Abstract Submission
Abstracts must be based on results that have not been published in any journal or presented or at any public, scientific, or educational conference, nationally or internationally, before June 2, 2011. However there is one exception, this deadline does not apply to attendees submitting the same abstract to ASMCUE and the ASM General Meeting Division W poster session.
Important Dates and Deadlines
November 1 Abstract Submission Opens
February 1 @ 11:59 pm PST Abstract Submission Deadline
February 8 ASMCUE Travel Award Application Deadline
March 11 Early-Bird Registration Deadline
April 22 Abstract Withdrawal Deadline
April 22 Conference Registration Closed
June 2-5 2011 ASMCUE
Abstract Format
Abstracts are limited to 1850 characters (excluding spaces). Completed abstracts should be sent by February 1, 2011 as an attachment to asmcue@asmusa.org. Examples of previously accepted abstracts may be found in last year's Final Program.
Dispositions will be sent before the early-bird registration deadline of March 11, 2011.
Please use the following specifications for your abstract header:
Your Title (First letter of each word capitalized and in bold)
F.M. Last name. Your University, City, ST. or ST, Country. (Only your name in bold)
Example:
ASM Conference for Undergraduate Educators
T.R. Smith. University at Buffalo, Buffalo, NY.
*If there is more than one author please BOLD the presenting author’s name.
At then end of your abstract please provide your contact information:
First and Last Name
Phone number and email address
General Guidelines
As general guidelines, authors should take into account the recommended criteria below. The Abstract Review Rubrics used by reviewers are listed in the next section. Abstract rejection criteria are similar to any scientific meeting (No Hypothesis; Inadequate Experimental Methods; Insufficient Data Presented; No Conclusion).
Description of activities/approaches introduced – Are the goals and particular educational situation presented in sufficient detail to understand the author’s choice of research/investigation? Is there specific information described for the student projects/activities, or the teaching strategies, such that other conference participants can determine whether these activities might be useful to adopt?
Learning Impact – How does this activity contribute to or enhance student learning? Does the potential of the research study add to and deepen our understanding of issues associated with teaching and learning? Research that leads the field in new directions often is more worthwhile than replications of existing research studies.
Assessment – What was the outcome? How was the effectiveness of this project determined? How was student learning assessed? Did the students learn what they were expected to learn? How did the activity facilitate their learning better than other/previous methods used?
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