Conference Proposal Writing and Presentation Skills

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Conference Proposal Writingand Presentation
Skills

• Beth Witt, TESOL 1994 Baltimore and
• TESOL 2002 Salt Lake City
• Mark Algren, TESOL 2003 Baltimore
• Eric Dwyer, TESOL 2004 Long Beach
• Bill Eggington, TESOL 2005 San Antonio
• Christine Coombe, TESOL 2006 Tampa
• Suzanne Panferov, TESOL 2007 Seattle
• Valerie Jakar, TESOL 2008 New York
• Gertrude Tinker-Sachs, TESOL 2009 Denver
• Diane Carter, TESOL 2010 Boston

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http//www.fiu.edu/dwyere/tesol2009prez.ppt(2.9
MB download)
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What kind of topics are encouraged?

• Those focusing on the conference theme
• TESOL 2010 Boston theme
• Re-imagining TESOL.
• Related to the future of the TESOL profession
  professional development
• From all settings, but note the audience for whom
  you will be writing your proposal
• Presentations that
• use interactive formats
• engage the audience
• focus on classroom practice

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The Process

• Read the directions
• Follow the Call for Participation form.
• Designate the appropriate Interest Section (IS)
  or content area.
• Submit your proposal by the deadline.
• Proposals are distributed to the adjudicators.
• The conference chair and organizing committee
  allocate sessions to topic areas taking into
  account interest, need and quality.

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The Interest Section (IS) Process

• Each Interest Section (IS) selects its
  adjudicators.
• Each Interest Section (IS) distributes the
  proposals to its adjudicators.
• Adjudicators decide which proposals to accept,
  based on a rubric.
• Adjudicators notify Interest Section (IS) leaders
  of their results and decisions.
• Interest Section (IS) leaders notify the chair of
  which proposals have been accepted.
• Chair/committee schedule sessions.

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The Final Steps

• The chair/committee discuss borderline proposals
  and other critical factors regarding scheduling.
• The chair notifies presenters regarding
  acceptances and rejections.
• Presenters finalize preparations for their
  presentations.
• Presenters deliver their presentations at the
  annual convention.

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Type of Proposal

• Choose the correct type of proposal (typical
  time)

Presentation Length
Colloquium 1 hour 45 minutes
Discussion Group 45 minutes
Hot Topic 20 minutes
Poster Session 1 hour 15 minutes
Practice-oriented Presentation 45 minutes
Research-oriented Presentation 45 minutes
Teaching Tip 20 minutes
Video and Digital Media Theater 45 minutes
Workshop 1 hour 45 minutes
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Follow the Proposal Guidelines!

• Most accepted proposals have one important
  component in common that they conform to the
  guidelines
• Many rejected proposals have one important
  component in common that they dont conform to
  the guidelines.

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Follow the Proposal Guidelines!

• The following sections are often problematic
• Abstract
• Title
• Summary
• If you need help writing these sections, contact
  the proposals team.

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Abstracts

• Suggested Format
• one/two general sentence(s) relating your topic
  to importance in the field, theory and/or
  research
• one/two sentence(s) describing what youre going
  to do
• last item stating what participants will get out
  of the session
• Spell out acronyms used
• Dont include citations
• Do a word count at the end! 50 words max!

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Abstracts

• Formerly . . .
• Write in 3rd person present or future tense
• The presenters will describe.

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Abstract

• Good example or bad example?
• Online teaching issues include unreliable
  student participation and high dropout. The
  presenters will review these and other issues to
  online instructors, discussing tips and online
  tools available for producing effective courses
  that keep interest high and participation steady.

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Abstract

• One or two general sentence(s) relating your
  topic to importance in the field, theory and/or
  research?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• One or two general sentence(s) relating your
  topic to importance in the field, theory and/or
  research?
• YES
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• One/two sentence(s) describing what youre going
  to do?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• One/two sentence(s) describing what youre going
  to do?
• YES
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Last item stating what participants will get out
  of the session?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Last item stating what participants will get out
  of the session?
• YES
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Length?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Length? 39 words!!!
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Acronyms? Citations?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Acronyms? Citations?
• None here!
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Good example or bad example?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Abstract

• Good example ?
• Online teaching issues include unreliable student
  participation and high dropout. The presenters
  will review these and other issues to online
  instructors, discussing tips and online tools
  available for producing effective courses that
  keep interest high and participation steady.

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Same Abstract

• Good example or bad example?
• We are going to review lots of problems (Algren,
  Coombe, Dwyer, Eggington, Jakar, Panferov,
  Tinker-Sachs, and Witt, 2007, p. 19) with online
  teaching and other areas of concern to
  instructors who teach them, and then you will get
  tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• One or two general sentence(s) relating your
  topic to importance in the field, theory and/or
  research?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• One or two general sentence(s) relating your
  topic to importance in the field, theory and/or
  research?
• SORTA, BUT WHICH PROBLEMS AND CONCERNS?
• UNRELIABLE STUDENT PARTICIPATION?
• HIGH DROP-OUT RATES?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• One/two sentence(s) describing what youre going
  to do?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• One/two sentence(s) describing what youre going
  to do?
• SORTA top-down review
• no discussion no interaction
• no exchange of ideas?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Last item stating what participants will get out
  of the session?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Last item stating what participants will get out
  of the session?
• NOT BAD
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Length?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, and Witt, 2007, p. 19) with online
  teaching and other areas of concern to
  instructors who teach them, and then you will get
  tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Length? 58 words
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

34
Same Abstract

• Length? 58 words
• WAY
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

35
Same Abstract

• Length? 58 words
• WAY WAY
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Length? 58 words
• WAY WAY WAY TOO LONG!!!
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Citations? Acronyms?
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Citations? OOPS!
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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Same Abstract

• Citations? OOPS!
• Besides, why on Earth would we cite them???
• We are going to review lots of problems (Algren,
  Carter, Coombe, Dwyer, Eggington, Jakar,
  Panferov, Tinker-Sachs, and Witt, 2007, p. 19)
  with online teaching and other areas of concern
  to instructors who teach them, and then you will
  get tips and online tools available for producing
  things that keep student interest high and
  participation steady in your class.

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A Sample Abstract
Good abstract or bad abstract? According to
testing literature, multiple-choice questions
(MCQs) are the most difficult to develop.
Although MCQs are tremendously popular, teachers
lack experience in writing valid and reliable
items. This workshop provides guidelines and
experience in writing, critiquing and analyzing
multiple-choice items. Why do you say so?
Write at least 2 reasons to support your answer!
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A Sample Abstract
An unbelievably amazingly good abstract written
by Christine According to testing literature,
multiple-choice questions (MCQs) are the most
difficult to develop. Although MCQs are
tremendously popular, teachers lack experience in
writing valid and reliable items. This workshop
provides guidelines and experience in writing,
critiquing and analyzing multiple-choice items.
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Another version
Good abstract or bad abstract? Good MCQs are the
most difficult formats to develop (Coombe et al,
2010) and everyone needs to learn about making
good ones. Although they are still the most
popular sort of item, all teachers lack training.
You will have hands-on experience in writing,
critiquing and analyzing MCQs and getting
handouts to take home. Why do you say so? Write
at least 2 reasons to support your answer!
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Another version
A really bad abstract, most certainly never
ever--not even in a hundred million
years--written by Christine! Good MCQs are the
most difficult formats to develop (Coombe et al,
2010) and everyone needs to learn about making
good ones. Although they are still the most
popular sort of item, all teachers lack training.
You will have hands-on experience in writing,
critiquing and analyzing MCQs and getting
handouts to take home.
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Another version
Never Christine! Perhaps Bill, Mark, or Eric! But
never ever Christine! Beth or Susanne? Well, . .
. maybe . . . on a really bad day! But never
Christine! She just wouldnt. Nor would Valerie
or Gertrude, even on the worst day!!! Good MCQs
are the most difficult formats to develop (Coombe
et al, 2010) and everyone needs to learn about
making good ones. Although they are still the
most popular sort of item, all teachers lack
training. You will have hands-on experience in
writing, critiquing and analyzing MCQs and
getting handouts to take home.
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Another version
As for Diane, youre kidding, right? Good
MCQs are the most difficult formats to develop
(Coombe et al, 2010) and everyone needs to learn
about making good ones. Although they are still
the most popular sort of item, all teachers lack
training. You will have hands-on experience in
writing, critiquing and analyzing MCQs and
getting handouts to take home.
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Titles

• Good titles attract people to your session
• Compare and contrast these titles
• Rate from 1 to 5 for . . .
• Title (10 words max!)
• make sure it matches your abstract
• should accurately reflect the content of your
  presentation
• try to make it eye catching interesting
• avoid gimmicky titles
• each part of hyphenated or slashed words counts
  as one word
• colons OK to use
• What would be a good title for the sample
  abstract?

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Titles

• Rate the following titles
• Good?
• Needs improvement?
• Rationale?

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Sample Titles
Checklist Make sure it matches your
abstract. It should accurately reflect the
content of your presentation. Try to make it eye
catching and interesting. Avoid gimmicky
titles. Each part of hyphenated or slashed words
counts as one word

• Teaching grammar
• Silenced voices speak out
• Grandpa and grammar
• Daring to lead your students to grammar
• Grammar The right way to teach it
• Activating the passive voice
• 15 sure-fire warm-ups
• Can grammar classes promote communication and
  interaction?
• Surviving and thriving in new cultures
• Tactile grammar for all ages

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Summaries

• Summary (300 words max)
• This document is crucial because its the sole
  document that the review teams sees.
• Summaries should
• have a clearly stated rationale
• contain evidence of current practice and/or
  research
• Note Be sure to note whether the presentation is
  research related or not.
• include supporting details and examples
• be carefully edited and proofread
• demonstrate that presenter has chosen correct
  type of presentation.

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Checklist for Better Summaries

• Meet the technical requirements (word count, verb
  tense, etc.)
• It illustrates its importance to the field, based
  on theory and/or research?
• It is clear who the intended audience is
• In other words, it is sent to the correct
  Interest Section (IS)
• Describes what the presenters intend to do
• Describes how the audience will benefit

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Improving Your Description

• Get feedback from others who have had their
  proposals accepted.
• Volunteer to read proposals for your Interest
  Section (IS)
• Get involved in a Interest Section (IS)
• Network and learn what topics the interest
  section would like to see on the convention
  program

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Factors Affecting Selection

• An important factor for the proposals team is
  balance.
• Too many proposals on the same topic cannot all
  be accepted
• Proposals targeting certain demographics have a
  good chance of being selected.
• There is a lack of good presentation content at
  the primary and secondary school level
• Well-written proposal summaries have a better
  chance of being accepted than poorly written ones
• Proposals by duos, groups, and teams of
  colleagues may take priority over those of
  showcasing only one person.

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Factors Disqualifying a Proposal

• It promotes commercial interests.
• It doesnt conform to the proposal guidelines.
• It is not received before the deadline.
• The same proposal is submitted to more than one
  Interest Section (IS) or more than once under
  different titles.
• The same proposal is submitted every year under
  different titles, and conference!
• Being a no-show at a prior conference.

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What the Review Team says..

• Good proposals
• identify the anticipated outcomes
• relate theory to practice
• address issues of current, local and global
  relevance
• are anchored in a historical context
• are not narrowly focused
• draw on research, theory and practice from one or
  more disciplines
• are well written and free of typos/grammar
  mistakes

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Reviewing

• Three peer reviewers will blind review all
  proposal submissions and will have the
  opportunity to provide comments to the submitting
  author, but the reviewers identities will remain
  confidential.
• All proposal reviewers will use evaluation
  criteria and a scoring rubric.  Total possible
  score is based on a scale of 30 points.

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Rubric for TESOL

• Scored 0-5 for each of the following
• Does the proposal title clearly describe the
  session?
• Is the proposed topic timely and/or appropriate?
• Is the session based on best/recommended practice
  within the EF/SL field?
• Is the proposal abstract clearly written?
• Will this session positively contribute to the
  convention and the EF/SL field?
• Total potential score 0-30

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(No Transcript)
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the good andthe not quite as good
Name the good!
Name the not quite as good!
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From the Proposal to the Presentation

• What makes a good presentation?
• Make sure your presentation matches your
  summary/abstract
• Be familiar with the current literature--know
  your stuff
• Be Prepared!
• Project a positive image!
• Dress
• Attitude
• Tone
• Knowledge

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Before the Presentation

• Practice with the same materials and equipment
  you will have, within the time allotted with an
  audience.
• Videotape yourself if possible (then look at it)
• Do a trial run at a PD session or small
  conference
• Prepare enough handouts
• Its the one thing you have control over!
• Check out room/equipment upon arrival at the
  venue--have phone numbers or know who to contact
  for technical problems.

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During the Presentation

• First impressions count!
• Audience forms an opinion of you within the first
  7 seconds--build credibility from the moment they
  see you.
• Dos and Donts
• Do make and keep eye contact
• Do keep on topic and respect time
• Do think on your feet--make decisions quickly
• Dont rely too heavily on technology
• the Tech Gods are evil
• Dont read your presentation
• Dont do death by PowerPoint

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More Tips for Successful Presentations

• Provide a road map of your presentation
• Use good visual aids
• Show your excitement/interest
• Avoid distracting mannerisms, colloquialisms and
  slang
• Dont stand in front of the screen
• Make sure that everyone in the audience leaves
  having learned one new thing

63
Troubleshooting

• Hope for the best prepare for the worst.
• Always have a back-up plan (or two).
• Typical Problems
• Latecomers
• Not enough handouts
• Losing your train of thought
• Questions you cant answer
• Hecklers
• Grandstanders

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Troubleshooting

• Possible solutions
• Talk clearly and loudly and dont let latecomers
  interrupt
• Have a plant in the audience--a friend or
  colleague who can
• make more copies of your handout if necessary
• help with slides, OHTs or equipment
• ask pertinent questions if no one else does
• help de-fuse hecklers/grandstanders
• give you support

65
Problem Participants

• Certain participants have the potential to ruin
  your presentation.
• Often you will have participants who
• Insist what you say isnt right and want to give
  you the benefit of their wisdom
• But this will never work at my school!
• Want a platform to voice their opinion regardless
  of whether it is related to the presentation
• Insist that you tailor the presentation to their
  context
• Dont be afraid to stand up for yourself!

66
After the Presentation

• Leave time for questions discussion
• Allow between 5-10 minutes
• Respond to questions in one minute or less
• only one person in audience may be interested in
  your response
• Dont be afraid to say that you dont know
• Provide attendees with contact information or
  business card if requested
• follow through with any information that you
  promise to provide

67
Be prepared

• Thats the TESOLers loyal creed.
• Be prepared.
• Thats the motto we all heed
• You should practice on a dog, a child, and on a
  loving spouse,
• A significant other, a living room, and any
  listening mouse
• You should have enough handouts for every person,
  chair, and house
• Be prepared, be prepared, be prepared

68
Be prepared

• One shall check out all AV.
• Be prepared.
• And always have plan B.
• The techno gods are evil beasts that will foil
  your every plan
• Unless youre ready with a back up and a
  confident command
• You will knock them dead with high tech stuff or
  drawings in the sand
• Be prepared, be prepared, be prepared

69
Be prepared

• Have professional attitude.
• Be prepared.
• Smile and establish positive mood.
• You can smile and use good humor while being
  circumspect.
• You can treat hostile viewers with the utmost of
  respect.
• Give their question time and pensiveness. Its a
  good way to deflect.
• Be prepared, be prepared, be prepared

70
Be prepared

• Start and finish stuff on time.
• Be prepared.
• Keep your politics in line.
• Youll want to stay on task and avoid tangential
  stuff.
• We know youve got cool stories, but your main
  gig will be enough.
• And sticking to your paradigm will keep things
  from getting tough.
• Be prepared, be prepared, be prepared

71
Be prepared

• When its over you can smile.
• Be prepared.
• Youll find it all has been worthwhile.
• When the presentations over, you can collapse
  into a heap.
• Go up to your room and throw yourself in bed and
  fall asleep.
• And regale in your glory of successes that you
  reap
• Be prepared, be prepared, be prepared

72
Be prepared

• Be prepared
• Be prepared
• Be prepared!!!

73
contact information
Mark Algren malgren_at_ku.edu
Diane Carter dhcarter_at_iupui.edu
Christine Coombe christine.coombe_at_hct.ac.ae
Eric Dwyer eric.dwyer_at_fiu.edu
Bill Eggington wegg_at_byu.edu
Valerie Jakar gidyakar_at_netvision.net.il
Suzanne Panferov panferov_at_email.arizona.edu
Gertrude Tinker-Sachs mstgmt_at_langate.gsu.edu
Beth Witt bethwittchinle_at_yahoo.com
74
Gertrude Tinker-Sachs Georgia State
University Atlanta, Georgia
Beth Witt Chinle Elementary School Chinle,
Arizona USA
Diane Carter Indianapolis Public
Schools Indianapolis, Indiana USA
Christine Coombe Dubai Mens College Dubai, UAE
Mark Algren University of Kansas Lawrence,
Kansas USA
Valerie Jakar David Yellin College Jerusalem,
Israel
Eric Dwyer Florida International University
Miami, Florida USA
Suzanne Panferov University of Arizona Tucson,
Arizona USA
Bill Eggington Brigham Young University Provo,
Utah USA
75
Gertrude Tinker-Sachs Georgia State
University Atlanta, Georgia
Beth Witt Chinle Elementary School Chinle,
Arizona USA
Valerie Jakar David Yellin College Jerusalem,
Israel
Christine Coombe Dubai Mens College Dubai, UAE
Mark Algren University of Kansas Lawrence,
Kansas USA
Eric Dwyer Florida International University
Miami, Florida USA
Suzanne Panferov University of Arizona Tucson,
Arizona USA
Bill Eggington Brigham Young University Provo,
Utah USA
76
Conference Proposal Writingand Presentation
Skills

• Beth Witt, Chinle Elementary School
• Chinle, Arizona, USA
• Mark Algren, University of Kansas
• Lawrence, Kansas, USA
• Eric Dwyer, Florida International University
• Miami, Florida, USA
• Bill Eggington, Brigham Young University
• Provo Utah, USA
• Christine Coombe, Dubai Mens College
• Dubai, United Arab Emirates
• Suzanne Panferov, University of Arizona
• Tucson, Arizona, USA
• Valerie Jakar, David Yellin College
• Jerusalem, Israel
• Gertrude Tinker-Sachs, Georgia State University
• Tucson, Arizona, USA
• Diane Carter, Indianapolis Public Schools
• Indianapolis, Indiana USA