Registration & FAQ

Schedule at a glance

Keynote Speakers

Hotel & Travel

Presenter Information

Presenting at the MELEd Conference

The Minnesota English Learner Education (MELEd) Conference is built by the excellent ESL professionals who present their research and practical ideas. Presenting at a professional conference can be a daunting and exciting prospect for first-time presenters, so MELEd has compiled some resources to help support you as you prepare for your presentation this fall.

Please read the MELEd Conference Speaker’s Guidelines. This document has some basic information about the MELEd Conference as well as some tips and tricks for preparing your presentation.

The MELEd 2019 Call for Proposals will be available here later this year.

Preparing your Proposal

Check out this great presentation from MELEd sibutramine online without prescription 2014 by MinneTESOL’s own Debbie Hadas and Bonnie Swierzbin. They give some great advice to consider as you prepare your presentation proposal. They also have some excellent advice in an article in the MinneTESOL Journal.

First-Time MELEd Presenter Scholarship

In order to encourage participating from exciting new contributors to our conference, we are offering a scholarship for first-time MELEd presenters (who are also MinneTESOL members). Members presenting at MELEd* for the first time are invited to apply for this scholarship upon acceptance to present at the conference. Scholarship winners will register and pay for their conference fee and after participating in the conference, coordinate with the conference co-chairs to receive reimbursement for one day’s registration costs.

*Members who have previously presented at MELEd, MinneTESOL, or MinneSLIFE are not eligible for this scholarship.

MELEd Mentors

In an effort to provide support for new presenters and build relationships between presenters in various phases of their careers, we launched the MELEd Mentor program in 2016. When submitting your proposal, you can opt in to being paired with a

MELEd Mentor who will help guide you as you develop your proposal into a presentation.

Presentation Types

Workshop or Panel (90 minutes)
A workshop provides participants with a “hands on” experience in developing methods or materials, analyzing research data, or solving a specific research/teaching problem.  In a workshop, there is very little lecturing; rather, the emphasis is on audience involvement.

A panel explores a specific issue from the differing points of view expressed by participants.

Demonstration or Presentation (50 minutes)
A demonstration describes or shows audience members how to do something, e.g. a technique for teaching or testing language which affects development of one or more language skills.

A presentation is designed for sharing a variety of aspects of teaching, e.g. a successful teaching strategy, activities, curriculum ideas and materials.

Paper (20 minutes)
A paper tells about something that you are doing in relation to theory or practice.  Often this type of information is presented using audio-visual aids and is accompanied by handouts. A paper can be a research paper, description of an action research project or capstone or thesis work.

How will proposals be rated?

The rubric used for judging the proposals is below.

All proposal submissions will be blind reviewed.  Do not include your name in the summary or abstract of your proposal.  Including your name in the summary or in the abstract will automatically exclude your proposal from consideration.  All proposal reviewers will use the evaluation criteria and scoring rubric below. Total possible score is based on a scale of 15 points.

Criterion Excellent/5 Good/4 Satisfactory/3 Fair/2 Poor/1


Are the proposal abstract and title clearly written? (The abstract should weigh more heavily than the title in rating the proposal.) The proposal is succinctly order meridia diet pills written and the title clearly describes the session. The proposal is clearly written and the title clearly describes the session. The proposal is adequately written and the title generally describes what the session will entail. The proposal needs some additional work. The title may or may not describe what the session will entail. The proposal clearly needs significant work. The title may or may not describe what the session will entail.


Is the proposed topic relevant, interesting and useful to all or some of the MinneTESOL conference attendees? The proposal represents issues of immediate relevance, interest and usefulness to many MinneTESOL conference attendees. The proposal is timely, interesting and useful for many MinneTESOL conference attendees OR is immediately relevant and very useful to a smaller, possibly underserved[1] group of attendees. The proposal is timely, interesting and useful for some MinneTESOL conference attendees. The proposal’s topic is less timely or of little use or interest to MinneTESOL conference attendees. The proposal’s topic is irrelevant and of no use or interest to the MinneTESOL conference attendees.


Is the session based on best/recommended practice, does it add to attendees’ foundational knowledge or does it present current research within the ESL field? The session is solidly based on best or recommended practice, adds to important foundational knowledge or presents high quality current research in the ESL field. The session is based on best  or recommended practice, adds foundational knowledge or presents current research in the ESL field. The session makes some mention of best or recommended practice, foundational knowledge or current research. The session refers only to historically established practices, common foundational knowledge or research > 10 years old. The session refers to few practices, little foundational knowledge or few research contributions in the ESL field.
[1] Examples of underserved groups include rural educators with few resources, tutors, and teachers of workplace English.