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Novels of the Holocaust: Fundamental Pedagogical Issues

updated: 
Monday, July 18, 2016 - 2:18pm
Richard Schumaker Northeast Modern Language Association
deadline for submissions: 
Thursday, September 15, 2016

 

The aim of this roundtable is to present possible guidelines and book selections for a hypothetical undergraduate course in “Novels of the Holocaust.” The panel will be resolutely international and open to books originally published in any language. As this roundtable is sponsored by NeMLA’s comparative literature director, participants are not obliged to use or refer to English translations if they wish to use original texts. The course that might be called the “target course” may be for any undergraduate level and for any country.

While this is roundtable is meant to follow the interests of its participants and not impose any institutional rigidities, seven particular themes or questions seem especially important.

Fifteenth Claflin University Conference on English and Language Arts Pedagogy in Secondary and Postsecondary Institutions

updated: 
Thursday, July 7, 2016 - 10:00am
Claflin University
deadline for submissions: 
Friday, September 16, 2016

Call For Papers

Fifteenth Claflin University Conference

 on English and Language Arts Pedagogy

in Secondary and Postsecondary Institutions

                                    

                            October 26-27, 2016

 

THEME:  READING AND WRITING ACROSS THE                                                              

                                                            CURRICULUM

Tentative Schedule:

Undergraduate Research and Higher Education of the Future

updated: 
Thursday, July 7, 2016 - 10:05am
Council on Undergraduate Research
deadline for submissions: 
Friday, August 5, 2016

Over the past few decades, undergraduate research has moved from an elective activity that engaged a handful of faculty members and students to a central part of the undergraduate experience at many colleges and universities. The Summer 2017 CUR Quarterly will examine how undergraduate research impacts the landscape of higher education of the future. How does current practice prepare students to be the faculty members of the future? How does the centrality of inquiry-based learning affect the notion of disciplinarity? How does undergraduate research evolve to include a focus on innovation and impact---i.e., turning research findings into applications that change lives?

The 3rd Asian Conference on the Social Sciences and Sustainability

updated: 
Friday, June 24, 2016 - 9:48am
INTESDA
deadline for submissions: 
Friday, September 30, 2016

We are pleased to announce that this year’s event will be held Saturday, Sunday and Monday, December 3-5, 2016 in  Nagoya, which is Japan’s fourth biggest city and third largest metropolitan area. Nagoya is an ideal location for the 3rd Asian Conference on the Social Sciences and Sustainability. We encourage participants to explore this modern city with  its popular tourist destinations that include Nagoya Castle, Tokugawa Museum, Atsuta Shrine, Noritake Garden, Toyota Auto Museum and much more.

Learning in the Digital Library

updated: 
Tuesday, June 21, 2016 - 3:46pm
Pacific Ancient and Modern Language Association (PAMLA)
deadline for submissions: 
Friday, July 1, 2016

Learning in the Digital Library (special session of the 114th Annual PAMLA Conference - Pasadena, California
Friday, November 11 - Sunday, November 13, 2016) 

The availability of online collections of digitized documents from institutions from around the world has profoundly changed our methods of research and publication. This session investigates the pedagogical innovations which this newfound wealth of original material can foster in the classroom.  

To submit proposal to extended deadline session, please go to 

http://www.pamla.org/2016/topic-areas

Literature and the First Year Experience

updated: 
Monday, June 20, 2016 - 8:54am
Anthony Dotterman/NeMLA Conference (March 23-26)
deadline for submissions: 
Friday, September 30, 2016

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.

Running Wild: Library Archives, Faculty Engagement, and the Artist Book

updated: 
Monday, June 20, 2016 - 9:08am
Pacific Ancient and Modern Language Association/PAMLA
deadline for submissions: 
Friday, July 1, 2016

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.

 

Experience and Education: Pragmatism in the English Studies Classroom - Panel @ NeMLA 2017

updated: 
Thursday, September 15, 2016 - 8:33am
Matthew Overstreet / University of Pittsburgh
deadline for submissions: 
Friday, September 30, 2016

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.

The Politics of the Personal Narrative Essay (Deadline 9-30)

updated: 
Monday, September 19, 2016 - 12:14pm
Northeast Modern Language Association - March 23-26, 2017 - Baltimore, MD
deadline for submissions: 
Friday, September 30, 2016

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 [2007]; Nowacek [2011]; or Russell [2002]) have often prioritized.

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