Conference Wondering What Conference Proposals Have Been Submitted? Deciding on whether to attend a conference is an important decision in your academic career, and many times your peers can play an important role in helping you to take that vital step in your research progression. To view the in-person proposal abstracts that have registered for the conference to date, please refer to the ‘Programs and Events’ section of the conference website. Publishing Call for Peer Reviewers All articles submitted to a Common Ground journal undergo a process of anonymous peer review. Our innovative review process requires reviewers to evaluate articles according to five criteria and provide both numerical scores and narrative feedback. We rely on prospective journal authors and qualified volunteers to serve as peer reviewers, and we acknowledge their important contributions as Associate Editors. If you are interested in peer reviewing articles, please submit your CV and a brief description of your areas of interest and expertise to journals@commongroundpublishing.com. Community From Managing Learning… … to Transforming Learning The first iteration of computerized learning systems replicated traditional classroom experiences, and those systems have not changed drastically since. Most still work on the week-to-week schedule of traditional class assignments and quizzes. With Scholar, our ambition is to transform learning and assessment by enabling students to create peer communities of practice around feedback and by providing instructors with in-depth user data to ensure everyone has mastered each requirement.
As a benefit to your membership with Religion in Society, you have full access to the Scholar learning environment, which is a generation beyond current learning management systems and allows us to move from management to transformation. With Scholar, students take an active role to improve their own performance by researching multiple sources and perspectives, working with peers to frame their understandings, discussing each other’s knowledge works, and sharing their knowledge in portfolios. This is accomplished by using a series of highly structured activity sequences instead of traditional content models, further transforming the patterns of interaction in learning.
To learn more or access this important benefit, contact Jason Berg at jason.berg@cgscholar.com, 217.328-0405, or message jason.berg in Scholar. |
