As our courses and our students increasingly migrate away from the traditional classroom setting to the online space, how does our teaching change? However maligned the traditional lecture has become, it can be, at least in theory, a remarkably responsive tool for engaging student; while lectures can easily be posted online, the immediately interactive nature of the classroom space is not as easy to replicate. What works for the online teaching of literature? What doesn't? How should what we change adapt to the strengths and weaknesses of the online setting? What pedagogical re-envisioning does the changing nature of the online literature classroom suggest?
Heather Lang and I are reaching out to writing studies faculty at liberal arts colleges to form a possible roundtable for the Association of Rhetoric and Writing Studies 2018 Annual Conference. The goal of this roundtable is to better represent the status of rhetoric and writing at the undergraduate level (beyond the first year) at liberal arts colleges.
Below you will find a draft of our proposal. We are asking for interested participants to send in 50-word summaries of your contributions by June 8th. That will give us a week to collaborate with participants and finalize the proposal before the June 15th deadline.
While university administrators have many ways to assess a program’s or department’s effectiveness, student retention is one of the more controversial measures. Particularly, retention often seems inherently at odds with our roles as college professors since—fairly or not—issues of retention are conflated with concerns over grade inflation and academic rigor. Yet, as studies show, universities lose students over the first two years of college for a variety of reasons: financial, the absence of strong academic mentoring and peer relationships, the strains of commuting, as well as family pressures and responsibilities that threaten to derail academic pursuits.
One of the greatest challenges in teaching online is developing meaningful student interaction. In evaluations of online classes, students consistently indicate that student/teacher interaction and student/student interaction can be improved. How do we either go beyond the traditional online tools such as the discussion board or extend those online tools to increase the interaction and sense of community in an online course? This roundtable seeks 10 minute presentations that highlight innovative projects to build connections among students, instructor, and content in the dislocated space of the online classroom. Please submit 250 word proposals by May 31, 2018, to Rich Hancuff, email@example.com.
“Moving In and With the Gaps: TAMUG Conference on Inclusion and Diversity in Higher Education”
Department of Liberal Studies Texas A&M University at Galveston September 12-13, 2018
Moody Gardens Hotel and Conference Center Galveston, Texas
Career Construction Theory and Life Writing – Special Edition of Life Writing
Special Academy Forum of Tulsa Studies in Women’s Literature