 90 minutes, following the format above. Materials for fixing posters on the walls or poster boards will be provided.
Workshops provide an opportunity to familiarize participants with some aspect of research or teaching practice, so that questioning and discussion are suitably informed. Workshops offer an opportunity for hands-on work on a question, topic or method and include a brief introduction by the presenters, but the main goal of the session is the structured interaction between the participants and the presenter(s). ICT demonstrations are also welcome to display, explain and familiarize users with a potentially useful teaching or research tool or method.
Providing adequate time for reflective discussion is important.
Workshops are scheduled for 90 minutes.
Abstracts should only be submitted on-line:
The deadline for abstract submission is 15 October, 2017.
All abstracts must be submitted and presented in English.
Abstracts may not be longer than 400 words.
The minimum number of words for an abstract to be reviewed is 200.
An abstract should clearly state the aim of the study, how the evidence was collected and analyzed, what were the results, and what conclusions were drawn.
The notification of acceptance/rejection of the abstracts will be sent to authors via e-mail by 7 November, 2017.
The Conference Secretariat manages abstracts, registration and accommodation bookings. For these activities, you will be redirected to a secure website managed by the Secretariat.
For abstract submission, please click here (http://ut2018.publicon.ee/en/abstract-submission/)
A proposal will be assessed according to what degree it:
aims at improving teaching and student learning (in a specific or in a wide sense),
builds on and makes use of relevant literature and theory,
has a potential to spark conversations among conference participants,
relates to the conference theme,
has a clear focus and structure.
Reviewers will use the following questions to guide their review of proposals:
- Questions and Rationale
- What important question(s) related to learning and teaching at university do you identify?
- How do you demonstrate an understanding of the issues and existing scholarship in the field?
- What theories/methods/frameworks/models are you using, and why?
- What evidence and/or findings do you report?
- How does your work contribute to the understanding or practice of teaching at university?
- Reflective Critique
- What critical/reflective evaluation of your work do you offer?
- Audience Engagement (not for posters)
- What opportunities do you plan for active audience engagement throughout your session?