2012 CFP: Pedagogy
- City Mouse, Country Mouse: Shifting Pedagogies in the Composition Classroom (Roundtable)
- This roundtable will address the impact of place on our pedagogies and on our students’ identities in the composition classroom. Whether we integrate urban outsider art like graffiti and rap lyrics in our writing assignments or facilitate class discussion on factory farming,how do we shift our assignments as we interact with students from either rural or urban backgrounds? How do the varying identities of our students in turn affect our own pedagogies? Please submit 300-500 word abstracts to Christine E. Atkins at email@example.com
- Creative Writing and the Teaching of Literature (Roundtable)
- This roundtable will offer a conversation between 4-5 college professors who make use of creative writing exercises in literature courses. We will emphasize the functions of the imagination and creativity in the act of reading, discuss the merits of integrating text-prompted creative exercises into our teaching, and provide practical suggestions for this creative trans-disciplinary approach to literary analysis. Please send 250-500 word abstracts and a brief bio by Sept. 1 to Mihaela Moscaliuc at firstname.lastname@example.org
- Developing and Improving Spanish Oral Proficiency at the College Level
- La presente sesión de ponencias busca investigaciones realizadas en los campos de la metodología y del aprendizaje del español como segundo idioma con relación a la mejora de la competencia oral. Las ponencias e investigaciones deben dirigirse al área de Educación a Nivel Superior. Envíe un abstracto de 200 a 400 palabras ya sea en inglés o en español y una breve autobiografía bajo el título de ‘NEMLA’ a Graziella Rondón-Pari: email@example.com
- ‘Fun with a Purpose’: Children’s Magazines as Periodical Pedagogy
- This panel will examine US children’s magazines past and present as pedagogical tools. They have straddled education and popular culture, imparting enduring lessons through an ephemeral format. Their content has spanned school curriculum, building birdhouses, citizenship, and ‘mental hygiene’ in the form of games, jokes, fiction, images, and riddles. What are the contours, contexts, and reception of periodical pedagogy? How has it served as a print medium of ‘edutainment’? Please send 500 word abstracts to Patrick Cox, firstname.lastname@example.org.
- Issues in Diversity in Arabic Teaching (Roundtable)
- At this roundtable we will discuss issues pertaining to the teaching of Arabic, including the continuum from dialect to Modern Standard Arabic (which, when, at what level?); issues of diversity in texts and ideas for supplementing available texts; Arabic script (from calligraphy to handwriting); content objectives (from practical topics of daily life to preparation for professions); and understanding cultural diversity through innovative use of technology. Lora Lunt SUNY Potsdam, email@example.com
- Keeping Poetry Relevant for the 21st Century Community College Student (Roundtable)
- This roundtable session will concentrate on ways that professors may encourage the appreciation of creative writing in the two-year college. Presenters will outline methods for fostering understanding and interpretation of literature with non-English majors. Possible topics include: facilitating class discussions, using creative writing prompts in literature classes, promoting campus literary journals, and encouraging attendance at literary readings. Submit a proposal (250-400 words) to Jennifer Campbell at firstname.lastname@example.org
- Language, Literature and the Practice of Democracy (Seminar)
- This panel seeks to understand the relationship between the humanities and the practice of democracy, focusing on the tendency in U.S. education to privilege the pragmatic/technical over the intellectual. How do we assess the role of the humanities at this moment? How do we ensure the centrality of the humanities in the college curriculum? How do we express or bear witness to the humanities as integral to the practice of democracy? Elizabeth Huergo <Elizabeth.Huergo@montgomerycollege.edu>
- Literature, Trauma, and Healing: Refusing to Silence the Discourse
- This panel extends the focus of trauma studies to encompass, recognize, and investigate roles of healing within pedagogical philosophies, literary criticism, and scholarship. Linking theory and pedagogy, this panel intends to engage with possibilities and limitations of bringing healing to the forefront of trauma-related, academic conversations. Please send 250-500 word abstracts and one-page CV (as well as any questions) to Rachel N. Spear and Ami Blue (email@example.com)
- New Approaches in Teaching Foreign Languages (Roundtable)
- This session seeks papers on the the new approaches/methods of teaching foreign languages. How does learning take place? What is the right method to use? Direct method or Community Language Learning? Or online method? Or the model of Drake University Program? What is the best interrelationship of physical, cognitive and affective domains for successful learning of the foreign language? Please send 300-500 word abstract in English or Spanish and brief bio statements to Kate Kagan at firstname.lastname@example.org.
- Pedagogy versus Curriculum in the Evolving Literature Classroom (Roundtable)
- This roundtable seeks papers by those who have explored various pedagogical innovations in the literature classroom, particularly innovations that highlight literature’s relationship to ‘real-world’ knowledge, applied and integrative learning, and personal and social responsibility. Discussion will focus on the delicate balance between new pedagogical models and the traditional literature curriculum. Please submit 250-word abstracts (with NEMLA in the subject line) to Diana Polley at email@example.com
- Slow Down or Download?: Fostering Engagement in the Age of Instant Everything
- This panel is searching for papers that consider how the excess of access formed and fostered by the Internet, instant messaging, social networking, and smart phones affects and alters the interests, identity and ability of today’s university students. Can educators use these new attitudes and aptitudes to better teach their students? Or should the university classroom be a place to slow down and ‘log off’ in order to foster prolonged and meaningful observation, contemplation and analysis? Proposals can be sent to firstname.lastname@example.org
- Teaching with Dialects, Sociolects, and other Non-Standard Language Varieties
- Regional, social or ethnic language varieties make up a large part of the spoken language and have important artistic functions in literature. However, they are rarely systematically utilized in teaching. The panel will examine how non-standard language can be utilized in a) the teaching of standard language in language classes, and b) the teaching of literature. Submit abstracts of maximum 300 words to Joerg Meindl, email@example.com.
- When Johnny [and Janie] Come Marching Home…to College.
- With the passage of the Post-9/11 GI Bill, veterans continue to arrive on college campuses in larger numbers. This panel seeks papers to address the unique opportunities, challenges and experiences which literature instructors encounter teaching veterans in their classroom. This is a phenomenon all educators encounter. Submissions are highly encouraged from those with experience teaching veterans. Submit Proposals of 250-300 words to Sean Morrow, West Point, firstname.lastname@example.org.
- ‘With All the Rub-a-dub of Agitation’: Teaching Suffragette Literature (Roundtable)
- As the home of Susan B. Anthony, Rochester is an ideal place to consider strategies teachers use to relate the women’s suffrage movement to the study of literary works by writers such as Charlotte Perkins Gilman, Susan Glaspell, Kate Chopin, and others. This roundtable panel will describe how teachers use documents of the time, such as letters, petitions, and speeches, to problematize the relationship between literature and history. Please send 250 word abstracts to David Leight, Reading Area Community College, email@example.com. DEADLINE OCT 10
See also under:
American: “Approaches to Teaching the Underground Railroad”; “Teaching the Harlem Renaissance as Part of a Black Aesthetic”
British and Anglophone: “Making Sense(s) of William Blake”
Composition: “Assigning and Responding to the Personal in Composition Classes”; “Beyond the Descriptive: Empirical Study of Methods in Writing Instruction”; “Peer Review: Facilitating Students’ Understanding of Feedback”
French and Francophone: “Teaching French Popular Culture”
German: “Best Practices: Teaching German Literature on the Undergraduate Level”; “Graphic Literature in the German Studies Classroom”; “Teaching Medieval German Literature and Culture”
Italian: “Italian Language, Literature, and Culture via Creative Projects”; “Portfolios and Other E-Stories”
Professional: “Best Practices for Professional Development and Support of Contingent Faculty”; “Discipline”
Transnational Literatures: “Storytelling and Identity”
Women’s and Gender Studies: “Teaching literary Studies in the Women’s and Gender Studies Classroom”