As more upper-division literature courses disappear from college catalogues and fewer students choose to major in the humanities, the general education curriculum—and the first-year experience even more specifically—remain one of the few opportunities for university professors to use literary texts to teach critical thinking and analysis, both in terms of an acquired academic skill and as a venue for social and political activism. Yet, the freshman year of college is also a time when our students have not yet refined the very skills that can help them meaningfully participate in these academic and social dialogues as their liberal arts professors intend.
Academic archives and special collections are treasure troves for student engagement. These repositories contain tactile examples of institutional history that are instrumental for student research and inspirational for student creativity. Increasingly teaching faculty are collaborating with archivists and librarians in the promotion and use of these unique treasures. From these materials, students draw inspiration, often transforming the notion of what constitutes a book. Archives in turn may curate these works, documenting student research and properties for future generations. We invite presentations of work derived from or inspired by archival holdings and present strategies for encouraging similar artistic expression and curation.
This panel seeks to bring together teacher-scholars who utilize the philosophical tradition of American Pragmatism in teaching literature, writing, digital media, cultural studies or rhetoric and composition.
This includes those who teach the work of William James, John Dewey and their progeny directly, and those who use pragmatist thought to inform broader pedagogical or theoretical projects. Whether interested in the semiotics of C.S. Peirce, the neo-pragmatism of Richard Rorty or Stanley Fish, the “prophetic pragmatism” of Cornel West, or any other branch of the pragmatist tradition, all are welcome.
This panel will explore the potential (and threshold) of the personal narrative essay in our first-year writing courses. As opposed to other writing assignments (the research paper, the persuasive essay) that appear more geared toward developing transferable skills, the personal narrative is often considered, to borrow from Elizabeth Wardle, a “mutt genre,” meaning a genre important only in first-year writing courses to which they are also exclusive. However, this panel carefully considers how the personal narrative prompts and encourages such skills as rhetorical maneuvering, genre awareness, and metacognition, which many Transfer Studies scholars (see for instance: Devitt ; Nowacek ; or Russell ) have often prioritized.
NeMLA 2017 - Humor and Satire in Francophone Literature: Constructing and Deconstructing Identity (Panel)
Event: 03/23/2017 - 03/26/2017
Categories: French, Francophone, Interdisciplinary, Humor, Satire.
Location: Baltimore, MD
Organization: Northeast Modern Language Association
Humor and Satire in Francophone Literature: Constructing and Deconstructing Identity
Resolved: In Francophone literature of the last three centuries, Humor has constructed identity while Satire was used to deconstruct it.
Participants are invited to argue either side of this normative statement.
Call for Papers: Journal of Media WatchMedia Choices: How do they affect teaching and learning?
Issue Editor: Prof. Lucille Mazo
Chair, Department of Communication
MacEwan University, Edmonton, AB, Canada
Important Dates :
July 15, 2016 (Abstract Submission)
September 15, 2016 (Full Paper Submission)
Research Scholar: An International Refereed e-Journal of Literary Explorations (ISSN: 2320-6101 )
Impact Factor 0.998 (IIFS)
Indexed & Open Access
Call for Papers
Embracing Innovation: Transcending Tradition in Twenty-First Century Higher Education
CCRWT will present its fourth annual interdisciplinary conference on Friday, October 28, 2016. The primary objectives of this year's conference are to explore innovative pedagogical practices that both enrich and transcend traditional teaching methods, and to inspire a contemplative, cross-disciplinary dialogue regarding higher education in the twenty-first century.
In an economy where the bachelor’s degree is what the high school diploma once was for obtaining a living wage, are colleges and universities equipped to handle the wide range of abilities for students who are focused more on getting through than learning to appreciate how a liberal arts education may better equip them for the job market?
This panel seeks to investigate how we can (re)read classic American novels when analyzing them via secondary/minor characters. For example, how does the town of Maycomb change when read through Jack Finch? Does Jordan Baker give us insight into The Great Gatsby that no other character provides? Secondary characters are often overlooked when teaching and/or researching classic American novels, and this panel seeks to remedy that problem. By exhuming the often maligned supporting cast, we can see classic novels with fresh eyes, deepening our understanding of canonical stories while illuminating new ways of teaching these novels to our students.