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SARGASSO
– CALL FOR PAPERS –
(para la traducción de esta convocatoria al español, ver abajo)
Transforming Pedagogy:
Practice, Policy, & Resistance
Deadline for submissions: September 30, 2018
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.
NeMLA 2019 Roundtable: Mindfulness in the Writing and Literature Classroom
This roundtable session will discuss practical strategies for implementing techniques of mindfulness in the writing and literature classroom, and it will consider the advantages and disadvantages of such techniques.
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.
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.
Dear Colleagues,
we are pleased to invite you to the Conference “Theater and drama in prison. Prison in theater and drama” organized by the Department of History and Theory of Theatre, Institute of Art, Polish Academy of Sciences.
The conference will be held in Warsaw at the Institute of Art of the Polish Academy of Sciences on 22-23 November 2018. We welcome abstracts by 20 September, acceptance notification will be sent by 5 October. Detailed information as well as registration form can be found below.
CALL FOR PAPERS
This roundtable will provide a forum for discussants to describe, analyze, and critique their experiences of teaching writing at specialized institutions. “Specialized institutions” will be interpreted broadly as an institution of higher education that is neither a traditional liberal arts college nor a regional, public university, but instead one that offers a narrower focus through its curriculum. For instance, federal service academies (i.e., West Point or Annapolis), technical colleges (i.e., Georgia Tech, MIT, or Cal Poly), or professional schools (i.e., Bentley University or FIT).
Media Literacy and Academic Research is a high-quality open accesss peer-reviewed journal focused on the academic reflection of media and information literacy issues, media education, critical thinking, digital media and new trends in related areas of media and communication studies. The journal is devoted to addressing contemporary issues and future developments related to the interdisciplinary academic discussion, the results of empirical research and the mutual interaction of expertise in media and information studies, education studies as well as their sociological, psychological, political, linguistic and technological aspects.