English Studies Online: Programs, Practices, Possibilities

deadline for submissions: 
August 1, 2018
full name / name of organization: 
William P Banks
contact email: 

http://bit.ly/esonlinecfp

English Studies Online: Programs, Practices, Possibilities

Call for Chapter Proposals

Edited by William P Banks and Susan Spangler

 

In an age of ubiquitous computing and internet access, colleges and universities have been called upon to reimagine the work of teaching and learning. Where they once moved among small dormitory rooms, stuffy classrooms, and cold libraries on walking campuses, students now learn across all disciplines from a variety of locations. These online learning spaces, while often welcomed by administrators who wonder where to house or teach the ever-increasing numbers of students enrolled in community colleges and four-year schools, are sometimes met by faculty with suspicion, asking questions like, how can we replicate what we do in face-to-face environments on digital platforms? Will going online with our courses or programs mean the end of face-to-face teaching and learning? How do we balance the need for both face-to-face and online learning spaces?

For most of us who have taught online, these sorts of questions serve as distractions from the more interesting questions focused on the types of unique educational experiences that digital spaces afford students and faculty. This collection seeks contributions from college and university faculty who have made this transition from the brick-and-mortar classroom to the web. We imagine a collection of essays that provides critical commentary on the programs (majors, minors, certificates) that have been developed in English Studies, as well as the creation of individual courses within online programs, or as an element of a more traditional face-to-face program of study. We are seeking chapters that explore the programs and classroom practices that can help faculty across English Studies to think carefully and critically about the changes that online education affords us, as well as the problems these courses and programs can introduce into our department and college ecologies, and the methods we might use to address them productively.

Proposals are sought for the following sections:

  1. Programs: Model designs for programs (majors, minors, certificates), implications for departments of successful online programs, methods for levering local resources, etc. Submissions might address questions like, Why did you create this program? How has it changed over the years based on changing technologies and demands for students? What have programmatic assessments revealed about the program and how has it been revised to meet evolving needs of students, faculty, and disciplines? What has this program contributed to the larger project of digital humanities and/or English Studies?

  2. Practices: Model courses designs and/or teaching practices for online learning in English Studies. Submissions might address questions like, What are the affordances of online platforms or tools for teaching and learning in the humanities? How do we effectively adjust our teaching practices from face-to-face to online environments? What practices are more effective online? How do we assess our learning outcomes / practices in digital environments?

  3. Possibilities: Critical (theoretical) reflections on what online teaching and learning means to English Studies at the programmatic, departmental, or college level. Submissions might address questions like, In the rush to move humanities courses online, what parts of traditional programs and pedagogies might we lose out on? How do online options clarify or improve on previous pedagogical models? What are the possibilities for making online English Studies courses/programs/etc robust and engaging, programs that benefit students and faculty and the institutions they work in? What should online programs be mindful of as they begin? How might online courses/programs enact feminist, decolonial, queer, or other progressive pedagogies?

 

Timeline:

August 1, 2018:     Abstracts Due (500 words)

September 1, 2018:     Requests for Manuscripts Solicited

December 1, 2018:     Chapters Due for Initial Review

February 1, 2019:     Responses to Prospective Contributors

April 1, 2019:         Revised Drafts Due

August 1, 2019:     Manuscript Ready for Submission

 

Submissions: Please send abstracts and/or questions to the editors.

William P Banks, banksw@ecu.edu

Susan Spangler, susan.spangler@fredonia.edu