In his seminal work The Souls of Black Folk, W.E.B. Du Bois wrote that the single most pressing issue facing the United States was the color line. More than 100 years later, the issue of race remains a pressing one for the U.S. and research suggests that the racial divide permeates our culture. Furthermore, numerous studies have found that today’s college students are not sufficiently prepared to interact and communicate effectively in a culturally-diverse and globalized workplace and do not possess many of the 21st century competencies necessary for success and engagement in such diverse environments. But in comparison, we wonder how prepared are faculty, administrators, and staff to cultivate a space where these skills can develop?
Writing Across the Curriculum
At its most basic, Writing Across the Curriculum is founded on the core belief summarized by Chris Anson in The WAC Casebook that “writing belongs in all courses in every discipline” (ix). While guided by this central value, WAC programs must also be inherently flexible, individually designed to best meet the needs of their specific students, faculty, programs, and institutions. This diversity of possible approaches gives us the opportunity to share ideas, techniques, and experiences to explore the flexibility and adaptability of the larger WAC pedagogy.
The Writing Across the Curriculum section welcomes all submissions. Possible topics include but are not limited to:
CFP: Teaching with Material Texts Participants in this interactive poster session will demonstrate classroom lessons and/or assignments that interrogate material-textual objects using those same objects.
This is a guaranteed session sponsored by MLA's Forum on Bibliography and Scholarly Editing. 250-word abstract due to Ryan Cordell (email@example.com) by 15 March 2018.
MLA 2019 - Chicago
Session sponsored by the Forum on Bibliography and Scholarly Editing
Participants in this interactive poster session will demonstrate classroom lessons and/or assignments that interrogate material-textual objects using those same objects.
250-word abstracts due to Ryan Cordell (firstname.lastname@example.org) by 15 March 2018.
The Journal of Pedagogic Development invites your submissions for the July 2018 issue.
Submissions in the 2000-8000 word range will be considered, with a focus on teaching, learning and pedagogy necessary for inclusion. There is no preference for any particular academic subject, and all papers will be peer reviewed.
Please see the weblink for more details: https://journals.beds.ac.uk/ojs/index.php/jpd/index
We are happy to discuss your submission if you have questions.
The Journal of Pedagogic Development publishes three times a year -- in March, July and November -- in hard copy and online.
Dr David Mathew
Professors have been advised to “publish or perish” for nearly 100 years. First coined in 1927, this phrase warns professors that in order to maintain their jobs, they must publish their work. Publishing has always been central to academia, as it is the primary vehicle through which scholars share their research with a larger audience. Yet, in recent years, academia has changed so that publishing is not reserved for those who are already professors. Instead, publishing has become a requirement for any one who is applying to become a professor, with PhD students being encouraged to publish their research before they have finished their degrees.
RiDE Call for Papers: Teaching Shakespeare: Digital Processes
“Moving In and With the Gaps”
Second Annual TAMUG Conference on Inclusion and Diversity in Higher Education
Department of Liberal Studies
Texas A&M University at Galveston
September 12-13, 2018
Moody Gardens Hotel and Conference Center
Open Call for Papers, Issue 3.2 (Winter 2018)