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

updated: 
Friday, July 27, 2018 - 9:30am
Claflin University
deadline for submissions: 
Saturday, September 15, 2018

Call For Papers

Seventeenth Claflin University Conference

 on English and Language Arts Pedagogy

in Secondary and Postsecondary Institutions

                           

                                                                                                      October 30-31, 2018

 

THEME:  READING AND WRITING ACROSS THE                                                              

                                                            CURRICULUM

Tentative Schedule:

Kalamazoo 2019: Early Medieval Education

updated: 
Saturday, August 11, 2018 - 1:43pm
Sophia D'Ignazio, Cornell University
deadline for submissions: 
Saturday, September 15, 2018

 

CFP: EARLY MEDIEVAL EDUCATION

ICMS, Kalamazoo 9-12 May 2019

Canonical Young Adult Literature: Criticism & Critique

updated: 
Wednesday, July 18, 2018 - 9:47am
Victor Malo-Juvera & Crag Hill
deadline for submissions: 
Thursday, November 1, 2018

Call for Chapter Proposals

Working Title: Canonical Young Adult Literature: Criticism & Critique

 

Editors

Victor Malo-Juvera, University of North Carolina Wilmington, malov@uncw.edu

Crag Hill, University of Oklahoma,  crag.a.hill@ou.edu

Proposal Submission Deadline: November 1, 2018

Proposal Decisions: December 22, 2018

Overview

Examination Without Misrepresentation: Analyzing Culturally Diverse Narratives

updated: 
Friday, July 13, 2018 - 9:34am
NEMLA 2019
deadline for submissions: 
Sunday, September 30, 2018

Please consider attending or joining the panel of the following roundtable session at the 2019 NEMLA conference this spring. In case you are unfamiliar, a roundtable does not require a paper submission, just an abstract of your informal presentation: “Roundtable — 3-8 participants give brief, informal presentations (5-10 minutes) and the session is open to conversation and debate between participants and the audience” (NEMLA).

CFP (SEA 19): Teaching early American lit to teachers & in high schools

updated: 
Friday, July 13, 2018 - 12:23pm
Patrick M. Erben/Society of Early Americanists
deadline for submissions: 
Wednesday, August 1, 2018

Call for Papers: Society of Early Americanists 2019 Biennial Conference

February 27-March 3, 2019 in Eugene, Oregon

Panel 1) Teaching Teachers How to Teach Early American Literature

&

Panel 2) Teaching Early American Literature in High Schools

Songs of Innocence and of Experiential Learning

updated: 
Friday, July 13, 2018 - 11:25am
Jesse Miller (Northeast Modern Langauge Association)
deadline for submissions: 
Sunday, September 30, 2018

Experiential Learning has been described as an innovative approach to pedagogy in the fields of literature, language, and composition. Proponents argue that integrating Experiential Learning opportunities such as public projects, the production of publications, partnerships with local organizations, volunteering, and field trips into the curriculum enable students to connect what they've learned in the classroom to the wider world. But the significance of the concept of experience in the scholarship on experiential learning, although far from self-evident, remains largely untheorized. In Songs of Experience, Martin Jay points out that in modern philosophy the concept of experience has taken on a range of meanings, sometimes to conflicting ends.

Mindfulness in the Writing and Literature Classroom (Roundtable -- NeMLA)

updated: 
Friday, July 6, 2018 - 8:52am
Matthew Leporati / Northeast Modern Language Association
deadline for submissions: 
Sunday, September 30, 2018

NeMLA 2019 Roundtable: Mindfulness in the Writing and Literature Classroom

 

 

This roundtable session will discuss practical strategies for implementing techniques of mindfulness in the writing and literature classroom, and it will consider the advantages and disadvantages of such techniques.

Re-conceptualizing Peer Assessment

updated: 
Tuesday, July 3, 2018 - 9:09am
Northeast Modern Language Association
deadline for submissions: 
Sunday, September 30, 2018

The practice of peer assessment encompasses various strategies ranging from peer review, peer editing, peer evaluation, peer tutoring, and peer critique, among others. With so many labels and definitions, it is no wonder the use of peer assessment techniques remains erratic and poorly defined. Continued widespread uncertainty over how students should provide feedback during the assessment phase of the writing process has resulted in the need for further analysis. Little has been done to standardize the way in which peer assessment is implemented. It remains necessary to identify the nature of the content of student feedback, the kind of assistance teachers can provide, and how students might better support one another.

Universal Design for Learning (UDL) in the College Writing Class

updated: 
Tuesday, July 3, 2018 - 9:14am
Northeast Modern Language Association
deadline for submissions: 
Sunday, September 30, 2018

Universal Design for Learning (UDL) is an approach to education that emphasizes inclusivity in the design of curricula, instructional strategies, and assessment. Inspired by a movement in architecture to create accessible built environments, the UDL framework is intended to foster learning environments that provide welcoming spaces for learners of all types, according to the premise that structural “accommodations” intended to benefit particular students (closed captioning on videos, digital copies of print documents, alternative assessments, etc.) enhance the learning environment for all students. Increasingly, the UDL model is influencing public policy and the pedagogical climate of educational institutions from elementary schools to colleges.

Empowering the New Professorate: Pathways to Publication among Contingent Faculty

updated: 
Tuesday, September 18, 2018 - 2:55pm
Northeast Modern Language Association (NeMLA) Deadline: September 30
deadline for submissions: 
Sunday, September 30, 2018

The economic realities facing today’s undergraduate population have led to a proliferation of enrollments into PhD programs. The unfortunate reality is that the majority of these neophyte graduate students are waiting for jobs that are either no longer available or never existed in the first place. Concurrently, for right or wrong, in US colleges and universities at all levels, adjunct and contingent faculty members are no longer in the minority. These part-time and non-tenure track (NTT) instructors outnumber their tenured and tenure-track counterparts at many two-year and four-year institutions.

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