As budget priorities and funding principles continue to shift in university administrations and government policies favoring the further advancement of STEM fields, one of the most salient, emerging strategies to bolster enrollment in foreign language and humanities courses has been to embrace technology in teaching both within the classroom and without. Indeed, the need to incorporate technology at the foundation of course offerings is evidenced in its frequent mention in course descriptions and even in announcements for new faculty and lecturer searches.
This roundtable will bring together advanced graduate students and early career scholars who have demonstrated excellence in teaching. The participants will discuss how graduate students and recent PhDs can develop, implement, manage, improve, and promote their teaching practices.
Brief abstracts are invited for a volume of essays about the uses of poetry in pedagogical contexts. We are seeking essays that reflect innovative practices. We are negotiating with a major academic publisher and there will be a peer review process. At this point, we are just seeking 500 word abstracts for original scholarly essays. Please email 500-word abstracts, with cv, to Sandra Lee Kleppe, Hamar University College, email@example.com, by December 31, 2016.
Ableism in the Classroom: A Roundtable (https://www.cfplist.com/nemla/Home/S/16431)
This roundtable will focus on the ways we address ableism in the literature, language, and writing classrooms. Perspectives are sought on the incorporation and adaptation of course content, class policies, and teaching activities. Both success stories and failure narratives are welcome.
The 48th Northeast Modern Language Association Annual Convention will take place in Baltimore from March 23-26, 2017 at the Marriott Baltimore Waterfront.
Based on its success at the 2016 AAIS conference, this roundtable will seek to explore again innovative approaches to teaching Italian language, history, culture, or literature. Of particular – but not exclusive – interest are methods that utilize digital resources (video games, websites, computer programs). What resources and genres make the most effective teaching tools? Can interactivity with technology influence the way students learn? Which linguistic, cultural and literary concepts can best be illustrated?
Please submit presentation proposals (in Italian or English) of no more than 250 words and a brief biographical blurb to:
Call for Academic Presentations
7-10 October 2016, San Diego, CA, USA
Deadline for Submissions: 31 August 2016
Note of Acceptance: 15 September 2016
Date of Presentations: 8-10 October 2016
Name of Organization: Wiki Conference North America
Contact e-mail: firstname.lastname@example.org
There is a subtle irony in the fact that Thomas Hoccleve, whose corpus of early fifteenth-century poems is saturated with the concepts of recovery and rehabilitation, has been at the center of a decades-long process of poetic and pedagogic rehabilitation in university English departments. No longer brushed aside as a mere epigone of Geoffrey Chaucer, the traditional nucleus of Medieval English literature syllabi, Hoccleve now claims a legitimate place in the late medieval canon. But what is that place exactly, as far as college classrooms go?
ROUNDTABLE: Must We Mean What We Read? A Practical Discussion of the Possibilities of Reading
NeMLA 2017, Baltimore, MD, March 23-26, 2017
Reading and Writing in the Twenty-First-Century Literary Studies Classroom: Theory and Practice
The University of Queensland
6-8 July 2017
Deadline for submissions: Extended to 10 February 2017
Contact for general queries: Judith Seaboyer email@example.com
David Aldridge, Reader in the Philosophy of Education, Brunel University London
Dr Tully Barnett, Flinders University
Professor Karen Manarin, Mt Royal University
Professor Helen Sword, University of Auckland
Concerns about the vocational outcomes of humanities majors seem to be at an all-time high. With advanced degrees in the humanities no longer guaranteeing stable academic employment, the “alt-ac” movement that has gripped PhD graduate programs is beginning to trickle down into “alt-grad” movements in undergraduate programs. Despite growing suspicion about the career prospects of those who pursue advanced degrees in the humanities, undergraduate faculty in fields like English, History, and Philosophy are being asked to justify their existence by crafting narratives of “placement.”