professional topics

Do you have working-class or blue-collar roots? Are you a first-generation academic? If so, you are invited to share your insights. This panel discussion will focus on the construct of class within academia, the intersection of class with gender and race, and the lived experiences of working-class academics. 

Call for Papers for Roundtable Proposals
Sponsored by the Oecologies Research Group
International Medieval Congress (IMC 2023), 03-06 July 2023
University of Leeds

NeMLA 2023 Roundtable: The Mindful Intersection of Pedagogy and Scholarship

This roundtable session invites you to discuss practical strategies for implementing techniques of mindfulness in both the classroom and our scholarly work, considering especially their intersection.

Call for Abstracts for the

Humanities and Arts in Business Series

Series Editors: Rhonda Knight, PhD, Coker University and Eric Litton, PhD, University of Central Florida

Deadline for Submission of Abstract + Learning Objectives = November 1, 2022

Notes from the Field, a publication of the TPS Collective, is now accepting submissions about teaching with primary sources for three series of peer-reviewed blog posts: “Public-Facing Scholarship and Outreach,” “Internships and Long-Term Student Project Management,” and “Accessibility and Access in the Primary Source Classroom.”  These series are intended to highlight a broad range of voices from all sectors of the TPS community.

Series One: Public-Facing Scholarship and Outreach

This inclusive interdisciplinary conference explores dying and death and the ways culture impacts care for the dying, the overall experience of dying and ways the dead are remembered. Over the past four decades, scholarship in thanatology and palliative care has increased dramatically. Our conversations seek a broad array of perspectives that explore, analyse, and/or interpret the myriad interrelations and interactions that exist between death and culture. Culture not only presents and portrays ideas about “a good death” and norms that seek to achieve it, it also operates as both a vehicle and medium through which meaning about death is communicated and understood. Sadly, too, culture sometimes facilitates death through violence.

The Conference on College Composition and Communication’s position statement on Scholarship in Rhetoric, Writing, and Composition (2018), starts from the premise that the majority of writing scholars will find employment in English Departments, Writing Programs, Writing Centers, etc. The statement goes on to acknowledge that “rhetoric, writing, and composition scholarship addresses how texts are composed, conveyed, and received in a variety of media and for a variety of purposes and audiences, both inside and outside the academy. Scholars investigate writing processes and products in schools and universities, in academic disciplines, in the workplace, in the public arena, in the home, and in digital/virtual environments” (n. pg.).

In Undrowned: Black Feminist Lessons from Marine Mammals, Alexis Pauline Gumbs meditatively interrogates the language of the natural sciences and its attendant racialized, gender-essentialized assumptions, and provides a model for identifying similar logics in Medieval Studies. Recent attention on the integration of Women of Color Feminisms in Medieval Studies has illuminated how these logics make the "circumstances" of such integration "unbreathable" (Gumbs 3). In this roundtable, we will engage with the possibility of Women of Color Feminisms' ability to breathe in such circumstances.

This session invites mentors and/or mentees to share their experiences in beginning, cultivating, sustaining, or–in other meaningful ways–interacting with mentoring relationships in the various pursuits of academia. The organizers are interested in the widest possible variety of mentoring relationships in both informal and formal settings: graduate student/faculty, peer or group mentorships, junior/senior faculty, as well as mentoring across disciplines, departments and even institutions.

The humanities as an academic field has always been predicated on helping societies harness critical knowledge in improving our understanding of the human condition. Yet, scholars in the humanities continue to have a challenging time bridging their work with the larger preoccupations of the community, continuing to be weighed down by the twin discourses of triviality or the “Ivory Tower”. The rise of public humanities–the work of engaging communities-at-large in the intersections of history, traditions, humanistic culture, and material realities of civic life–is a testament to the value that humanities scholars can bring to the public when they are able to translate their high-level academic skills into transformative prospects outside the university.

Dear colleagues,

We are delighted to invite you to contribute a chapter to an upcoming edited volume on English writing programs, such as academic writing courses, communication skills courses, critical thinking and communication courses, English composition courses, writing in the discipline (WiD), writing across the curriculum (WAC), etc. A commissioning editor at Routledge, Katie Peace, has expressed great interest in this volume.

English Language and Communication Classes in Higher Education:

 Designs, Methods, Challenges, Evaluations and Outcomes

Resilience and Collective Action Versus the Empowered Neoliberal Self 

[A Panel at NeMLA 2023, Niagra Falls, NY: March 23-26, 2023]

Public and private life in the 21st Century hurts. Our daily doomscroll informs us that our sense of belonging in the world, our values as scholars are fading away from the larger public discourse. Mark Fisher’s notion of “the slow cancellation of the future” echoes a collective feeling that doing just about anything is an act of tremendous resilience. The question is how does resilience echo neoliberalism or reject it?

The theme for the 87th Annual Conference of the Indiana College English Association is "The Impacts of Education." 

“There is only one good, knowledge, and one evil, ignorance.” – Socrates

This panel will spur conversation about ethics instruction across courses like business writing, engineering communication, and health science writing. Ethics instruction is a consideration in accreditation processes for disciplines like engineering, and often such instruction is assigned to the writing classroom. This panel examines how ethics are taught and assessed in writing courses; it seeks new assignments, new pedagogies, and new rubrics that take into account instructional constraints like time and training.

For consideration, please contact najung@wisc.edu by June 14, 2022.