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pedagogy

UPDATE: EXTENDED Submission Date: Call for Publication: “Journeys: Literal, Metaphorical or Imaginary”

updated: 
Saturday, October 29, 2016 - 1:40pm
Journal of South Texas English Studies (JOSTES)
deadline for submissions: 
Friday, November 11, 2016

The Journal of South Texas English Studies is now welcoming submissions for its Fall 2016 issue, themed “Journeys: Literal, Metaphorical or Imaginary.” EXTENDED Submission deadline: November 11, 2016. ‘Journey’ is a word that evokes images and feelings of freedom, escape, newness, experience, and curiosity. Within English studies, a journey may be literal, requiring movement across borders and spaces; figurative journeys often develop the inner dynamic of a character; and whimsical voyages, on the other hand, take place in the mind—the ultimate creative, uncharted territory.

On Reading and Re-Reading Literature

updated: 
Tuesday, September 6, 2016 - 3:39pm
Richard Johnston / Northeast Modern Languages Association
deadline for submissions: 
Friday, September 30, 2016

Roundtable: “On Reading and Re-Reading Literature”

Northeast Modern Languages Association

23-26 March 2017

Baltimore, MD  

Richard Johnston, United States Air Force Academy

 

POVs - Perspectives on Creative Writing from Outside the Field

updated: 
Wednesday, September 7, 2016 - 12:53pm
Journal of Creative Writing Studies/Creative Writing Studies Organization
deadline for submissions: 
Tuesday, September 1, 2099

Submission deadline: Currently ongoing until full

Creative writing found a home in universities in the United States in the early part of the twentieth century and grew in popularity in the postwar era. Hundreds of creative writing programs now exist across the nation, both at the undergraduate and graduate levels, as writers earn any one of a number of degrees: BAs, BFAs, MAs, MFAs, and Ph.Ds.

[REMINDER] Pedagogy: What Do Students Learn & How Do We Know They Have Learned It? Closing the Loop Through Assessment in Composition & Literature Courses (CEA 3/30-4/1/17)

updated: 
Sunday, October 9, 2016 - 4:54pm
Charles Ernst / College English Association
deadline for submissions: 
Tuesday, November 1, 2016

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

[REMINDER] Pedagogy: Considering Diversity in the English Curriculum (CEA 3/30-4/1/17)

updated: 
Sunday, October 9, 2016 - 4:54pm
Charles Ernst / College English Association
deadline for submissions: 
Tuesday, November 1, 2016

500-word proposals for 15-minute papers/presentations on pedagogical considerations of diversity issues in the English curriculum.  Papers should address topics like the following:  curricular concerns and imaginative solutions to the development of courses treating ethnic literatures, spiritual orientations, and/or gender-identity readings; selection of materials and modes of presentation; multicultural vs.

[REMINDER] Pedagogy: Service Learning in English Courses--Composition and Literature: How Far Have We Come (CEA 3/30-4/1/17)

updated: 
Sunday, October 9, 2016 - 4:54pm
Charles Ernst / College English Association
deadline for submissions: 
Tuesday, November 1, 2016

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

[REMINDER] Pedagogy: Metacognition, Active Learning, &/or Supportive Technology in the Literature or Composition Classroom (CEA 3/30-4/1/17)

updated: 
Sunday, October 9, 2016 - 4:55pm
Charles Ernst / College English Association
deadline for submissions: 
Tuesday, November 1, 2016

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.

Postcolonial Responses to the Globalized Discipline of Creative Writing

updated: 
Tuesday, September 6, 2016 - 1:44pm
James Shea & Janelle Adsit / ACLA 2017 (Utrecht, July 6-9)
deadline for submissions: 
Friday, September 23, 2016

In light of recent scholarship on the cultural history of American creative writing programs, such as Mark McGurl's The Program Era: Postwar Fiction and the Rise of Creative Writing (2011) and Eric Bennett's Workshops of Empire: Stegner, Engle, and American Creative Writing during the Cold War (2015), we invite papers on postcolonial responses to creative writing as a globalized discipline. Perspectives from a wide variety of fields are welcome, including comparative literature, cultural studies, empire studies, new media, pedagogy, postcolonialism, and transnationalism.

ASECS 2017: "Police" Before the Police

updated: 
Tuesday, September 6, 2016 - 3:40pm
Sarah Nicolazzo, UCSD
deadline for submissions: 
Thursday, September 15, 2016

CFP for panel at 2017 ASECS National Conference, March 30-April 2, Minneapolis

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