Call for Abstract/Proposals
Social Media Technology Conference & Workshop
September 22-23, 2011 ( co-hosted by Bowie State University/Howard University)
Theme:
Social media has transformed communication the world over. People from all walks of life and especially African America students in universities, and particularly in the historically black colleges and universities, use social media technology for day to day interaction more than any other demographic ( Honig, 2010). Yet, little attention has been paid in the popular press or academic to how and why this key demographic is utilizing social media. The use extends beyond personal and goes into how these individuals are reacting to businesses. This is the more reason why society and academia need to be aware of what really constitutes social media; the impact social media has on interpersonal as well as global communications.
This conference and workshop will bring together experts in the area of social media technology from the professional, as well as the scholarly world, to share their perspectives on the technical, ethical, economic, legal, political, personal safety, and cultural implications of social media technological use. The format for the event will be a two day intensive conference and workshop combining panel discussions and research paper presentations. Professionals will be selected to conduct workshops that teach Bowie State/ Howard University students, as well as students from neighboring universities, how to create and effectively utilize social media in different contexts.
Panel/paper presentations: One page paper and panel proposals that address issues surrounding social media technology and professional interests are welcome. Individuals should send the proposal along with their name, affiliation, contact information and resume/CV to klangmia@bowiestate.edu or any of the contact persons below by June 15, 2011. Presenters will be notified by mid July on the status of their proposals.
Costs: The registration fee for the two-day conference is $25. Students pay the reduced rate of $10. All presenters, attendees and workshop participants are required to pay the conference fee.
Venue: Bowie State University (Center for Learning and Technology, CLT 102/117)
Contacts:
Dr. K. Langmia
Assistant Professor of media and mass communication studies
Bowie State University
14000 Jericho Park road
Bowie, MD, 20724
301 860 3704 ( Tel)
301 860 3702 ( fax)
klangmia@bowiestate.edu
Dr. P. O’Brien
Assistant Professor and Organizational Communications graduate program coordinator
Bowie State University
3018603703[Tel]
pobrien@bowiestate.edu
Dr. Tia C. M. Tyree
Assistant Professor, Department of Journalism, Howard University
525 Bryant Street, NW
Washington, D.C. 20059
ttyree@howard.edu
drtiatyree.blogspot.com
@drtiacmtyree (Twitter)
(202) 806-5119 (Office)
(202) 806-9227 (Fax
Wednesday, May 4, 2011
Monday, May 2, 2011
Online Journal of Communication and Media Technologies
From: Agah Gumus [mailto:editor@ojcmt.net]
Sent: Monday, May 02, 2011 2:14 AM
To: Ford, Rochelle
Subject: Call for Papers
We are very happy to inform you that the Online Journal of Communication and Media Technologies has launched its second issue.
OJCMT is an international, peer-reviewed journal published quarterly. The OJCMT has a prestigious editorial board and welcomes the submission of manuscripts in the field of Theory and Practice of Communication and Media Studies, Communication in Education, Visual Communication and Design, Integrated Marketing Communication and Advertising.
The manuscripts will be reviewed and the authors will be informed by the results of the peer-reviewing process within 6-8 weeks. For details please look at www.ojcmt.net
Best Regards
Agah Gumus
Editor in Chief
Sent: Monday, May 02, 2011 2:14 AM
To: Ford, Rochelle
Subject: Call for Papers
We are very happy to inform you that the Online Journal of Communication and Media Technologies has launched its second issue.
OJCMT is an international, peer-reviewed journal published quarterly. The OJCMT has a prestigious editorial board and welcomes the submission of manuscripts in the field of Theory and Practice of Communication and Media Studies, Communication in Education, Visual Communication and Design, Integrated Marketing Communication and Advertising.
The manuscripts will be reviewed and the authors will be informed by the results of the peer-reviewing process within 6-8 weeks. For details please look at www.ojcmt.net
Best Regards
Agah Gumus
Editor in Chief
Wednesday, April 20, 2011
Computing Education for the 21st Century
Program Title
Computing Education for the 21st Century (CE21)
Synopsis of Program:
The Computing Education for the 21st Century (CE21) program aims to build a computationally savvy 21st century workforce that positions the US to demonstrate a leadership role in the global economy. Innovations in computing and more broadly, information technology (IT), drive our economy, underlie many new advances in science and engineering, and contribute to our national security. Projected job growth in IT is very strong.
The CE21 program seeks to reverse this troubling trend by engaging larger numbers of students, teachers, and educators in computing education and learning at earlier stages in the education pipeline. While interventions in primary education are within scope, the CE21 program focuses special attention on activities targeted at the middle and high school levels (i.e., secondary education) and in early undergraduate education.
The goals of the CE21 program are to:
· Increase the number and diversity of K-14 students and teachers who develop and practice computational competencies in a variety of contexts; and
· Increase the number and diversity of early postsecondary students who are engaged and have the background in computing necessary to successfully pursue degrees in computing-related and computationally-intensive fields of study.
The program seeks to increase computational competencies for all students, regardless of gender, race, ethnicity, disability status, or socioeconomic status, and regardless, too, of eventual career choices. By promoting and enhancing computing K-14 education, the CE21 program seeks to increase interest in computing as a field in its own right, and also to better prepare students for successful careers in other computing-intensive fields.
In addition, all CE21 projects must make contributions in one or more of the following areas:
· Design, develop and study the effectiveness of new instructional materials and interventions;
· Design, develop, and evaluate the impact of pre-service and in-service efforts and strategies that enhance K-14 teaching expertise in computing; and/or
· Implement and test promising computing education interventions at scale.
CE21 will fund three types of proposals.
· Type I proposals will contribute to the research base on the effective teaching and learning of computing, draw on partnerships of informed and committed stakeholders, and create and study the effectiveness of new instructional materials and interventions and/or strategies to develop K-14 teaching expertise. Type I proposals typically describe smaller scale efficacy studies.
· Type II proposals will contribute to the research base on the effective teaching and learning of computing, draw on partnerships of informed and committed stakeholders, and create and study the effectiveness of new instructional materials and interventions and strategies to develop K-14 teaching expertise. Type II proposals demonstrate implementations at scale, where the interventions to be taken to scale have already proven effective in smaller-scale efficacy studies (studies that may or may not have been funded by NSF).
· Planning proposals support the establishment of new partnerships and collaborations necessary to develop Type I or Type II proposals.
In the aggregate, CE21 awards will contribute to our understanding of how diverse student populations are engaged and retained in computing, learn its fundamental concepts, and develop computational competencies that position them to contribute to an increasingly computationally-enabled workforce.
Award Information:
Anticipated Type of Award: Standard Grant or Continuing Grant
Estimated Number of Awards: 20 to 30 annually.
Anticipated Funding Amount: $25,000,000 (pending availability of funds)
Due Date:
Due Dates
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
April 27, 2011 Last Wednesday in April, Annually Thereafter Type I and Type II proposals ONLY.
· Full Proposal Target Date(s):
February 22, 2011 Last Tuesday in February, Annually Thereafter
Planning proposals ONLY.
July 28, 2011 Last Thursday in July, Annually Thereafter
Planning proposals ONLY.
***Principal Investigators and Sponsored Research Offices are advised to submit well before the deadline to avoid any unexpected submission problems.
For additional information, please visit http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503582&WT.mc_id=USNSF_39&WT.mc_ev=click
Computing Education for the 21st Century (CE21)
Synopsis of Program:
The Computing Education for the 21st Century (CE21) program aims to build a computationally savvy 21st century workforce that positions the US to demonstrate a leadership role in the global economy. Innovations in computing and more broadly, information technology (IT), drive our economy, underlie many new advances in science and engineering, and contribute to our national security. Projected job growth in IT is very strong.
The CE21 program seeks to reverse this troubling trend by engaging larger numbers of students, teachers, and educators in computing education and learning at earlier stages in the education pipeline. While interventions in primary education are within scope, the CE21 program focuses special attention on activities targeted at the middle and high school levels (i.e., secondary education) and in early undergraduate education.
The goals of the CE21 program are to:
· Increase the number and diversity of K-14 students and teachers who develop and practice computational competencies in a variety of contexts; and
· Increase the number and diversity of early postsecondary students who are engaged and have the background in computing necessary to successfully pursue degrees in computing-related and computationally-intensive fields of study.
The program seeks to increase computational competencies for all students, regardless of gender, race, ethnicity, disability status, or socioeconomic status, and regardless, too, of eventual career choices. By promoting and enhancing computing K-14 education, the CE21 program seeks to increase interest in computing as a field in its own right, and also to better prepare students for successful careers in other computing-intensive fields.
In addition, all CE21 projects must make contributions in one or more of the following areas:
· Design, develop and study the effectiveness of new instructional materials and interventions;
· Design, develop, and evaluate the impact of pre-service and in-service efforts and strategies that enhance K-14 teaching expertise in computing; and/or
· Implement and test promising computing education interventions at scale.
CE21 will fund three types of proposals.
· Type I proposals will contribute to the research base on the effective teaching and learning of computing, draw on partnerships of informed and committed stakeholders, and create and study the effectiveness of new instructional materials and interventions and/or strategies to develop K-14 teaching expertise. Type I proposals typically describe smaller scale efficacy studies.
· Type II proposals will contribute to the research base on the effective teaching and learning of computing, draw on partnerships of informed and committed stakeholders, and create and study the effectiveness of new instructional materials and interventions and strategies to develop K-14 teaching expertise. Type II proposals demonstrate implementations at scale, where the interventions to be taken to scale have already proven effective in smaller-scale efficacy studies (studies that may or may not have been funded by NSF).
· Planning proposals support the establishment of new partnerships and collaborations necessary to develop Type I or Type II proposals.
In the aggregate, CE21 awards will contribute to our understanding of how diverse student populations are engaged and retained in computing, learn its fundamental concepts, and develop computational competencies that position them to contribute to an increasingly computationally-enabled workforce.
Award Information:
Anticipated Type of Award: Standard Grant or Continuing Grant
Estimated Number of Awards: 20 to 30 annually.
Anticipated Funding Amount: $25,000,000 (pending availability of funds)
Due Date:
Due Dates
Full Proposal Deadline(s) (due by 5 p.m. proposer's local time):
April 27, 2011 Last Wednesday in April, Annually Thereafter Type I and Type II proposals ONLY.
· Full Proposal Target Date(s):
February 22, 2011 Last Tuesday in February, Annually Thereafter
Planning proposals ONLY.
July 28, 2011 Last Thursday in July, Annually Thereafter
Planning proposals ONLY.
***Principal Investigators and Sponsored Research Offices are advised to submit well before the deadline to avoid any unexpected submission problems.
For additional information, please visit http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503582&WT.mc_id=USNSF_39&WT.mc_ev=click
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