HOW TO GET YOUR CONVENTION PROPOSAL ACCEPTED FOR AECT '92

By Gary R. Morrison and Steven M. Ross

T hat time of year is almost here again. The submission deadline for

AECT 1992 convention proposals is April 12. Most of us have experience writing term papers, research papers, articles, and/or a dissertation or the- sis. But as many of us have discov- ered, it is a different matter to con- dense our research findings and ideas into a 750-1000 word abstract.

Yet, it is on the basis of such an abstract that the acceptability of our work will be judged for presentation at AECT's annual convention. In this article, we offer some sugges- tions for readers who may be writing their first proposal as well as for those who have submitted proposals in the past. Hopefully, these sugges- tions will help you obtain a higher rating and thus acceptance of your proposal.

The AECT convention offers its members a choice of four different session formats: �9 Concurrent sessions are approxi-

mately 75 minutes long and typi- cally consist of two or more simi- lar papers grouped together.

�9 Showcase sessions are 20-minute paper sessions devoted to a single pape r . Showcase sessions are well-suited to first time presenters.

�9 Research papers are reports of re- search studies employing quanti- tative and/or qualitative research methodologies. These sessions usually include the grouping of three to four similar papers with a discussant.

Gary R. Morrison, Associate Pro- fessor in the Department o f Curric- ulum and Instruction, and Steven M. Ross, Professor o f Educational Foundations, are on the faculty o f Memphis State University in Mem- phis, Tennessee.

�9 Fee-paid workshops are usually one-half or full day workshops that focus on professional development opportunities or a special event. Convention proposals and ab-

stracts fall into two basic categories. The first type is the the reporting of research results. The second type is the non-research type such as an analytical paper, literature review, or a rePort on a project. (We chose the term "non-research" to repre- sent the several categories of pro- posals that do not report original data.) We will focus on how to write the 750 to 1000 word abstract for each category which can be submit- ted for any of the four session types.

Regardless of the proposal type, the key idea is to determine what infor- mation to include in the proposal and how to present it to gain the interest of the reviewers and convince them that your project is worthy of ac- ceptance. Follow these simple but important steps: 1. Obtain the 1992 Call for Partici-

pation and official proposal forms. The 1991 Orlando conven- tion program and this issue of TechTrends include the five-page document. Copies can also be ob- tained from the AECT headquar- ters office. Complete the forms exactly as directed.

2. Adhere to the specifications in- volving length and format (spac- ing, margins and headings). When

in doubt, follow APA guidelines (Publication Manual o f the Amer- ican Psychological Association, Third Edition).

3. Prepare and submit all requested materials such as a proposal cover sheet and co-author(s) addresses.

4. Include seven collated sets (orig- inal plus six copies) of informa- tion. Each set must contain the Proposal Form, Equipment Re- quest Form, and a separate 750 to 1000 word abstract as well as a short description of your presen- tation in 50 words or less for promotional use.

Failure to do these simple things will start the review with an imme- diate negative impression. Review- ers might think, " I f this individual was sloppy in preparing this pro- posal, how careful was he or she in doing the original project. And how much time will he or she spend pre- paring the presentation?"

Consider who will review your proposal. Most proposals are re- viewed by individuals (usually three) who are knowledgeable about in- structional technology but may not necessarily be an expert in your spe- cific topic. Try to place yourself in their position and think of what is needed to make your proposal inter- esting and understandable. Provide adequate background information and explanations. Also, selecting a timely and relevant topic enhances your chances for acceptance. With this general plan in mind, let's take a closer look at each type of proposal.

RESEARCH PROPOSAL A proposal reporting the results of

your research should follow a format similar to a paper you would submit to a journal such as Educational Technology Research & Develop- ment (ETR&D). Generally, this for- mat includes an introduction, meth-

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ods, results and discussion (impli- cations, summary, recommenda- tions, and so on).

Introduction The first sentence of the proposal

should be a precise statement con- cerning the nature of the problem written in terms your reviewer can understand. For example, while pre- paring a proposal for a research study we have conducted on text density, we realized that the term "text density" would not describe the nature of our research, which was concerned with the design of computer-based instruction. Thus, our introductory sentence focused on the problem of designing comput- er-based instruction. The sentence reads, "A critical process in devel- oping lessons for computer-based in- struction is to determine the manner in which information will be dis- played on the screen."

This sentence focused the review- ers' attention on two thoughts: de- signing computer-based instruction and how information is displayed on a computer screen. The remainder of the paragraph briefly summarized the related literature, defined key variables (e.g., "text density"), ex- plained the experimental conditions, and identified the specific research questions addressed by the study. Again, you need to be precise when presenting the key points of the study by focusing on what the re- viewer needs to know.

Methods and Data Sources This paragraph is for summarizing

your research methods and the ma- terials used in your data collection. �9 Begin with a sentence describing

the subjects--how many and who they were.

�9 Describe your experimental de- sign, independent variables (treat- ment) and dependent (outcome) variables, and your method of as- signing individuals to the various treatments.

�9 Describe the materials and briefly discuss any special techniques you used.

�9 Describe the sequence of steps in- volved in an experimental ~ession and specify the types of data col- lected. Here is an example from one of our proposals: "At the be- ginning of each lesson, the learner- control group selected between

70 Tech Trends

high- and low-density text, while other groups received standard materials. At lesson completion, subjects were administered an at- titude survey and an achievement posttest, followed three weeks later by a delayed retention test ." This section was about three

pages in the full paper but was re- duced to two sentences in the pro- posal to explain the primary events. Since you are limited to 1000 words, you must carefully summarize your methods and data sources in terms that will adequately convey your study.

Results The results section is a summary

of findings that are important to your study and/or which can contribute to the field's body of literature. Typi- cally, this section should be brief and to the point, indicating what the analyses revealed in relation to your hypotheses or research questions. After reading the results, the re- viewer should be anticipating your interpretation of those results in the next section.

Discussion and Implications Rather than merely summarizing

your proposal, we suggest that you title the last section "Educational Implications" or "Discussion." In past proposals, we have used this section to interpret or explain the results of the study and to compare them to those of prior studies. We proceed to discuss the educational

(or practical) implications of the re- search by exploring ways an instruc- tional technologist (or teacher) can apply the results to an actual project (or lesson). Finally, we end the pro- posal with suggestions for future re- search to indicate how the present study might spur additional investi- gations on related variables.

NON-RESEARCH PROPOSALS Non-research proposals can take

many different forms including a literature review, analytical paper, description of new methods, or a progress report for a project. Super- ficially, writing such proposals may appear to be a rather simple task compared to a research proposal. However, we have found that the opposite is often the case as there does not appear to be a generally accepted format for the non-re- search proposal. After reviewing proposals of this nature, we have identified three parts that seem to be fundamental.

Introduction The first paragraph of the proposal should introduce the topic and state both its relevance and importance to your audience. You should then sup- port your introductory statements with related literature and additional background information on the proj- ect. Again, you will need to consider the reviewers' perspective and in- clude what they need to know about the topic.

Key Arguments, Findings or Products

This section is used to summarize the key points of the project, topic or method. Explain the components, steps, tasks, and so on. Elaborate on any unique features. For example, a proposal dealing with the status of a project might take a historical per- spective that reviews the milestones, while a proposal concerning a new methodology would clearly explain the steps of the process. For a liter- ature review or position paper, use this section to communicate the per- spectives that your analysis supports and how thinking about the topic might be changed as a result.

Discussion and Implications As for the research proposal, we

would encourage you to use this final section to review the main conclu- sions or products of your project, discussing their implications for the- ory or practice. For example, for

a case study in which a new train- ing strategy is reported, you could describe how another organization could implement or improve upon what you have done. When pro- posing a literature review, interpret the meaning of the findings for prac- tice and the design of future studies. Providing clear examples of how your ideas can be used by others in the field is likely to have high appeal to the reviewers and program planners.

Summary We encourage each of you to con-

sider submitting a carefully con- structed proposal to AECT for the 1992 convention scheduled to be held in Washington, D.C. Begin by think- ing through your ideas. Then outline your proposal using the major sec- tions and guidelines we have sug- gested in this article. As you write your first draft, do not count words as you go and do not worry about ex- ceeding the length limit. It is much

easier to produce a quality proposal by trimming a long draft than by padding a short one. The remainder of the process will revolve around reviewing, revising and polishing. When you are satisfied with your written proposal, have someone else read it to obtain some feedback be- fore sending it to AECT. If you have followed the steps outlined in this article, you can probably feel good about your work and confident about your chances of having your proposal accepted for presentation.

But also recognize that accept- ance is never guaranteed. There are many variables beyond your control, such as the number of slots open for presenters, biases of the various re- viewers, and the fit of your proposal with the emphasized trends or types of different sessions. So, should your proposal b e rejected for the 1992 convention, try again next year. Remember, if your proposal is carefully planned and well written, the chances of rejection should be reduced. �9

MEDIA EVALUATION & CONSULTATION SERVICES

now available from AECT

Evaluation of Educational Media/Technology Programs at all Levels

Consultant Services in Educational Media/Technology Specialization

THE SERVICE

Individuals or teams of evaluators and consultants are available to evaluate or assist in the creation or improvement of media programs. Consultants are also available for the many specializations in the educational media/technology field.

THE EVALUATORS/CON SULTANTS

The evaluators/consultants were selected in polls of leaders in the media/technology field and a subsequent verification of the top-nominated individuals' credentials to do field work of this nature.

FOR MORE INFORMATION

Details on either or both of these two programs can be obtained by writing or calling: Stanley D. Zenor, Executive Director, Association for Educational Communications and Technology, 1025 Vermont Avenue, NW, Suite 820, Washington, DC 20005. (202) 347-7834.

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