Monday, January 9, 2012

Upcoming Calls for Papers: January Deadlines

We are taking a quick break from the Teaching Seminar material to post a collection of CFPs with deadlines  in January. We hope you have all enjoyed the break, but now it is time to start contemplating your spring projects. Here are just a few CFPs that have come across our desks in the past couple months. All of these are organized by the Abstract Deadline Date (not the conference date). We also have an impressive line up for February and March coming in future posts, so check back! Also, we will be posting the final material on  technology from the Teaching Seminar.

January 10 
EGSA Spring Symposium February 10, 2012 George Washington University 

Call for Papers: Bodies in Space: Emerging Scholarship in Literary and Cultural Studies
[The Panopticon] is a type of location of bodies in space, of distribution of individuals in relation to one another, of hierarchal organization, of disposition of centres and channels of power, of definition of the instruments and modes of power ... – Michel Foucault
The English Graduate Student Association is pleased to announce the call for papers for our second annual graduate student symposium Bodies in Space: Emerging Scholarship in Literary and Cultural Studies to be held Friday, February 10, 2012.
Foucault’s reading of the production of docile bodies notwithstanding, the aim of this conference is not to consider the ways that the multiplicity of concentrations in the fields of Literature and Cultural Studies stand in relation to each other, but instead consider how they stand in relation with each other (and the ways that these relationships are always promiscuous and overlapping). Thus, rather than an image of a body pinned to a specific space, the title alludes to the many ways that bodies and spatiality might be productively considered in literary criticism. More generally, we mean to provide a frame large enough to encompass all of the interesting work going on in the GW English department. In this symposium, we hope to foster conversation between presenters and participants across concentrations and even disciplines through the intersections of current graduate student work. We welcome any and all submissions and encourage submissions from previously written course work or works in progress, including dissertation chapters and conference papers.
Submission Guidelines
Abstracts should be submitted, along with your contact information, to gwegsa@gmail.com by 11:59pm on Tuesday, January 10, 2012. Submissions must be 250 words or less and must be submitted as a Microsoft Word document or PDF. Please include 2-3 keywords at the bottom of your submission and include the words “Conference Submission” in the subject line of your email. Conference presentations will be approximately 15 minutes, and panels will be organized after submissions have been accepted.
We also welcome any volunteers who would like to be involved in the organizational / logistical side of the symposium, be it chairing a panel or assisting with lunch.


January 13, 2012
·         5th Global Conference Diasporas: Exploring Critical Issues
Friday 29th June 2012 – Sunday 1st July 2012
Mansfield College, Oxford, United Kingdom
Call for Papers:
This inter- and multi-disciplinary project seeks to explore the
contemporary experience of Diasporas – communities who conceive of
themselves as a national, ethnic, linguistic or other form of cultural
and political construction of collective membership living outside of
their ‘home lands.’ Diaspora is a concept which is far from being
definitional. Despite problems and limitations in terminology, this
notion may be defined with issues attached to it for a more complete
understanding. Such a term which may have its roots in Greek, is used
customarily to apply to a historical phenomenon that has now passed to
a period that usually supposes that Di­asporas are those who are
settled forever in a country other from where they were born and thus
this term has lost its dimension of irreversibility and of exile.

In order to increase our understanding of Diasporas and their impact
on both the receiving countries and their respective homes left
behind, key issues will be addressed related to Diaspora cultural
expression and interests. In addition, the conference will address the
questions: Do Diasporas continue to exist? Is the global economy,
media and policies sending different messages about diaspora to future
generations?

Papers, workshops, presentations and pre-formed panels are invited on
any of the following themes:

1. Movies and Diasporas

The presence and impact of displaced / globalized populations of
audiences, spectators and producers of new mainstream /Hollywood
/Bollywood cinema are crucial to the emergence of this post-diasporic
cinema, as these narratives from texts to screen constitute a
fundamental challenge for the negotiation of complex diasporic issues

2. Motivational Factors for Research into Diaspora

Factors are numerous including most prominently, artistic and musical
creations, intellectual outputs, and specific religious practices and
which have made a significant international impact.

3. Myths and Symbols: how to meet, and get to know each other through
the use of créative lenses

Diasporas group, re-group and their group myths and symbols change
accordingly. Or Diasporas remain dominated, their myths and symbols
mirror (or rebel) their domination. This manifestation could take in
linguistic, artistic and other creative forms…right down to graffiti
to propaganda. The effects of Diaspora through a creative lens, as
often this is where the true effects of migration and cultural
adjustment expose themselves in a personal and celebratory way. These
could include:
 * Creative Expression as a result of shifting and integrating
cultures. Cross cultural and cross disciplinary practices / cross
cultural collaboration / representing the self and the nation /
connecting history to the future / third space practice
 * Shifting Art Practices and how traditional folk based art forms
(art / music / literature / dance) can accommodate and represent
modern diasporic communities in flux
 * New Languages that represent broken boundaries such as graffiti /
rap / interactive & web based art forms / global design aesthetics /
symbolism / sound & vision / poetry and text / Esperanto

4. Public, Private and Virtual Spaces of Diaspora

The controversial meaning of private/public spaces remain fundamental
arenas in the re/construction of gendered identities in an in-between
space as a Diaspora context nurtures challenges to traditional
socio-cultural behaviors. Virtual Diasporas – This questions a range
of pre conceived notions about physicality, actuality and place (which
in turn open up the discussions around ownership, representation and
nation). Virtual diasporas are not limited to the arts of course but
the shifts toward new technologies within art and design production
are highlighting such issues through various forms of creativity and
the critique that surrounds it.

We anticipate that these and related issues will be of interest to
those working/researching in philosophy, education, ethics, cinematic
/ literature, politics, sociology, history, architecture, photography,
geography, globalization, international relations, refugee studies,
migration studies, urban studies and cultural studies.

5. Novel ways to think about Diaspora due to globalization

In the new global world in which cultures act simultaneously how
should we be thinking about Diaspora?

Some pertinent questions in this area that the conference is
interested in addressing are: What are some of the ways to identity
and define the subject in changing political boundaries where cultural
interactions are amplified? What are the processes of social formation
and reformation of? Diasporas that is unique to a global age? How do
an intensified migration age that is coupled with broader and more
flexible terrains of social structures can give Diaspora communities a
window of opportunity to redefine their social position in both the
country of origin and the host country? How does immigration in an age
where the media and the internet are highly accessible, bring
individuals to deal with multiple levels of traditions and cultures?
What new cross-’ethnoscapes’ and cross-’ideoscapes’ are
emerging in? In what new methods can we capture the web of forces that
influences Diasporas at the same time?
Other aspects of Diaspora that we are interested in having
discussions about are:
* Economics of diaspora
  * Gendered diasporas
* Queer diasporas ‘flexible citizenship’
* Contested diasporic identities
* Invisible diasporas
  * Emerging and changing patterns – is there an ‘American
diaspora’ in China? In Dubai? Etc.
* Stateless or homeless diasporas – diasporas of no return
* Guest workers as diasporans?
* Diasporas created by shifting state boundaries
* Internal (intranational diasporas) – for example, First Nations
or Indigenous/Native migration into urban areas
* Diasporans by adoption or ‘diasporans-in-law’ (partners of
diasporans adopted into diasporic communities, extended diasporas
through family relations, etc.)
 * Overlapping diasporas, entanglement
* Competing claims or multiple claims on diasporans Inter-diasporan
or multi-diasporan realities
The Steering Group particularly welcomes the submission of pre-formed
panel proposals. Papers will also be considered on any related theme.
300 word abstracts should be submitted by Friday 13th January 2012. If
an abstract is accepted for the conference, a full draft paper should
be submitted by Friday 11th May 2012. Abstracts should be submitted
simultaneously to both Organising Chairs; abstracts may be in Word,
WordPerfect, or RTF formats with the following information and in this
order: a) author(s), b) affiliation, c) email address, d) title of abstract,
e) body of abstract, f) up to 10 keywords.
E-mails should be entitled: DIAS5 Abstract Submission.

Please use plain text (Times Roman 12) and abstain from using
footnotes and any special formatting, characters or emphasis (such as
bold, italics or underline). Please note that a Book of Abstracts is
planned for the end of the year. We acknowledge receipt and answer to
all paper proposals submitted. If you do not receive a reply from us
in a week you should assume we did not receive your proposal; it might
be lost in cyberspace! We suggest, then, to look for an alternative
electronic route or resend.

January 15, 2012
·         Medievalists @ Penn (M@P) presents its Fourth Annual Graduate Student Conference
Textual Intercourse: Medieval Appropriations andAppropriation of the Medieval
March 17th-18th, 2012
University of Pennsylvania

Keynote speaker: Prof. Kevin Brownlee
Medieval appropriation of ideas served as a method of transcultural and transhistorical interaction, which led to a burgeoning production of new texts. Whether through an explicit translatio studii maneuver or through unapologetic borrowing, medieval cultural producers positioned themselves in relation to other writers, thinkers, artists, and musicians. This year’s theme of intercourse asks us to probe and complicate the questions of influence, communication, translation, and adaptation across time, space, media, and culture, and it will serve as an entry point into this complex matrix of texts and ideas, broadly defined. Our conference invites submissions concerning one or more formulations of the idea of intercourse and appropriation. We also welcome paper proposals on the concept of medievalism as a post-medieval appropriation of the cultural products of the Middle Ages. As per our group's mission, we welcome a plurality of perspectives from across all fields of study in recognition of the profound interdisciplinarity of our common object of inquiry: the Middle Ages.
Please send 300-word abstracts to pennmedieval@gmail.com by Jan 15, 2012
January 15, 2012 – Video Games As Text
·         University of Wyoming April 12-14, 2012
Possible Topics:
How does the role of first person narrative change in video games?  What does the reader experience while actively undergoing the events of the narrative, vs. passively experiencing them?
What does the ability of choice in a narrative do for the experience of reading the text?  Is the player more connected to the characters by choosing the actions and outcomes of that character?  Or is a specific, single narrative path that allows all players to experience it in a similar way a better kind of narrative?
How is sexuality dealt with in video games?  How is sex depicted, and what happens when controversy arises?  How does this differ from more traditional narrative forms?  What about games with all characters being unrealistically bisexual?
How is feminism handled in video games?  What, if anything, establishes characters like Samus as feminist characters?  Is there a double standard with women with exaggerated female characteristics, like Lara Croft, being attacked as problematic from women, while exaggerated male characteristics in characters, such as Marcus Fenix, are not?
What impact does race have on games?  Why are so many player characters white; what does that do to the narrative?  How could/should race be used?  Why are games like Resident Evil 5 criticized because the villains are black?
What is the difference between reading an evil character and actively playing one?  How does that change the experience of the text?
Why are video games so oriented towards violence?  What about the textual form of video games makes violence such a common choice in game play?  Is this healthy for the medium?  How does this affect games in the larger culture?
Please submit your 200-300 words abstracts before January 15 via www.uwplayology.com.  We will let you know no later than February 15.  Please include contact information, your institutional affiliation, and any audio/visual requirements.  Any questions can be answered by contacting the conference organizers using the website or emailing the conference organizers at uwplayology@gmail.com.
January 16, 2012

·         ZdC Critical Studies Graduate Conference 2012: The Ephemeral Trace
 Call for Papers - USC School of Cinematic Arts, University Park Campus
 Los Angeles, California, April 7, 2012

The sixth annual ZdC graduate student conference will bring together graduate students and scholars from around the country.  The conference is organized around the themes of ephemerality, materiality, and the trace.  The various meanings of ephemera and ephemerality within media studies offer productive cross sections for scholarship, from the study of the impermanence of the moving image to the use of ephemeral material within the archive. We are interested in exploring the various ways media histories and theories use objects as a basis or approach to types of knowledge by outlining ‘ephemeral’ as a category of study and critical methodology. We hope to explore approaches to film and media through the questions that arise when applying the physical to an object of study that is immaterial.  What happens when we rethink types of collections, documents, and objects within media histories? How do we re-animate certain objects, ideas, or figures to play a critical role in structuring visual, aural, and written discourses? How do performance and liveness create certain impossibilities in archiving events, encounters, and occurrences that are beyond representation? How do theories and histories of new media relate to the impermanence of digital archives?

 We are interested in papers that expand upon various film and media histories by examining the notion of objects (both within and around film and media) and their relationship to cinematic and historical archives, as well as those that engage with discourses around the ephemerality of moving image media.  Some areas of inquiry might include, but are not limited to:
> * Discourses on projection
> * Alternative approaches to archival histories
> * Ephemera and collections
> * Theories on documents and documenting
> * Sensual and material histories: affect and feeling discourses
> * Temporality and alternative temporal histories
> * Film and media texts involving memory and traces
> * The digital and the archive

Keynote Speaker: Shelley Stamp, Professor of Film & Digital Media, University of California, Santa Cruz. Shelley Stamp is a leading expert on women and early film culture interested in tracing the contributions women made to early Hollywood as filmmakers, moviegoers, performers, critics and theorists. She has served as a consultant for the National Film Preservation Foundation, Turner Classic Movies and the American Movie Classics cable channel.  Stamp is the author of Movie-Struck Girls: Women and Motion Picture Culture After the Nickelodeon (Princeton University Press, 2000) and the co-editor of American Cinema's Transitional Era: Audiences, Institutions, Practices, (University of California Press, 2004) with Charlie Keil and "Women and the Silent Screen," a special issue of Film History 18, no. 2 (2006) with Amelie Hastie. Her current book project, a study of early filmmaker Lois Weber, is supported by a Film Scholars Grant from the Academy of Motion Picture Arts and Sciences.

The conference will also include a workshop panel with representatives of various Los Angeles-based archives. http://zdcusc.org/conference/

300-word abstracts and a short bio should be sent to Luci Marzola and Lara Bradshaw atzdccsusc@gmail.com no later than January 16, 2012.

January 21, 2012
·         Exploring I–Lands: Borders, Identity and Myth
The University of Virginia Department of English Graduate Conference; March 16-18

Borders abide and abound—between disciplines, between languages, between periods, between persons, between genders, between communities, between generations, between the self and the world. They define us in both liberating and limiting ways. This conference will investigate how borders and barriers are made, broken and refashioned, giving special attention to individual and national identities and the mythologies that inform them. Just how impermeable are such borders? Is there an unshakeable human drive to draw them?
 Other possible topics:
·     How much is too much? Where does the line fall between satisfaction and satiety?
·     What is the use of musical boundaries (a/tonality, bar-lines, etc.)?
·     What are the limits of genre? If genres bend and break, are they still useful terms for describing works of art?
·     How do myth and folktales constitute the geographic and cultural boundaries of the nation? Of the self?
·     How do we define the self? The function of the lyric “I”?
·     What is the role of landscapes (physical, emotional, or otherwise) inconstructing identity?
·     What is the nature of linguistic barriers—the task of translation?
·     What is the fate of class or racial boundaries?
·     What is the interpretive significance of paratextual borders (margins,gutters, etc.)
·     How is digitization changing our understanding of all the above? 
Keynote Speaker: Lorna Goodison
Lorna Goodison is a Jamaican poet who teaches creative writing at the University of Michigan. She has published eleven poetry collections; her second, I Am Becoming My Mother, won the 1986 Commonwealth Poetry Prize for the Americas region. Her work often confronts Jamaica’s colonial history and its linguistic and cultural implications, exemplified by the code-switching between Standard English and Creole that occurs in many of her poems. She both celebrates Jamaica’s cultural hybridity and reclaims traumatic aspects of its history by presenting nuanced character-portraits of its marginalized denizens. Her most recently published work is a memoir titled From Harvey River(2008).
Masterclass Speaker: Jahan Ramazani
Jahan Ramazani is the Edgar F. Shannon Professor of English at the University of Virginia. He is the editor of the third edition of the Norton Anthology of Modern and Contemporary Poetry (2003) and the recipient of the American Comparative Literature Association’s 2011 Harry Levin Prize for his book A Transnational Poetics (2009). His interests include modern and contemporary poetry and postcolonial studies.

This conference is interdisciplinary, and we welcome submissions from a variety of fields including but not limited to: Anthropology, Art and Art History, Psycho/geography, Literature, Mathematics, Music/ology, Philosophy, PoliticalScience, Psychology, Religious Studies, and the sciences. To submit, send an abstract (up to 350 words) for your 15-minute presentation to gesaconference2012@gmail.com by Jan 21, 2012. Please specify your name, institutional affiliation, and any technological needs.
January 31, 2012
·         Geographies of Desire: A Medieval and Early Modern Interdisciplinary Conference University of Maryland, College Park -- April 27-28, 2012

Keynote Speaker: Valerie Traub, Frederick G.L. Huetwell Professor of English and Women’s Studies at the University of Michigan

Geography is produced by an invested interest in the world, such that the mapping out of one’s desires is a precondition for mapping out the world. The desire for geographies both literal and figurative results from having outgrown local, national, imperial, and earthbound spaces. And yet, satisfaction often eludes us: the geography of desire pursues a sense of completion but risks corruption in the process. “Geographies of Desire” seeks papers that explore how desires are mapped across spatial planes; how do spaces such as markets, shrines, bedrooms, and courts produce material, spiritual, erotic, and political desires?

How does the geography of desire upset or reinforce the economic, political, erotic, and cosmological centers of our universes? How do literature, the visual arts, travel narratives, histories, religious writings, natural philosophy, and theater imagine these geographies? How and why do we imagine ourselves into the personal, cultural, ecological, and political spaces of others?

The Graduate Field Committee of Medieval and Early Modern Studies and the Department of English at the University of Maryland invite papers for “Geographies of Desire,” a graduate-faculty conference to be held April 27 and April 28, 2012 at the University of Maryland, College Park. This two-day interdisciplinary conference aims to foster insightful and vigorous conversation on this topic through an innovative format that includes graduate paper panels, roundtables, and plenary sessions with local scholars. Participants and attendees can look forward to a seminar led by Ricardo Padrón (University of Virginia), a digital humanities panel with Martin Foys (Drew University), Elizabeth Rodini (Johns Hopkins University), and Ben Tilghman (George Washington University), and plenary sessions with Theresa Coletti (University of Maryland),  Katherine Jansen (Catholic University of America), Frances Gage (Buffalo State College), and Ralph Bauer (University of Maryland), with more panelists to be announced.

In addition to traditional papers, we are soliciting proposals for workshops related to the conference theme. Digital Humanities workshops centered on new research tools, pedagogy tools, or digital archives are especially welcome. We expect this theme to be interpreted broadly, but encourage interested participants to visit the conference website for suggested ideas and topics.

Abstracts of 400-500 words for workshops or 20-minute papers related to the conference theme should be emailed to (fieldcommittee.umd@gmail.com) no later than January 31, 2012.
Please check http://geographiesofdesire.blogspot.com/ for an expanded CFP, registration information, and other conference related updates.

January 31, 2012

·         9th Annual Yale Bouchet Conference on Diversity in Graduate Education

Yale Graduate School of Arts and Sciences – New Haven, Connecticut March 30‐31, 2012

2012 Call for Proposals

PROPOSAL DEADLINE: Proposals must be postmarked by January 31, 2012

A limited number of proposals will be accepted in each of the following divisions: Humanities, Social Sciences, Biological and Biomedical Sciences, Physical Sciences and Engineering.

 

Determining the Future of Diversity Discussions:

We live during precarious times of political, religious, social and economic unrest. No one can argue that inequities abound. The increased polarization characterizing our own political system is becoming more and more evident. We are constantly being reminded through the media that disparities in wealth, which transcend racial and socioeconomic lines, are widening. Overt, passive, and unconscious discriminatory practices, based on race/ethnicity, gender, sexual orientation, religious beliefs, and personal ability, are still prevalent in our society. The potential impact on access to and subsequent success at every level of higher education in the U.S. is staggering.

Now more than at any other time in our recent history it is of paramount importance to not only take a more proactive stance but to perhaps re-evaluate and if deemed necessary reframe our approach to diversifying institutions of higher education. In light of recent and possible upcoming state and federal court decisions related to affirmative action in the higher education admissions processes, the following questions arise: How do we begin to set the stage for future conversations about diversity within the context of an uncertain future? What should the nature of these conversations be? How do we shape or position our careers to enable the development of diversity ideals for higher education? Should we?

We invite oral presentations, poster presentations, academic panels and workshops from professional, graduate and undergraduate students, faculty, and administrators, based on your research, teaching or practice perspective, or the conference theme.

Students from diverse backgrounds, particularly women and other underrepresented students are especially encouraged to present their research. While research projects should be original, they need not be responsive to the conference theme questions posed above. We seek to feature the research of professional, graduate and undergraduate students in order to recognize outstanding scholarship among students in progress.

Student awards and certificates for the most outstanding Oral Presentation ($200) and Poster Presentation ($150) will be awarded in each of the three divisions: (Humanities), (Social Sciences), and (Biological and Biomedical Sciences, Physical Sciences and Engineering). Judges will evaluate all presentations and provide written feedback to presenters.

General Guidelines:

All submissions must be accompanied by the Submissions Cover Sheet

A 250‐word abstract (including purpose and background, methods, results, conclusions) is required for all submissions.

Electronic Submissions are preferable (Please send either Word Documents or PDF documents to michelle.nearon@yale.edu)

All notifications and announcements will be made via e‐mail by February 25, 2012.

Session Lengths:

Academic Panels: 1 hour total (no more than 3 paper presenters and 1 discussant)

Workshops : 1 hour total (no more than 3 presenters)

Oral Research Presentations (individual): 15 minutes with 5 minutes for questions

Poster Research Presentations (individual): poster presenter must be available to discuss his/her poster during the poster session/judging session lasting 1 hour.

ELECTRONIC, FAX, or POSTAL SUBMISSIONS are acceptable. All electronic or faxed submissions must be received by 5:00 p.m. Eastern Standard Time  JANUARY 31, 2012. All postal submissions must be postmarked by JANUARY 31, 2012

Send to:

          Yale Bouchet Conference 2012

          Office for Diversity & Equal Opportunity

          Yale Graduate School of Arts and Sciences

          P.O. Box 208236

          New Haven, CT 06520‐8236

FAX: (203) 432‐7765: (Please indicate Yale Bouchet Conference Submission on cover sheet)

E-MAIL: michelle.nearon@yale.edu: (Please indicate Yale Bouchet Conference Submission in Subject Heading)

For further information: Phone (203) 436-1301; E‐mail: michelle.nearon@yale.edu

Wednesday, January 4, 2012

Part 3: Using Technology in the Classroom

Part three of our online content from the Teaching Seminar focuses on how we use technology in the classroom and for teaching. We focused primarily on how English teachers can use this technology, and we discussed a range from basics about Blackboard to incorporating digital humanities.

1) Blackboard - Many of us wish that we had an alternative to blackboard because it is a challenging system to use effectively for teaching. However most students expect teachers to rely on this tool to some degree. Check with your school's IT department and see if they are offering workshops on Blackboard. They can teach you tricks and tools that would be hard to learn on your own. If you intend to use blackboard in your course, make sure your students are, in fact, familiar with the system. It may be useful to set an initial discussion board assignment or a class writing submission in the first week so that you can be sure they know how to use these blackboard functions. Familiarize yourself with the Grade Center! This can be one of the most helpful tools in blackboard because it gives your students a clear idea of their current grade all term and helps clear up grade confusion. Use the Course Documents tab to post all handouts and assignment sheets that you give out in class. This allows students to find copies of them if they lose the hard copy, and takes away the excuse if they miss a class. Finally, try out the External Links function - this can be extremely useful if you want to keep links to the Writing Center or Library on your campus, or if you want students to view a youtube video or author website before class.

2) Dropbox - many of you may be familiar with this tool, but let us reiterate how amazing this file system is. Dropbox allows you to store files on a server that you can access on any computer. You can also download the "box" on any computer that you use regularly so that saving and accessing files is as easy as pie. No more keeping track of a USB drive or emailing files to yourself. It also allows you to share files easily with your colleagues or students. Watch the tutorial here and sign up asap!

3) Powerpoint or Prezi - We often wonder if using powerpoint presentations would be useful for lectures, especially for literary lectures. Can they really be useful in this context? Well an interview with one of our speakers made me a believer. This faculty member uses powerpoint presentations not only to show his class useful images such as maps and historical pictures, but also to perform in-class close reading. In one example he showed me how he highlighted a passage in the powerpoint and explained the way in which his class unpacked the quote. For certain parts of the quote, he was able to flip to another slide to contextualize the word, listen to a sound clip, or see a revision of that quotation. In this, he avoids the problem of lecturing with slides and an inattentive audience. The way he uses powerpoint encourages his students to engage. We also want to mention Prezi here because it is an alternative to Microsoft's powerpoint. It is a unique program to construct presentations, and you can open a free educator's account with them. So check it out here.

4) Alternative Course Management System - You may feel that Blackboard is simply too limiting to manage your course (many of us are in agreement). So one of our speakers addressed an alternative system which allows him to use technology creatively in his classes. This particular system relies on a website called Wordpress (one of many blog/web page options, but this does not require that you know html). Setting up the course here allows him to do many of the traditional Blackboard functions such as post documents (which he grabs from his dropbox files), post external links, and moderate a discussion forum. It also allows him to use technology creatively for his course. For example, he blogs after each class what the main discussion points were, any questions for future readings, or any announcements such as changes to the syllabus or assignment deadlines. He also utilizes the blog function as a writing assignment tool - requiring his students to post in-depth blog posts (including embedded art or music and close reading), and for students to respond to each other's posts. Even though this takes a bit of work to build and maintain, it seemed to be a great alternative to blackboard course management. Check out the Chronicle for articles which detail ACM systems and how to start one of your own.

5) Social Media - We also discussed how various social media can be employed as a teaching tool. Twitter, for example, has been featured on The Chronicle as a potential tool for teaching (click here for an example of this), although it is debatable how handy it actually is. We also discussed Facebook as an option. One of our speakers uses Facebook a few ways to engage students - creating a group for the class which allows the professor to post class updates or links. Students can also create fan pages for certain authors, allowing for some creative research opportunities. Using this, as our speaker pointed out, integrates academic work into their normal lives (social networks).

6) Digital Humanities - We also briefly discussed the growing field of Digital Humanities. While this subject is too involved for this small blog post, I do want to mention the specific focus of digital archives coming out of the field of Digital Humanities. Our speaker mentioned the Mark Twain Project as a great example of how digital humanities can be useful not only in research, but in teaching text. Another example is the Global Shakespeares Project which provides open access to film adaptations of Shakespeare, as well as an opportunity to see how scholarship can develop in a Digital Humanities context. If you are interested in exploring this further, check out this text The Youtube Reader recommended by our speaker.

7) Online Presence - As professionals, we need to be aware of what is out there online for our students, colleagues, and prospective bosses to see. I regularly google myself just to see what comes up. However, it is not enough to prevent embarrassing things from ending up on the internet. One of our speakers suggested that we take some time to cultivate our online presence as part of being a professional. Join LinkedIn or Academia.edu (a professional social network for those in Academia) to collate your professional information. Create your own webpage and purchase the URL (for an example, click here).

This concludes the information from our Fall 2011 Teaching Seminar. We are contemplating a spring Teaching Seminar as well, and we want your ideas and feedback! Was there a topic not covered in this series that you would like to see in the Spring? Please email us or leave a comment below. Also, please take a minute "Like" us on Facebook to see upcoming events, advice, and links. Finally, remember that you can now subscribe to this blog via email using the bar at the right (if you have trouble with this, delete your cookies and try multiple browsers until it works). Thanks, and stay tuned for upcoming Spring professional development events, including EGSA's Symposium (February 10 - see our Facebook page for details).

Tuesday, January 3, 2012

Part 2.3: Teaching while in Graduate School

One question that was on all of our minds during the "Issues in Pedagogy" session was how to balance teaching with graduate work. It certainly complicates an already complicated experience. How do you budget time for graduate work when you always have grading on your desk, syllabus revision on your mind, and student emails in your inbox?

1) Time Management - this sounds too simplistic for two such time-demanding activities as teaching and graduate school, but it really does help to set management parameters for yourself. When your work is never done (and as a teacher/grad student it never is) how do you maintain your sanity or accomplish anything on time? If you are like most of us, you have a "teacher" head-space and a "conference/writing" head-space. We discussed how it might be helpful to organize time for these two spaces. Granted, it is hard to allot time to writing when you have grading that you must do, but it is important. For example, one of our speakers limits looking at drafts to office hours. A few participants limit all teaching work to "business hours" so that they have time for life necessities like laundry and speaking to other adults. One piece of advice: use weekends and breaks carefully. It is extremely tempting to stop working altogether on breaks and weekends since you are so tired of work when you get to that point, but juggling two full-time jobs requires some persistence and organization, especially in Summer. This time period is important for the graduate student, and you want to make as much of it as you can. Learn your own habits. Do you work best in the morning/afternoon/evening? How many papers can you grade at one time before you go "paper blind"? For your graduate work, you also have to know what kind of student/writer you are. Some people work best with time limits, some with page/word limits per day - use this information to keep yourself on track. Also check out this helpful guide to graduate student time management.

2) Boundaries - after you have set some boundaries for yourself, put some effort into setting them with your students. It is tempting to answer student emails right away to get them off your desk, but you could unwittingly establish that you are available to your students at all hours (a hard thing when it turns out that you are not). Consider your time as valuable - work out a way to penalize no-shows to office hours and late work (if you allow it at all). Once I had a student who sent inappropriately long and chatty emails to me almost every day - eventually I had to ask the student to stop because I simply did not have the time to read those emails and dig out the important question. You certainly do not want to be unapproachable, but keep in mind that your time is valuable.

3) Goals - When teaching it is often all too easy to let your goals fall by the wayside because of the demands on your time. Try to establish solid deadlines and goals with an adviser or mentor to help with accountability. Set group goals with your colleagues if that helps (for example, I know some grad students who apply to conferences together). Remember that you do have writing to do, conferences to apply to, and other professional goals on your plate - and that these should have designated time/head-space.

4) Be Realistic - as confident and organized as you can be, you have to realize that as a teacher there will be periods where even your most careful plans will drop off (and that this is okay) - namely November and the two first weeks of December for the fall term, and the last half of April/first week of May in the spring term. Make up for these periods during the breaks if you can, but go easy on yourself - this is part of the juggle act.

Part 2.2: Issues in Pedagogy

We continue with "Issues in Pedagogy" from our Teaching Seminar with a focus on issues in teaching literature effectively, using handouts, and incorporating creative assignment design. As noted in our previous post, this session was open to issues and themes that our participants wanted to cover.
One of the themes on our minds was what techniques to use when teaching literature. How do you keep it interesting and accessible? Do you focus on larger themes or close readings of specific passages? How do you attend to the balance between writing about literature and talking/thinking about literature? These are just a few of the questions we tossed around in this session.

1) Verbal v. Textual - you may find that it is easier for your students to answer critical questions verbally than in  writing, and often it is easier for them to talk about larger themes or ideas than to deal with text directly. It may be intimidating to ask a student to "show" his or her analysis with a passage, but we explored the idea of group work as a good way to allow students to gather textual evidence. In-class or pre-class writing assignments are another way to accomplish this. One teacher creates quote clusters for her students and asks them to use those quotes to build an argument about the text. Whatever approach you take, it is important to keep these issues in mind when designing your literature class.

2) Using Handouts - we discussed this tool as well in our conversation about teaching literature, especially in how to incorporate a writing component into a literature class. Handouts can be helpful in striking that balance between themes and textual evidence, but also in clarifying literary concepts for students. They can also be useful in adapting to different learning styles - for some students, visuals are more useful than lectures. And of course we discussed handouts in the context of writing assignments and rubrics (see this post for Gayle's thoughts on using rubrics). Finally, check with your peers - sometimes they come up with great handouts that can change the way your students learn.

3) Creative Projects - I know that this was one of the questions I had for the round table: Do you use creative assignments in a literature class, and, if so, how? And what are the merits of using creative projects? Well many of the participants use creative projects in their classes, and most of them had decisive opinions on the utility of creative projects. It is one way to make the text accessible and interesting to students - it can also be a unique way to get students engaged closely with the text. If you ask students to finish an unfinished poem, they need to consider the poem itself carefully for the assignment. If they have to gather and comment on modern adaptations (or create one of their own) they are honing research skills as well as analysis and comprehension. Consider pursuing some of these ideas in your course design even if you are nervous about their potential success.

4) Consult the Net - as teachers, we always think carefully about how to approach a text - both which passages to analyze and what themes to discuss. We decide what kind of biographical/historical details to include as well as publication information and anecdotes to share. One thing that we should be thinking about is what students will find when they type our reading assignments into Google - you know they do it. Even if they read the entire text on their own, most students will still look it up online. It might be useful to do this as well. Additionally, there are some great opportunities in this pre-lecture research for cultural references, artwork, and adaptations which your students may find helpful and fun in engaging with the text.

These are just some of the issues we discussed in this session, and we know that we have many more. If you have questions or suggestions, please email us or leave a comment below. The next post will wrap up our "Issues in Pedagogy" session by exploring some advice for graduate students who are also teaching.

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Part 2.1: Issues in Pedagogy: Discussion

We continue with part two of our online content from the Teaching Seminar with ideas on "Classroom Discussion." The second session focused on "Issues in Pedagogy" which we purposely left open to our speakers because we wanted to know what issues, challenges, and ideas were foremost on their minds. Again we had a round-table discussion of the issues and themes. However if you are interested in even more pedagogical ideals or "issues," we recommend subscribing to The Chronicle of Higher Education - many of the ideas for future posts will come from this valuable resource.

Class Discussion - How do you engage students in discussion? How do you organize/balance between discussion and lecture? How do you utilize discussion effectively in a reading/writing course? These are just some of the questions we covered in our conversation about classroom discussion.

1) One approach we discussed is to connect to each student if you can. One professor chose to conduct one-on-one meetings with her students first thing in the semester in part to get to know her students but also to break down any discomfort they had in approaching her with problems. Other teachers use writing samples from the first day or ice breakers. Still others poll students -What are they reading? What/Who are their cultural interests? Of course the most basic piece of advice everyone had was to learn their names! Nothing helps you connect more and encourage participation when you can refer to them by name.

2) Have a clear vision for your course. We all agreed that alerting your students to the course vision along the way is helpful to them in general, but also specifically with class discussion. For example, one teacher likes to outline what they will try to cover in each class, and to take a few minutes to remind the students of discussions from other classes to help contextualize the readings for the day. It may also be useful to remind students that these discussions are fodder for future assignments. One last suggestion is to create a "master lesson plan" at the start of each term - which is basically an expanded, annotated syllabus just for you - and it explains and details your vision for your text/assignment decisions. At the same time, we have to be adaptable - sometimes you need to throw out the notes and let the discussion go where it may. Chances are, you have sat in a class with a professor who excels in encouraging and shaping discussion - take a tip from him or her!

3) Explain clearly what you mean by "participation" to your class - especially if it is a part of their overall grade. More specifically, explain the difference between "showing up" and "participating." Half the battle is setting out clear expectations. Another suggestion is to send warning emails both for attendance and participation.

4) Another part of class participation - student presentations. Should you have them or not? If so, what should the requirements be? Again, be clear about your expectations - give them an example handout if they will be required to provide one. Give them a definite time limit/minimum, and, if possible, require that they meet with you to discuss their presentations in advance. Another suggestion is to encourage the students to lead discussion for a certain number of questions as a way to encourage more peer-to-peer discussion.

5) Consider having them write short responses before launching into discussion. This may help get them focused and engaged before asking questions about the text. Another option is beginning with a mini-lecture to, again, help contextualize so that your questions seem more organic.

6) Check in on how you are doing with a mid-term evaluation. Design the evaluation form to get genuine feedback about discussion and comprehension in the class. This gesture will not only help you course-correct if it is needed, it will also show your students that you are focused on their progress in your class.

7) One final thought on classroom discussion - how should you respond to student comments? While you do not want to discourage comments and conversation, you may want to shape discussion by re-emphasizing a particularly good point, or steering a comment toward a larger idea.

Do you have any other ideas to contribute? Please email us or leave a comment below. Up next - a continuation of "Issues in Pedagogy" with a focus on teaching literature effectively, using handouts, and incorporating creative assignments.

Part 1: Teaching Composition

We return with information from last semester's Seminar on Teaching. The first session covered Teaching Composition, and we explored methods for teaching a writing component in a literature class, traditional composition classes, and business writing classes. This session ended up being more of a round-table where we exchanged ideas and went over previous teaching experiences. Much of this advice will depend on your individual campus, department, and course goals.
Some Starting Points:
1) Familiarize yourself with the course descriptions of the classes that you will teach as well as any department policies regarding those courses.
2) Familiarize yourself with the requirements and standards of the prerequisite classes for your courses - it is helpful to know what your students may have covered before coming to your class (but this is not a guarantee).
3) Examine available resources. For example, we have posted a long list of teaching/writing resources here. Additionally, ask around - your fellow graduate students and faculty most likely have helpful resources saved that they would love to share with you. Finally, look to your campus - what resources does it offer? Get to know your writing center director (how can you encourage your students to utilize this valuable resource?); check out the library for applicable workshops or library introduction programs; check with your campus writing program to see if they offer workshops for writing teachers or if they can give you access to their databases. If you are a GWU teacher and would like a copy of a very useful writing handbook (with helpful handouts and advice on teaching writing, please email us and we will pass it along).

Two of the biggest questions that our participants had were - How do you balance teaching "big picture" (structure, argument) writing skills with "small picture" (grammar, MLA) writing skills? How do you incorporate teaching a writing component in a literature class effectively?
Some thoughts:
1) Whatever class you are teaching, approach writing with your students as a "process" and not an end goal. Some ways to do this is to design your course so that your writing assignments build off of each other or toward a larger writing project. For example, you could assign a shorter close reading paper that they must revise and expand into a research paper.
2) Get to know your students' writing strengths and weaknesses - some teachers like to evaluate them right away with a writing sample on the first day.
3) Be clear about your expectations - for example some teachers draw up a list of their "zero tolerance" writing mistakes and then graduate to more complex writing concepts as the semester continues. One professor uses the first formal assignment as a "test drive" wherein all errors are highlighted and students have an option to revise and resubmit to avoid a grade penalty. Whatever you end up doing, consider carefully both your expectations for students and their current writing skills.
4) Drafts - Should you have rough drafts? How many? Should  you do peer review? Some of these questions can be answered by the policies and course goals of your particular class, but you still must decide on the most effective way to deal with these questions. Ask yourself what you want to accomplish by allowing rough drafts or by mandating peer review. A few of us considered how to use peer review without sacrificing a whole class - using blackboard is one option here. One teacher offers an unlimited draft option up to the due date - the idea being that if students plan ahead, they can revise until they are satisfied with the final product. Consider these questions carefully, and trial and error will help you shape your draft/revision policy.
5) Peer Review - What makes an effective peer review session? How should you incorporate it into your class? If it is a literature class, should you sacrifice one whole session for peer review? All of our speakers had different approaches to peer review, and most of them agreed that it can be a helpful exercise. However, most of us have had trial and error experiences with using peer review because each group of students is different, and each approach produces different results. One suggestion was to create "stations" in the classroom for revision - students go from station to station to focus on specific aspects of the writing process. If you do a more traditional peer review session, you could match two students together or create small groups. You could have them focus on "large picture" issues or "small picture" issues. Another approach is to save the class period and perform the peer review over blackboard - pairing students up to review each other's work. Some inevitable difficulties arise: students give "incorrect" feedback on a student's paper, a student feels the review is useless because they are not paired up with a student who can help them,   and/or students bring incomplete drafts. There are different ways to handle these, but keep them in mind as you design your peer review approach.

A few closing thoughts on composition-based classes:
1) Be clear with your students about the applicability of their writing skills and assignments. They will take it more seriously if they know they can use these skills in their majors or these documents in their academic careers.
2) Consider your primary texts - what textbooks does your school want you to use for these comp classes? How useful are they? While you should always consider the expectations of your department carefully, do not feel like you are trapped in a bad textbook either. You may have to do some research to find alternate materials or come up with them on your own, but do not feel bound by one single text.
3) Take advantage of networking opportunities. As a new teacher or a teacher new to composition, it can be tough making these decisions without support. Sometimes you just need to vent or ask for an example handout - find out what opportunities for networking your campus offers. Some campuses have teacher brown-bag presentations (try to attend!), some have social events or happy hours (try to participate!). At the very least cultivate a relationship with a mentor or colleague - they can be life-savers.

If you have additional advice for composition classes, please email us or leave a comment below - this is just a starting point, and we would love to learn from your experiences as well.

Wednesday, December 7, 2011

EGSA This Week

Apologies for the temporary absence of new posts, but please take a look at this week's EGSA events.

Please joins us this Friday, December 9th from 11 am to 2pm for the EGSA Book Sale! (Rome 753) All proceeds will go toward funding our EGSA Symposium in Spring 2012. Please take a look at our CFP for the Symposium and consider submitting your work.

Looking for something to read over break? Do you have a bunch of library books on your shelves because you can't afford to buy a copy? Do you already know what books you'll need for the spring semester? Come by the EGSA book sale and see if we have what you need! Our selection contains books from multiple disciplines and periods, including Norton editions, critical works, and anthologies. Prices range from $1 - $5.

Spread the word among your GWU peers. And if you teach or TA a class, consider making an announcement to your students or emailing them.

Also Friday December 9 we are getting together for the final EGSA Happy Hour of the year (4-6pm). We know it is a stressful time, so come blow off some steam with us over a few cocktails. Location is TBA (but it will be near campus) - so watch our Facebook Group and Fan Page for Updates.