In light of renewed attention to hierarchies in the profession, the MLA Committee on the Status of Women in the Profession invites your consideration of whether and how institutions -- one’s university, scholarly field, or organizations like MLA -- can be mobilized toward meaningful structural change and more equitable futures.
“The Work of Community Colleges”
11-12 OctoberTruckee Meadows Community College in Reno, NV
Plenary Speaker: Dan Melzer, Associate Professor, University of California, Davis
In his memoir, Bootstraps, Victor Villanueva shrewdly points out that “The community college is torn between vocational training and preparing the unprepared for traditional university work. And it seems unable to resolve the conflict.” This view of community colleges hasn’t changed much since Villanueva’s book was published in the early 1990s.
CALL FOR PAPERS
for a topical issue of Open Philosophy
“Computer Modeling in Philosophy”
Open Philosophy (http://www.degruyter.com/view/j/opphil) invites submissions for the topical issue “Computer Modeling in Philosophy,” edited by Patrick Grim (Stony Brook/University of Michigan).
The 19th annual Atlantic Center for Learning Communities (ACLC) Curriculum Planning Retreat* will be held October 16-18, 2019, at the Holy Family Passionist Retreat Center in West Hartford, CT. We are seeking proposals for workshops that fall within the general theme of “Innovation through Integration: Using Collaboration to Recharge, Renew, and Remain Sane.” Learning communities, integrative learning, and collaborative learning have long been high-impact practices on many college campuses, with various partnerships both on one’s own campus and beyond. What now can we do to enliven these practices?
This special issue of the Journal of the Assembly for Expanded Perspectives on Learning (JAEPL) seeks to elucidate the continually undervalued and unrecognized aspects of emotional labor in education for both students and instructors. Although emphases on outcomes, skills, and cognition serve valuable purposes, they also tend to eclipse emotional processes that are taken for granted and therefore rendered invisible despite being vital aspects of the labor performed by stakeholders in all educational settings. This special issue will take as its premise the notion that we must consider emotions as work in order to obtain a fuller picture of what transpires with teachers and learners in institutional contexts and beyond.
The Journal of Dramatic Theory and Criticism is seeking interviews with theatre artists (directors, actors, performers, designers, technicians, writers, etc.) of regional, national, or international prominence, for potential publication in our Spring 2019 issue. Interviews should be framed for the mission of the journal by contributing to the varied conversations in dramatic theory and criticism, exploring the relationship between theory and theatre practice, and/or addressing paradigms used in or potentially useful for dramatic theory and criticism, broadly conceived. Contributions may also investigate practices and methods that raise questions about the nature and function of theatre, drama, or performance.
10th Anniversary SoTL ConferenceMetacognition: Empowering Teaching and LearningThe organizing committee for the 10th Anniversary of the SoTL Conference, invites you to submit an original proposal for this year’s conference, which takes "Metacognition: Empowering Teaching and Learning" as its theme. Hosted this year at The University of Findlay, SoTL is a two-day conference that promotes dialog about teaching and learning strategies with emphasis on student and instructor metacognition. It is a day to reflect on how our students learn, retain, problem-solve, and apply information in a learning environment. The SoTL conference offers innovative, interesting, and interactive professional development sessions based on research, theory, and best practices.
Proposals are sought for a session at AWP 2020 where speakers and audience will consider the forms of creative nonfiction and scholarly/academic essays, and to envision the affordances made possible by their overlapping, intersection, and hybridization. It will bring together academics and editors who are exploring the possibilities and practicing the craft of literary scholarship and criticism opened up by creative nonfiction—scholarly writing within and transformed by the critical/creative hybrid space.