Insensitivity to the demands of childcare is nowhere explicitly codified in any academic department or organization, but the formal structures and informal customs of the modern academic organization produce a bias that disproportionately affects the most vulnerable members of the academic hierarchies. Scholarship and childcare compete for time and attention. Extracurricular expectations — conference travel, participation in departmental committees, archival research, interviews & campus visits, &c. — take on new dimensions of difficulty. Graduate stipends and adjunct pay are prohibitively inadequate for the costs of having and raising children, even when supplemented with secondary incomes.
CFP for Kalamazoo 2019: The Medieval “Canon” in the Early British Literature Survey (A Roundtable)
Sponsored by MAM, the Medieval Association of the Midwest
Experiential Learning has been described as an innovative approach to pedagogy in the fields of literature, language, and composition. Proponents argue that integrating Experiential Learning opportunities such as public projects, the production of publications, partnerships with local organizations, volunteering, and field trips into the curriculum enable students to connect what they've learned in the classroom to the wider world. But the significance of the concept of experience in the scholarship on experiential learning, although far from self-evident, remains largely untheorized. In Songs of Experience, Martin Jay points out that in modern philosophy the concept of experience has taken on a range of meanings, sometimes to conflicting ends.
Securing a position as a fulltime tenure track professor is difficult but even more so for people with a disability. Despite an increased call for applicants from marginalized populations, people with a disability are more quickly eliminated as potential candidates for fulltime positions, either through direct discrimination or from ablest conventions of the job interview process.
When invited to speak in “the Personal and the Political Panel" as a respondent at the New York University Institute of Humanities conference, Audre Lorde begins with indicating the arrogance of feminist theory to assume that black, third world, queer women would have nothing to contribute to the white , non-queer, privileged, first world discussion. When she uttered her now famous – so famous that one can order a t-shirt , a mug, various paraphernalia with this sentence on it- master’s tools will never dismantle the master’s house, Audre Lorde is standing in the most controversial of places and times, confronting the very master in their own house.
The practice of peer assessment encompasses various strategies ranging from peer review, peer editing, peer evaluation, peer tutoring, and peer critique, among others. With so many labels and definitions, it is no wonder the use of peer assessment techniques remains erratic and poorly defined. Continued widespread uncertainty over how students should provide feedback during the assessment phase of the writing process has resulted in the need for further analysis. Little has been done to standardize the way in which peer assessment is implemented. It remains necessary to identify the nature of the content of student feedback, the kind of assistance teachers can provide, and how students might better support one another.
Universal Design for Learning (UDL) is an approach to education that emphasizes inclusivity in the design of curricula, instructional strategies, and assessment. Inspired by a movement in architecture to create accessible built environments, the UDL framework is intended to foster learning environments that provide welcoming spaces for learners of all types, according to the premise that structural “accommodations” intended to benefit particular students (closed captioning on videos, digital copies of print documents, alternative assessments, etc.) enhance the learning environment for all students. Increasingly, the UDL model is influencing public policy and the pedagogical climate of educational institutions from elementary schools to colleges.
CALL FOR PAPERS
from current and prospective undergraduate students
27th Annual St. Francis Writers’ Conference
to be held at the
University of St. Francis in Joliet, IL on Saturday, November 17, 2018
featuring poet and editor Simone Muench as Keynote Speaker (https://www.simonemuench.com)
Please submit abstracts for papers or presentations or samples of creative writing no later than Sept. 30, 2018 in any of the following categories:
The economic realities facing today’s undergraduate population have led to a proliferation of enrollments into PhD programs. The unfortunate reality is that the majority of these neophyte graduate students are waiting for jobs that are either no longer available or never existed in the first place. Concurrently, for right or wrong, in US colleges and universities at all levels, adjunct and contingent faculty members are no longer in the minority. These part-time and non-tenure track (NTT) instructors outnumber their tenured and tenure-track counterparts at many two-year and four-year institutions.
The digital age is changing the way we access the past. Previously, writers often accepted family lore, the recollections of elders, as a way to access the past. However, in the digital age, lore may be proven false. A recent post on a Facebook Ancestry.com group reported that a common disappointment for many users is that their DNA results indicate no Native American ancestry despite family legend of a great-grandmother “Cherokee Princess.”