Proposals for poster presentations continue to be considered as space allows. Eligible poster presentations will be considered for the Lorrie Ryan Outstanding Poster Award. The recipient receives a $200 credit to attend the 2015 Lilly TC conference and a $200 credit to be given to a colleague who has never before attended a Lilly Conference.
Preparing a Proposal for Consideration
We encourage you to submit a proposal but no more than 2 proposals per presenter will be considered. To be accepted, presentations must
- demonstrate scholarly teaching
- build upon a foundation of published literature or include original data
- be applicable across disciplines
- have stated learning objectives
- include active learning exercises/guided participation of the audience, if requesting greater than a 20-minute session
- be non-commercial
References cited do not have to be published works of the presenter but rather include the references that serve as the foundation of the work to be presented.
As you develop your proposal, we suggest that you create your draft submission in a word file and be prepared to provide the following:
- name, institution, department, academic rank, business address, work telephone for yourself or co-presenter(s):
- Identify which track your proposal best fits: Academic Success; Assessment, Student Learning; Creating Communities of Learners; Course/Curriculum Design/Redesign; Engaging and Motivating Students: Innovative Pedagogical Approaches; Multiculturalism/Diversity/Inclusion; Online Learning and Teaching; Preparing Future Faculty; Service/Experiential Learning; Sustainability/Social Responsibility; Teaching Well with Classroom Technologies; or Other
- Title (maximum of 15 words)
- 3-5 presentation objectives
- 100-word abstract of the presentation (to appear in the conference program)
- Session description (maximum of 500 words) elaborate on the content of your presentation.
- List presentation activities (i.e., how will you engages session participants during the session?)
- References from which your presentation is supported
Please note that once you have written your proposal abstract and description it takes about 15 minutes to complete the online submission by entering your contact information, co-presenter information, and cut/paste your proposal into the dialogue boxes.
Thank you to our 2014 reviewers for volunteering their time and expertise in evaluating proposal submissions. We appreciate their contribution to the selection process and program development. The draft program is now available. Selected presenters are encouraged to review conference guidelines for preparing session presentations.
Lorrie Ryan Award
The Lorrie Ryan Award for Best Poster will be announced at Lunch on Saturday. Top prize is a $200 credit toward registration at Lilly – Traverse City 2015 for the poster presenter AND a $200 credit toward registration to be given by the poster presenter to any faculty member who has never been to this conference. Criteria for selection of the Poster Award will be based primarily on:
- Contribution to new or innovative way to approach or directly impact student learning (25%);
- Research and theory upon which the concept is based (25%);
- Likelihood participants will find the information directly useful in their own teaching(25%);
- Visual Presentation of the Material (25%).
About the Lorrie Ryan Award
Lorrie Ryan was an outstanding faculty member at Central Michigan University whose commitment to teaching using principles of best practices, mentoring faculty and students, and continually developing her own teaching embodied the spirit of Lilly Conferences. Lorrie passed away September 2005, following a long battle with cancer. Lorrie Ryan said that there should be a mechanism to financially support and encourage faculty who attend the Lilly Conference for the first time, in hopes that faculty could come to appreciate the value of the Lilly conference. This award attempts to honor her wish.
Winner of the Lorrie Ryan Award for Best Poster 2013:
“Connections Class – An Easy Way to Improve Faculty-Student Interactions”