For the 86th South Atlantic Modern Language Association (SAMLA) conference in Atlanta November 7-9, 2014: While taking into consideration the special focus for SAMLA 86, we will consider the importance of artfully and effectively introducing Conrad to undergraduates. Making Conrad authentic, pertinent, and interesting for students as we go forward can contribute to the goal of sustainability in the Humanities. How might such lesson be designed? What might a student-centered class period (or several periods) devoted to a Conrad story look like for the student? What sequence of activities might the facilitator, the professor, choose to guide the students in a way that allows them to make crucial discoveries about Conrad on their own? For this session, one might take a paper already presented or one newly written and think about creative ways to help the student apprehend the meaning while minimizing lecture in favor of a series of activities designed to foster insight and discovery, as well as to promote engagement. This might be a pre-reading activity, during reading, or a post-reading activity, or a combination of all three. It might involve multiple media and multiple class days. It might be centered on Conrad and his themes and techniques and meanings, or it might use Conrad to illuminate aspects of Modernism or Romanticism or perhaps to exemplify the processes or perspectives of a particular school of literary criticism. There can also be a sense of assessment of learning outcomes, and—particularly useful—suggestions for how different teachers in different learning situations can modify the lessons and activities for their own use. By June 15, 2014, please submit abstracts of about 300 words on any example of teaching Conrad in the classroom, along with A/V requirements, to Chris Cairney, Middle Georgia State College, at christopher.cairney@mga.edu or ccairney@hotmail.com.