The Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development

The Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development seeks to honor individuals who, like Dr. Christine Stanley (former POD Network president in 2000-2001 and chair of the Diversity Committee from 1993-1999), demonstrate unequivocal commitment to advancing research on diversity and inclusion issues in educational development.

The purpose of the award is three-fold:

  • To raise the awareness of and advance theory about diversity- and inclusion-related issues in educational development[1]
  • To contribute to increased understanding of best practices on diversity- and inclusion-related issues in educational development
  • To recognize how POD’s values of diversity and inclusion are reflected in the everyday practice of educational development

SELECTION COMMITTEE MEMBERSHIP

The Christine A. Stanley Award for Diversity and Inclusion Research in Educational Development will be comprised of at least 5 members of the POD Network. The committee consists of: one member of the Executive Committee, a member of the POD Diversity Committee, at least one past Stanley Awardee, and two POD Network members at- large.

ELIGIBILITY & SELECTION CRITERIA

All applications are welcome; applicants must become POD Network members upon receiving the award, if not members upon application.

Applicants must submit their full manuscript that is accepted by or published in a peer-reviewed platform, in the field of educational development, within the last 18 months.

The manuscript must:

  • show an awareness of both educational development scholarship and relevant scholarship on diversity, and inclusion;
  • reflect relevant POD values (e.g., collegiality, inclusion, diverse perspectives, advocacy and social justice, distributed leadership, innovation, evidence-based practices, respect/ethical practices); and
  • have a central argument about diversity and inclusion through educational development (whether that be among faculty, students, or educational developers) or engage contemporary scholarship on diversity and inclusion in educational development or in teaching and learning.

Awards will be given to manuscripts that reflect original research. Research may be quantitative or qualitative, and may be based on experimental studies, participant observation, practitioner research or other methodologies that lead to systematic investigation and evidence-based conclusions. The number of awards (up to three per year) will be determined based on the quality of submissions.

APPLICATION TIMELINE AND SUBMISSION

Applicants should submit a full manuscript of up to 35 pages, double-spaced written in English. Applicants for the Stanley Award should submit all materials by June 1st. Submissions should redact identifying information to ensure a blind review. The Stanley Award committee, in coordination with the POD Diversity Committee may recognize up to three shortlisted applicants in the Diversity Committee White Paper, to be released at the POD Network Annual Conference. All applicants will be notified of their submission. The awardee(s) will be announced at the annual meeting of the POD Network. There is no monetary value associated with the Christine Stanley Award for Research in Diversity and Educational Research.

Submission Process

All proposals should include the contact information and POD Network membership standing, for all authors and should be submitted to Cameron J. Harris, Subcommittee Chair-Christine A. Stanley Award for Diversity and Inclusion Research in Educational Research by Wednesday, June 1st, 2016 by 5pm, PDT, charris@gmu.edu.

Should you have any questions please contact Cameron J. Harris, at charris@gmu.edu.

 

[1] Examples of diversity- and inclusion-related issues in educational development may include: access to greater numbers of international students and supporting students/staff/faculty of color in higher education, students living through economic downturns amidst rising educational costs, accessibility and support for students with disabilities on campus and accessible instructional design, technology in relation to affordability and accessibility of higher education, public demand for internationalized curricula that better reflect global higher education, increased visibility of LGBTQ students, faculty, and staff in higher education, institutional, national, and/or international models for successful diversity- and inclusion-related educational development work.