Conference Information

The Interlink Alliance 2014 Faculty Development and Leadership Conference

Friday-Saturday, March 7-8, 2014

Virginia State University
Petersburg, Virginia
Call for Proposals Deadline
5:00 PM January 6, 2014
Proposals may be emailed to: Dr. Emmanuel O. Omojokun

Theme: From Pencils to Pixels: Pedagogy in the 21st Century


The Interlink Alliance invites you to share your experiences, best practices and research by responding to this Call for Proposals for The Interlink Alliance’s 3rd Faculty Development and Leadership Conference, “From Pencils to Pixels: Pedagogy in the 21st Century.” This conference combines interactive learning sessions, best practices, poster sessions, and networking opportunities for higher education faculty.


The Interlink Alliance holds as its central purpose the development and preparation of African-American students to learn, live, and lead in the 21st Century. Drawing on a historic legacy of access and opportunity, member institutions will leverage synergistic strengths to foster student and faculty development. The alliance’s mission is to recruit, retain, and encourage talented individuals to achieve their full potential for the betterment of community and society.


For the purpose of this conference, faculty development is defined as the holistic range of traditional, new, and innovative concepts used at institutions of higher learning in their multiple roles. Faculty development activities include programs to enhance teaching and education, research and scholarly activity, academic leadership and management, and faculty affairs, including faculty recruitment, advancement, retention, and continuous development of knowledge, skills and abilities. The intent of these activities is to assist faculty members in their roles as teachers, educators, leaders, administrators and researchers.


  1. Participants will be able to share best practices in Teaching and Learning for the 21st Century.
  2. Participants will able to discuss research focused on the teaching and learning process.
  3. Participants will be able to network and establish relationships with faculty from other campuses who are focused on best practices in teaching and learning, student success, academic research and advancement.
  4. Participants will understand the key strategies of grant-writing from locating the funding sources for their respective research areas to inter- and intra-institutional collaborative processes, and grant writing techniques for success through best-practice workshops.


There are four conference tracks:

  • Track I: Pencils to Pixels: Teaching with Technology
  • Track II: Academic Leadership and Management
  • Track III: Grant Writing and Collaborative Research: Unfolding the Mystery
  •  Track IV: Transformative Pedagogy: Are We There Yet?

Listed below is a brief description of each track:


This track addresses integration of instructional technologies as teaching and learning tools at the university level in face-to-face or on-campus environment. The ever changing face of technology in education, the steep learning curves of new technologies, the complexities of teaching with technology and engaging students in the learning process, and the need for faculty to keep up with technology are important issues faculty deal with as they plan for and implement technology in their courses. This track also focuses on professional development of faculty utilizing various technologies in face-to-face instructions and/or to support the efforts of faculty to integrate technology in their teaching.


  • Teaching with Technology: Engaging Students through 21st Century Learning
  • Digital Storytelling/Video/Multimedia
  • Technology and Professional Development for Faculty
  • Games and Simulations
  • Special Education and Assistive Technology
  • TPACK: Technological, Pedagogical And Content Knowledge
  • Technology Leadership
  • Technology and STEM
  • Technology, Arts and Interdisciplinary Education


The faculty leadership track explores the range of leadership roles and responsibilities that faculty members hold at various stages of their careers. For example, faculty members often hold administrative responsibilities such as program coordinator, department chair, faculty senate member or elected senate officer. What processes are in place to cultivate and promote leadership among faculty members? This track addresses conceptual frameworks to guide discussion and practical examples of ways different institutions engage faculty leaders on their campus.


  • Faculty mentoring
  • Peer faculty activities
  • Administrative leadership
  • Content leadership
  • Faculty development
  • New faculty training
  • Academic affairs leadership
  • Student affairs leadership
  • Shared governance


The increasingly dwindling funding streams means creation of innovative ideas to supplement institutions’ funding. This track encompasses concepts of collaborative research and grant writing. Participants will learn the key strategies from locating funding sources for their respective research areas to inter- and intra-institutional collaborative processes, and grant writing techniques for success through best-practice workshops.


  • Grantsmanship essentials
  • Grants readiness
  • Grants and funding: federal and non-federal resources
  • Capacity-building grants
  • Power-writing for non-profits
  • Inter and Intra-institution collaborations for success
  • Best-practice examples of winner proposals
  • Pre- and post-award caveats
  • Regulatory compliance and management
  • Reputation management


This track addresses the question: “what is learning in a knowledge society?” “Trans-formative” pedagogy involves engaged learning. As such, this track will incorporate discussions on the conditions, challenges, and caveats to better prepare and lead the higher-education faculty in view of the realities of modern-day practices of pedagogy. The term pedagogy – the art or science of being a teacher – refers not only to strategies or styles of instruction but also to the facilitation and management of sustainable transformations, whether individual, social, structural or institutional. The purpose is to facilitate perspectives of education and culture; build meaning and capacity through community development; and support networking to prepare students for the global knowledge society.


  • Culturally responsive pedagogy for the global knowledge society
  • Co-intentional education
  • Different doesn’t mean deficient
  • The pedagogy of poverty vs. good teaching
  • Pedagogy and race
  • Reality pedagogy
  • Teachers as mentors
  • Pedagogy and the arts

Presentation Formats for Sessions


Proposals may be submitted under the following option types: (1) Individual Research Paper, (2) Ask an Expert Discussion Circle, (3) Poster Session, and (4) Best-Practice Workshops. If your submission is selected, every effort will be made to place it in the proposal type requested. However, the reviewers, at their discretion, may place it in a more suitable format. If this occurs, you will be notified as to which option it was placed after the conference program has been finalized.

In general, all submissions should address/include the following sections unless stated otherwise:

  1. Title
  2. Author(s) name, Institution
  3. Abstract, not to exceed 250 words (due by January 6, 2014); total paper not to exceed 1000 words (approximately six pages, due by presentation date)
  4. Literature Review
  5. Methodology
  6. Data Analysis and Results
  7. Discussion/Conclusion
  8. References (accepted beyond 1000 words)


Submissions will be evaluated based on the following criteria:

  1. Is the title accurate, broadly descriptive, and inviting? (example: “A Qualitative Study of Undergraduate Experiences Involving the Ethics of Using Technology,” but not “Qualitative Study of Undergraduate Experiences Involving the Ethics of Using Technology at XYZ University,” and/or within specific domains, such as, “in Freshmen Psychology” in the title).
  2. Does the work represent a completed phase of research with results and conclusions?
  3. Does it report data or evidence, whether quantitative or qualitative?
  4. Is the research a scholarly inquiry of teaching and learning?
  5. Does the proposal demonstrate an appropriate knowledge of the literature?
  6. Are the research methods (e.g., design, methodology, analyses) appropriate?
  7. Are the conclusions well supported?
  8. Does the work explain how the reader might apply the findings to his or her own teaching?
  9. Is the proposal well written? Does it follow the APA format?


  1. Individual Research Paper: (50-minute presentation session): Session Description: Individual papers (having a single or multiple authors) are designed to inform participants of the design, implementation and results of empirical research focused on teaching and learning in higher education. Whether quantitative or qualitative, individual papers should comply with the outline provided above.
  2. Ask an Expert Discussion Circle: (50-minute interactive sessions): Ask an Expert Discussion Circle provides a unique opportunity where individuals can discuss their topic and related issues in a small group setting. A paper may be prepared but is not required. Although the individual’s research topic and expertise are the focus of Ask an Expert, exchange, questions and participant involvement are encouraged. This format should maximize the opportunity for dialogue among and between practitioners and academics. The submitter (Ask an Expert leader) will plan the 35-minute presentation to ensure that each session reserves at least 15 minutes for discussion and engagement of the discussion circle attendees. Only the primary submitter will be selected to lead/chair each discussion circle.
  3. Poster Session: (50-minute designated daily sessions): The purpose of the Poster Sessions is to advance an author’s paper and research. It will combine text and graphics to make a visually pleasing presentation and show the presenters’ work to numerous academics and practitioners at the conference. Attendees will have the opportunity to walk through and view the poster presentations throughout the day. Posters are particularly useful as a way to present quantitative research. More than one participant may author a poster but during a selected time period at least one of the primary authors must be in attendance to discuss the poster as needed and answer any questions.
  4. Best Practices Workshop: (50-minute interactive sessions): In these interactive sessions presenters will focus to offer real-world solutions to real issues encountered in the workplace. Unlike panel sessions, these “hands on” workshops are intended to bring the attendees into the discussion and offer practical solutions/suggestions to work situations. The opportunity to exchange ideas with peers is a major part of the program. These sessions are not strictly lectures. Presenters are required to show/describe in their submission how they will incorporate attendees in the learning process. They will also need to list three (3) measurable leaning objectives identifying what attendees can expect to take with them following the session.

Best Practices Workshops are designed to encourage additional interaction between participants and practitioners. Participants can discuss their successes, failures, or seek input from practitioners while obtaining insight from academics that study and work with the issues. These workshops also provide scholars and participants the opportunity to network with and learn from those who are “on the front lines.”


Proposals will be double peer reviewed. Proposals should be double spaced, prepared in 12 pt. Times New Roman font, and not exceed 1000 words (References and appendices are not included in this count). Use APA style for citations and references. Please include an abstract for each proposal, the title page, including the topic, name of all presenters and an email address for the primary presenter (see the outline above). Faculty Teams are encouraged to submit proposals. Please identify the following essential information on the first page of your proposal:

  1. Specific technology needs.
  2. Indicate which category your proposal should be assigned:
    1. Pencils to Pixels: Teaching with Technology
    2. Academic Leadership and Management
    3. Grant Writing and Collaborative Research: Unfolding the Mystery
    4. Transformative Pedagogy: Are We There Yet?
  3. Type of session you would prefer:
    1. Individual Paper
    2. Ask an Expert Discussion Circle
    3. Poster Session
    4. Best Practices Workshop


A PDF version of the proposal abstract not exceeding 250 words must be submitted by 5:00 PM, January 6, 2014 to Dr. Emmanuel O. Omojokun at email:

Upon acceptance of your proposal, you will be asked to submit the full paper by the presentation date.


In order to ensure a balanced conference program, all submissions are reviewed and evaluated. Presentations are selected based on the following criteria:

  • The degree to which the presentation supports one or more of the identified strands, with priority given to selecting a comparable number of sessions for each category.
  • Thoroughness of the subject matter and proposal.
  • Originality of materials.
  • Quality of learning objectives.
  • Level of interactivity and methods that address of diverse teaching styles at the college level.
  • Quality of takeaway tools offered to conference participants.
  • Appeal to a diverse and broad spectrum of faculty members in higher education.


The primary presenter will be notified of the proposal status via e-mail


Inquiries about the conference may be sent to: Dr. Chaya R. Jain at