2009 | CSSHE-SCÉES

2009 Conference Presentations

Delegates are encouraged to upload their papers to the OCS.
Instructions: http://edc.carleton.ca/congres2009/CSSHEDocumentuploadingguide.pdf
Link: http://ocs.sfu.ca/fedcan/index.php/csshe2009/csshe2009/presenter/submit/1
View: http://ocs.sfu.ca/fedcan/index.php/csshe2009/csshe2009/schedConf/presentations

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2009 Graduate Student Travel Claim

Please complete this form. Deadline of receipt is 30 June 2009.

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2009 CSSHE Conference Programme

Please click the link below to view the 2009 CSSHE conference programme.

Version - 2 April 2009

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CSSHE 2009 Conference Call for Posters

The Canadian Society for the Study of Higher Education (CSSHE) will hold its annual conference at Carleton University in Ottawa, Ontario from Monday, May 25 until Wednesday, May 27, 2009 within the Congress of the Humanities and Social Sciences. As part of the Congress theme, Capital Connections: nation, terroir, territoire, CSSHE is pleased to invite submissions to Connecting with Education: nation, terroir, territoire - an exploration of education as physical, virtual, and global space; it asks the question: have globalization, advancing technologies, and the general acceptance of non-traditional ways of learning produced a fundamental shift in our understanding of the relationship between place (physical or virtual) and how we learn in a post-secondary context? Submissions can choose to address not only learning spaces in the literal context of traditional classroom spaces, service /community learning, international learning spaces, or virtual spaces, but also to reflect on the types of learning communities and pedagogies that these spaces support, effectively broadening our scope of what is considered the norm in post-secondary education. Proposed posters addressing other topics relating to the theme regarding such issues as governance, research, recruitment and student services will also be considered for inclusion in the program.

The Conference Program Chair is Dr. Carol Miles (carol_miles@carleton.ca) and the Conference Local Area Coordinator is Ms. Maggie Cusson (margaret_cusson@carleton.ca) from the Educational Development Centre at Carleton University.

The Society invites submissions from researchers in higher education and related disciplines such as political science, sociology, history, philosophy, psychology, women's studies, the sciences, economics, business, administration, and the professions. This conference offers an opportunity for graduate students, educators, policy makers, administrators, activists, and advocates to contribute, reflect, and share their perspectives on higher education and issues around student success. Graduate students, college and university faculty and administrators are encouraged to submit proposals to the 2009 conference. This year's conference will include keynote presentations, organized paper presentations, individual paper presentations, presentation of the Dissertation Award and the Masters Thesis Award, and joint sessions with other disciplines.

Submission of Poster Proposals - NEW

Individuals who wish to present a poster at the 2009 conference are asked to submit a proposal by e-mail by Monday, 9 March 2009. The proposal must include the name of the organizer, contact information including an e-mail address, institutional affiliation, and a 200-350 word description of the poster (including a session title).

Poster proposals will be peer reviewed.

In order to have posters listed in the program, presenters must be members in good standing of CSSHE. Membership applications can be found online at the CSSHE Web site.

Please forward proposals by email to

Maggie Cusson
Educational Development Centre
Carleton University

Email: csshe2009@carleton.ca

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CSSHE 2009 Organized Paper Sessions – Call for Session Papers

The Canadian Society for the Study of Higher Education (CSSHE) will hold its annual conference at Carleton University in Ottawa, Ontario from Monday, 25 May to Wednesday, 27 May 2009, within the Congress of the Humanities and Social Sciences. As part of the Congress theme, Capital Connections – Nation, Terroir, Territoire, the CSSHE conference will focus on Connecting with Education: nation, terroir, territoire - an exploration of education as physical, virtual, and global space. The Conference Chair is Dr. Carol Miles (csshe2009@carleton.ca) of the Educational Development Centre at Carleton University.

This is a call for paper proposals to be included in Organized Paper Sessions. Below is a description of each session and the name and e-mail address of each organizer. Session organizers are now accepting proposals for their sessions. The due date for papers to be submitted to session organizers is 20 February 2009. Session organizers will receive paper proposals, make selections from the proposals and organize the session, and serve as session chairs and discussants at the conference. Potential presenters must submit a title and an extended abstract of their paper (not to exceed 1500 words) to the appropriate session organizer directly. Organizers are strongly encouraged to include at least one student paper presentation in their sessions. If you are a student, please identify yourself as such to the session organizers.

Session / Séance 1
Organizer/Organisatrice : Amy Scott Metcalfe
amy.metcalfe@ubc.ca
Title/Titre : The changing academic profession: Transitions across Nation, terror, territoire

Description
Academic labour is becoming increasingly differentiated, with changes to traditional terms of employment and types of contracts. These changes are happening at the national, regional, and international levels. This session is organized to better understand the ways in which academic appointments are being restructured and the associated implications for tenure and promotion, faculty mobility (national, regional, international), and research collaboration. For example, while Canada and the United States have introduced a parallel system of fixed-term (contingent) contracts alongside the traditional tenure-track system for full-time faculty, Mexico has introduced a new research profile for its full-time academics and has moved toward a stratified academic system. In Europe, the variation in the appointment types of academic staff is complicating regional faculty exchanges, higher education policy implementation, and collaboration. While these developments are associated with changes in faculty roles and workloads specific to each country, what is common is that the “traditional” faculty roles in each country are being re-shaped, which is to say that a new balance between teaching, research and service, is evolving. Papers in this session will explore these changes from various perspectives. The organizers are part of an international research collaboration called The Changing Academic Profession (CAP), which has surveyed faculty in over 20 countries in 2007.

Session / Séance 2
Organizers/Organisatrices : Anne Wagner, Alana Butler
annew@nipissingu.ca, acb242@cornell.edu
Title/Titre : Emotions in the classroom: A critical exploration of race, gender, and power

Description
Forces of globalization have resulted in considerable changes in higher education, requiring shifts in how we produce knowledge, what gets legitimated as scholarship, who may be included in academic communities, and even how academic communities are defined. These influences have resulted in a concomitant shift in pedagogical practices, as faculty seek to legitimate various systems of knowledge production within their scholarship and pedagogy. This panel will explore the myriad of ways in which students often resist pedagogical approaches and scholarship which challenges traditional Eurocentric canons. Specifically, the papers will theorize how these manifestations of resistance to critical teaching are complicated by the social positioning of the faculty member. As documented in the literature (see for instance Acker, 2004; Ng,1995; Razack, 1999; Schick, 2002; Webber, 2006), women and those who are racially minoritized often experience additional barriers. Including papers written by diversely positioned scholars, this panel will foreground issues of race and gender, in order to explore the salience of theorizing emotions as a means of conceptualizing and working through resistance in the classroom. In addition to questioning the limitations, the panel will also engage with the opportunities inherent in teaching from a critical perspective.

Session / Séance 3
Organizer/Organisatrice : Jamie-Lynn Magnusson
jmagnusson@oise.utoronto.ca
Title/Titre : Critical pedagogies and knowledge economies: Canadian higher education as a site of political struggle

Description
The aim of this panel is to open a dialogue to identify and examine the emerging challenges encountered by those committed to critical approaches to teaching within higher education. The landscape within which we teach has changed considerably, and the challenges to critical pedagogy have likewise changed. The backdrop to these new challenges is described below. Province by province, Canadian Higher Education has become ever more oriented to the dynamics of “the knowledge economy”. For example, research is much more likely to be organized through research hubs that connect those doing research and development with those with business skills and capital. At the same time, higher education institutions are themselves to become more entrepreneurial by maximizing enrollments against a policy backdrop of tuition deregulation, and relying more and more on part-time teachers hired on a course by course basis. Against this backdrop policy makers (e.g. Human Resources and Social Development Canada (HRSDC), among others) are anxious to cultivate discussion on making postsecondary learning spaces more accessible to historically underrepresented people with the aim to “transition these populations” into the “knowledge society”. This heightened interest in “accessibility” within a context of renewed investment into higher education ought to be music to the ears of feminist, anti-racist, postcolonial, disability, working class, and queer scholars who draw on critical theory and critical pedagogy to address historical exclusions. However, quite the opposite is occurring. The job of these critical pedagogues is becoming more challenging as their work, which has always aspired to move “against the grain” of dominant ideology, has become even more marginalized within an academic setting that is increasingly dominated by a single market ideology and its practices. Currently, there is little literature on the impact of these trends on critical pedagogy within Canadian higher education. This panel aims to create a space for critical pedagogues from various locations to discuss the most pressing issues they face in their political struggles in and out of the classroom.

Session / Séance 4
Organizer/Organisatrice : Kate Cassidy
kcassidy@brocku.ca
Title/Titre : A global paradigm shift and planning for higher education in a new era

Description
The Industrial Revolution represented a major turning point in human history and affected almost every aspect of life in some way. Today the increasing confluence of globalization and technology is creating a growing global interdependence that is again fostering evolutionary change on social, economic and political dimensions.

Interaction on a global scale facilitated by technology is not only increasing the pace and scope of change but is spreading an epistemological shift as well (Dede, 2008; Eijkman; 2008; Richardson, 2005). Due to technology, this societal paradigm shift will be felt in a shorter time frame and all people will be impacted at virtually the same time (Moore, 1965). In this context the university is no longer the sole producer of knowledge - it is now just one choice in a full ecosystem of knowledge providers (Delanty 1998). New paradigms in epistemology, and the fact that lifelong education can be achieved in many ways on a global scale, demand that the definition and structure of higher education is re-imagined to align with a new era. Given a systems approach to thinking, this session will explore the role of, and planning for, higher education in all forms against a backdrop of global understanding.

Session / Séance 5
Organizer/Organisatrice : Lynn McAlpine
lynn.mcalpine@mcgill.ca
Title/Titre : The changing contexts and practices of academic work: Impact of contemporary academic conditions on early career academics

Description
Globalization and international competition have fundamentally altered the context and practices of academic work, raising the bar for success by requiring a higher rate of research productivity and increasingly the demonstration that research has an impact internationally - even for early career academics (doctoral students, post-doctorates, pre- and early-tenured individuals). Concurrently, particularly in research universities, there is a continued call to reduce doctoral completion times, while simultaneously, a demand to admit more doctoral students further dispersing the time a supervisor can devote to each student and to his/her own research. As well, there is an increasing trend for those seeking academic positions to need to take on a number of short-term research posts in the interim. These are but some instances of how the growing emphasis on accountability in the international higher education landscape is impacting on the perceived purposes of universities, the work that academics do, and the types of academic appointments available. Given such trends, we have a situation ripe with tensions. This symposium will explore the experiences and perspectives of early career academics as they learn to make sense of, do and sometimes challenge or question the demands of academic work.

Session / Séance 6
Organizer/Organisteur : Tony Chambers
tchambers@oise.utoronto.ca
Title/Titre: Untitled / Sans titre

Description
Recent years have seen an emergence of Canadian scholarship pertaining to the study of students within postsecondary education. The Centre for the Study of Students in Postsecondary Education at the University of Toronto is a unique research centre that focuses on the investigation of participation, access, experience and persistence of students across Canada. Though the Centre’s research ventures represent a significant breadth of issues, they are connected by a common thread of raising awareness of issues affecting students. This session will focus upon four areas: debt load and financial barriers faced by students with disabilities; an assessment of small class experiences, as observed at Victoria College (University of Toronto); an exploration of the graduate student experience at OISE (U of T); and a content analysis of open ended comments from the 2006 and 2008 National Survey of Student Engagement. The research findings of these projects reflect different facets of the student experience within higher education. The projects’ respective researchers have submitted individual proposals describing the nature and results.

Session / Séance 7
Organizer/Organisateur : Brad Wuetherick
brad.wuetherick@ualberta.ca
Title/Titre: Challenging academic development: Researching and theorizing the territoire of academic development

Description
This session will explore how scholars are involved in theorising the ideas that define the possibilities and limits of the scholarship of academic (or faculty/educational) development in higher education as both a field (or territoire) and a set of practices. This session, which is inspired by the CAD (Challenging Academic Development) Collective - a collective comprising individuals interested in making theoretical interventions or developing new theoretical frameworks for the scholarship of academic development, is an exploration of identity within academic development and how our virtual, intellectual and physical environment within higher education impact our understanding of what it means to engage in the scholarship of academic development.Participants will be asked to explore how academic development constructs itself as a field or academic ‘territoire’ … as a set of practices, strategies, and technologies. Some potential questions might include: How the academic territory across the study of higher education intersects with and influences our understandings of academic development? How academic development narrates itself or offers itself up to be thought through and engaged with? And how academic development critiques itself and the ways in which these critiques are both concealed and made transparent within its scholarship?

Session / Séance 8
Organizer/Organisatrice : Paula Brook

Paula.brook@ualberta.ca

Title/Titre : When policy meets reality: Internationalizing the academy

Description
This session focuses on internationalization of postsecondary education as viewed through the lens of faculty, administrator, and student perspectives. Research and papers are invited which address the policy (intended) and experiential (received) reality of administrative and instructional support services and systems on campuses and the actual or perceived effectiveness of these. Of particular interest will be institutional initiatives, faculty advising, curriculum development, program/course delivery, and student voices which create dynamic teaching and learning interactions for both Canadian and international students. Participants are asked to share policies, practices, materials, and activities which have proven successful in fostering engagement and sustained well-being of international students in Canadian postsecondary education.

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CSSHE 2009 Conference Dates and Theme

The Canadian Society for the Study of Higher Education (CSSHE) will hold its annual conference at Carleton University in Ottawa, Ontario from Monday, May 25 until Wednesday, May 27, 2009 within the Congress of the Humanities and Social Sciences. As part of the Congress theme, Capital Connections: nation, terroir, territoire, CSSHE is pleased to invite submissions to Connecting with Education: nation, terroir, territoire - an exploration of education as physical, virtual, and global space; it asks the question: have globalization, advancing technologies, and the general acceptance of non-traditional ways of learning produced a fundamental shift in our understanding of the relationship between place (physical or virtual) and how we learn in a post-secondary context? Submissions can choose to address not only learning spaces in the literal context of traditional classroom spaces, service /community learning, international learning spaces, or virtual spaces, but also to reflect on the types of learning communities and pedagogies that these spaces support, effectively broadening our scope of what is considered the norm in post-secondary education. Papers addressing other topics relating to the theme regarding such issues as governance, research, recruitment and student services will also be considered for inclusion in the program.

The Conference Program Chair is Dr. Carol Miles (carol_miles@carleton.ca) and the Conference Local Area Coordinator is Ms. Maggie Cusson (margaret_cusson@carleton.ca) from the Educational Development Centre at Carleton University.

The Society invites submissions from researchers in higher education and related disciplines such as political science, sociology, history, philosophy, psychology, women's studies, the sciences, economics, business, administration, and the professions. This conference offers an opportunity for graduate students, educators, policy makers, administrators, activists, and advocates to contribute, reflect, and share their perspectives on higher education and issues around student success. Graduate students, college and university faculty and administrators are encouraged to submit proposals to the 2009 conference. This year's conference will include keynote presentations, organized paper presentations, individual paper presentations, presentation of the Dissertation Award and the Masters Thesis Award, and joint sessions with other disciplines.

Submission of Proposals

Please note: This year, we are adopting two approaches to paper submission.

(1) Organized Paper Sessions: Individuals who wish to organize a session for the 2008 conference are asked to submit a session proposal by e-mail by 16 January 2009. The session proposal must include the name of the organizer, e-mail address, institutional affiliation, and a 100 to 200 word description of the session (including a session title).

After undergoing a peer review process to select sessions, a list of session organizers and related sessions will be sent out to the CSSHE membership and posted on the CSSHE website on 29 January 2009. At that time, session organizers will begin accepting proposals for their sessions. The due date for papers to be submitted to session organizers is 20 February 2009. Session organizers will receive paper proposals, make selections from the proposals and organize the session, and serve as session chairs and discussants at the conference. Potential presenters must submit a title and an extended abstract of their paper (not to exceed 1500 words) to the appropriate session organizer directly. Organizers are strongly encouraged to include at least one student paper presentation in their sessions.

(2) Individual Papers: Proposals for research, conceptual, or policy paper presentations should include (a) a proposal, not to exceed 1500 words and (b) contact information. The proposal should indicate the background, theoretical framework, research design and key expected findings (where appropriate), conclusions and significance of the study. Proposals are due on 16 January 2009. Individual paper proposals will be peer reviewed.

In order to have organized sessions or research papers listed in the program, presenters must be members in good standing of CSSHE. Membership applications can be found online at the CSSHE Web site.

Please forward proposals by email to

Maggie Cusson
Educational Development Centre
Carleton University

Email: csshe2009@carleton.ca