500-word proposals for 15-minute papers/presentations on the pedagogical use and efficacy of assessment in composition &/or literature courses. Papers should address issues like the following: the backward design of course objectives; the articulation of methods and modalities to achieve learning goals; planning interactive lessons/presentations; making best use of the classroom period; determining appropriate assessment measures; the use of direct and indirect evidence; the functionality of rubrics and effective versions of rubric formation; the validity of learning outcomes; evidence of transformative learning, however defined; the course—or aspects of it—as a research model for experimental design; the challenges of synchronous or longitudinal st
500-word proposals for 15-minute papers/presentations on the pedagogical use of service learning in composition or literature courses. Papers should address issues like the following: Determining whether service learning projects—and what kinds—are appropriate to course material; matching key components of one’s English course with appropriate service learning projects; establishing relations with off-campus service learning entities; framing project assignments that enhance service learning while maintaining course content integrity; developing an assessment model to measure outcomes. How many different service learning projects within an English course? How long should such projects be? Level of difficulty? Challenges, risks, rewards? How have se
500-word proposals for 15-minute papers/presentations treating pedagogy on the use of metacognition strategies in the context of active learning & appropriate technological support in teaching literature or composition in classroom settings. Metacognition encompasses “learning how we learn” activities and techniques. Active learning presumes learner-based instruction, and may include problem-based learning, inquiry-based learning, collaborative learning, or other forms of active learning, including the use of technology—PowerPoint, SmartBoards, student response systems, Smartphones, IPhones, IPads, IPods, social media (e.g., YouTube, Facebook), whether in F2F, online, or hybrid courses.
CFP for Composition Faculty Summit
Submissions due Friday September 23, 2016.
Essex County College in Newark, NJ will host a one day composition conference on October 14, 2016 from 12:00-3:00 in Smith Hall.
This conference seeks to expand on last year's first composition summit to further explore best practices in college writing and developmental writing courses.
Some questions we would like to address in general:
Horror Literature and Dark Fantasy:
Critical Literacy Teaching Series: Challenging Authors and Genres
Edited book by Mark A. Fabrizi, Ph.D.
Eastern CT State University
Final Call for Presentations
Great Writing International Creative Writing conference
20th Anniverisary Conference
Imperial College, London
July 1- July 2 2017
In response to interest a small number of additional presentation places are being made available for this 20th Anniversary Great Writing creative writing conference.
Proposals for presentation of critical work or for creative presentations (e.g. readings) are both very welcome.
CEA 48th Annual Conference
March 30-April 1, 2017 | Hilton Head Marriott Resort & Spa
Hilton Head Island, South Carolina 29928
College English Association
48th Annual Conference
Call for Papers in Grammar and Linguistics
March 30-April 1, 2017
Hilton Head Marriott Resort & Spa
Hilton Head Island, South Carolina 29928
"YOU ARE HERE": INTERDISCIPLINARY CONFERENCE ON PLACE, SPACE, AND EMBODIMENT
MARCH 23-25TH, 2017 || CREIGHTON UNIVERSITY || OMAHA, NE
At the root of every critical discussion, from politics to religion to student affairs, is a discussion of space, place, and location — where am I? Where can I go? Who else is here? Who cares?
Researcher and social activist Jean Anyon, in her investigations of social class reproduction in education, suggests "there is a ‘hidden curriculum’ in school work that has profound implication for theory—and practice—in education” (“Social Class” 67). By making class unhidden in the curriculum, students no longer feel they must "hide" themselves, and allows faculty to foster more honest conversations and writing about such issues.