The editors of a new professional development book under contract with Thomson Wadsworth are soliciting essay submissions. Using Popular Culture in the Writing Classroom will consist of 15-20 essays that showcase effective pedagogical ideas on bringing pop culture into the writing classroom. The intended audience consists of graduate students and others who are teaching composition for the first time and want to find a place (a contact zone) where they first can meet their students and then help students make the journey through a composition class.
Each essay should be focused around a specific type of media or theme and provide examples of how new and experienced teachers can use popular culture to invigorate their teaching of writing. Essays should be pedagogical in nature; however, a familiarity of how using pop culture fits in with current composition models is expected. Essays that include examples of student writing and sample writing assignments that are geared towards specific types of pop culture are particularly encouraged. We hope to have at least half the essays focused on the experiences of new teachers (graduate assistants, high school teachers, or professors new to this pedagogy).
Submissions should not exceed 5,000 words. Possible topics include using the following in the writing classroom:
advertisements
commercials
online rhetoric
fan art or cultures
comics
body art
groups, organizations, and associations
places and spaces
consumerism and consumption
film in various forms, including documentaries, mockumentaries, blockbusters
urban legends
mythic figures
American icons
music in various forms, including videos and digital
pop lit in various forms, including stand-up poetry, zines, genre lit,
fan fiction
sports and leisure in various forms
TV in various forms, including reality shows, cult shows, cartoons,
(mock) news, games shows, popular shows, serial shows
Queries can be submitted via email to Allison Smith at address below. For full consideration, essays should be submitted in either digital or print form by May 2, 2007 to:
Allison Smith
English Department
Middle Tennessee State University
PO Box 70
Murfreesboro, TN 37129
Call for Papers
South Central Modern Language Association
2007 Conference in Memphis, Tennessee: November 1-3
The SCMLA Rhetoric panel invites proposals (abstracts or full papers) for the 2007 conference to be held Nov. 1-3, 2007, in Memphis, Tennessee. This year's "open topic" panel welcomes proposals on any topic related to rhetoric, including but not limited to the rhetoric of composition pedagogy, tutoring rhetoric, the rhetoric of disability, feminist rhetoric, and new (electronic) media rhetoric. Papers from graduate students are welcome.
Please email 500-word abstracts by March 16, 2007 to: Lori Rios at
Confirmation of receipt will be sent immediately. Notification of acceptance or rejection will be sent no later than April 9, 2007.
For more information about membership in SCMLA or the upcoming Memphis conference, please visit the SCMLA web site at http://www.ou.edu/scmla.
Please note the following eligibility requirements:
* All participants must be SCMLA members by May 14, 2007, for program listing and to ensure receipt of conference materials.
* Members of the Executive Committee may deliver papers. * Regular section chairs may deliver a paper in sections other than
their own. * Regular section secretaries and special session chairs may deliver
papers in their own session. * No individual may deliver more than one paper at any SCMLA meeting.
* Papers may not be read in sessions when panelists do not attend the convention.
Lori Rios
Texas A&M University-Kingsville
Coordinator of Freshman/Sophomore English
Writing Across the Curriculum: "Assessment and Writing Across the Curriculum."
In Reference Guide to Writing Across the Curriculum (Parlor Press LLC, 2005), Charles Bazeman addresses the two assessment issues that WAC programs raise and the unique circumstances of the WAC classroom: assessing student writing and assessing program success. This panel hopes to bring together a group of papers that address the sorts of issues that Bazeman and many others raise.
Please submit 500 - 1000 word abstracts and a brief biographical statement by April 1 to:
Marianne Cotugno, Miami Univ., .
If you have any questions about this panel, please email.
CALL FOR PAPERS:
ACADEMIC EXCHANGE EXTRA (AEE)
http://asstudents.unco.edu/students/AE-Extra/index.html
A MONTHLY PEER-REVIEWED ON-LINE FORUM
Submissions are invited from educators, graduates, and post-graduates of all levels and areas of study for Academic Exchange Extra (AEE) (Editor-in-Chief, Elizabeth Haller – English Instructor at Kent State University). Qualified submissions from undergraduates may also be considered. AEE presents ideas, research methods and pedagogical theories leading to effective instruction and learning regardless of level, subject or context. We also seek cogent essays, poetry and fiction. Articles to 7,000 words on theory, practice and administration of education across the full range of humanities and social science-based approaches are welcomed. Essays up to 5,000 words are encouraged. Possible theoretical frameworks include: critical pedagogy, postcolonial theory, new historicism, postmodernism, feminist theory, as well as other critical frameworks, cultural studies and perspectives. The use of a theoretical lens is encouraged but not required; please see options for other submission types below.
We are also interested in social and cultural issues as they intersect with education. We prefer to include an array of diverse material each month, though thematic issues may be considered. Topics may include, but are not limited to, the following suggestions:
• multi-modal teaching/learning
• distance learning
• collaboration
• teaching abroad
• e-communities and socialization
• community college retention and transfer
• service learning
• remedial education
• affirmative action
• marginalized or minority viewpoints and experiences
• tenure and post-tenure review
• urban education and issues of student inequality
• issues faced in special education
• postmodernism and education
• canonical revision/non-revision
• analyses/reviews of recent pedagogical publications
• response to any topic(s) included in the “Grist for the Mill” section of
each issue
We seek poetry to 60 lines, in traditional or free verse forms.
Fiction to 7,000 words is also encouraged.
Subject matter for poetry and fiction is unlimited; however, we will not
publish inflammatory or libelous works, or works deemed otherwise
inappropriate for this journal.
HOW TO SUBMIT AND DEADLINE
Please place the words “AEE Submission” in the subject line of your email. Submissions not containing this or a similar phrase may be routed through a secondary filter, in which case your submission may be unintentionally overlooked. Due to the high volume of submissions received by AEE each month, please allow approximately six to eight weeks for a publication decision based on an initial review of your submission.
Publication date is intended to be the first week of each month.
Submissions should follow MLA or APA guidelines. Send your submission as a Word Document (.doc) or Rich Text Format (.rtf) attachment.
All submissions must include a 4-5 sentence summary as well as a current brief bio that identifies your contact information (e-mail and telephone), school/departmental affiliation(s), position(s) (e.g., student level, instructor, professor and/or administrator), and areas of academic interest. For bio examples, please refer to the current issue’s contributor’s page.
Please note that AEE does not retain copyright of published material. Additionally, articles, works of fiction, and poetry are not blind reviewed and will only be considered for such a review when specifically requested by the author.
Send submissions via email to:
Elizabeth Haller, Kent State University, USA (e-mail: )
Call for papers: The Society for Critical Exchange, an Affiliate organization of the Modern Language Association, is sponsoring two sessions at the 2007 MLA in Chicago.
Writing Empires I: Composition and the Expansion of English Writing programs as "empire-building" enterprises for English studies; movements toward independence of writing programs from English programs; WAC/WID as resituating English studies. Writing Empires II: Writing Histories and Theories Technologies, practices, and pedagogies of writing in the histories of 19th- and 20th-century imperialism, anti-imperial movements, and globalization. Abstracts and brief bio to by 18 March.
________________________________
Kurt Koenigsberger
Associate Professor of English and Director of Composition
Associate Director, Society for Critical Exchange
11112 Bellflower Rd.
Case Western Reserve University
Cleveland, Ohio 44106-7117
216.368.6994
Call for Proposals
Purpose
The purpose of the conference is to be a real and virtual *commons* for college and university teachers, scholars, administrators, faculty developers, and others interested in the scholarship of teaching and learning as a focused, but expansive, evidence-based path for the improvement of teaching effectiveness and student learning outcomes.
The SoTL Commons Conference: November 1 * 2, 2007 Submission of Proposals: January 15 * March 31, 2007 Result of Proposal Review: Within 4 weeks of submission Deadline to Confirm Acceptance of Invitation to Present: June 1, 2007 Deadline for Presenters to Submit an Abstract for Conference Program & Proceedings: July 1, 2007 Theme: *A Rite of Inquiry and a Passage for Learning* The scholarship of teaching and learning is a momentum of questioning assumptions about teaching and how students learn by means of inquiry into the pedagogical process. SoTL can be a scholarly ritual of such inquiry that leads to a re-conceptualization of what teaching is, and is not, and what learning is and can be. This theme emphasizes that SoTL is perhaps the most ready, steady way to improve teaching and learning in higher education today, making this conference an intellectual *commons* for all wanting to learn more about the research of teachers into teaching and about the integration and application of SoTL in academic careers and communities. The theme evokes the idea that teachers are essentially life-long learners about teaching and that SoTL stimulates the inherent curiosity of faculty to learn, know, understand, and apply. With that inquiry and desire to know is the faculty*s experience with research methodologies that, in SoTL, are turned towards the teaching of the disciplines so they can be learned in the deepest ways possible. SoTL is inquiry and is a passage to a new, even transformed, vision of teaching.
Tracks
The following conference tracks comprise the concurrent sessions:Research projects about teaching and student learning in higher education (in classroom, online, or blended contexts) and their research methodologies, evidence, analyses, implications, and applications.
Non-research analysis or synthesis of the nature, role and meaning of the scholarship of teaching and learning; its integration or recognition in an academic cultures; how to initiate and develop SoTL projects; ways to promote, foster and support those engaging in such scholarship; how SoTL can directly improve student learning outcomes; how SoTL has transformed an academic community/culture; the connects between SoTL and other forms of scholarship; the problems and benefits of international collaboration in doing SoTL, and many other possibilities. Session Formats Presentation Session (1 * 2 people): 45 minutes A focused, interactive session is encouraged with clear objectives and learning outcomes for the audience.Panel Session (3 * 5 people): 45 minutes Rather than a series of short, individual presentations, panel sessions should be genuinely interactive among the panelists, and between the panelists and the audience. The panelists can develop different perspectives or discuss various aspects of the topic.Poster Sessions: 90 minutes Posters will set up before the start of the conference and will be available for viewing throughout the conference. At designated times the presenters need to be with their posters to discuss them with people examining the posters. There will be moderators for the presentation and panel sessions who will contact the presenters prior to the conference to discuss introductions and the content of the presentations. At each session, a moderator will begin and end the session on time, introduce the presenter(s) and the session topic, and distribute and collect session assessment forms to the attendees.
Evaluation of Proposals
Each proposal will be reviewed by a minimum of two reviewers who will recommend one of three options: 1) acceptance of the proposal, 2) revision of the proposal, or 3) rejection of the proposal. The reviewers will also provide comments for improvement, suggestions for recommended revisions, or why proposals might not be accepted. These comments will be given to the submitters of the proposals. The reviewers will examine and evaluate proposals in these areas:Clear connection between the title of the session and its content (titles should be less than 10 words, compelling to attract an interdisciplinary audience, and align with session content) Significance and relevance of the topic for this conference Clarity and value of the objectives for the session Means of engaging the audience in the session Expressed learning outcomes for attendees Acceptance of proposals The result of the review process will be provided to submitters within four weeks of reception of the proposals. Thus, the earlier proposals are received during the January 15 * March 31, 2007 submission period, the sooner the review results will be obtained. The presenters of all accepted proposals are to give confirmation to the conference chair () by June 1, 2007 that they will present at the conference in November. Presenters are responsible for their own conference registration and fee, travel and lodging. Presenters must supply abstracts of their presentations by July 1, 2007 to the Conference Coordinator (). These abstracts will be used in the Conference Program Booklet and in the Conference Proceedings. The format for the abstract is as follows:Presentation topic and names/schools of presenters Abstract text: 100 * 150 words Content: summarize content of the presentation, including its objectives and learning outcomes for the audience. Provide any relevant resources such as book or article titles and web sites. Presenters are asked to fully participate in the entire conference and attend sessions and events.
Presenters whose registration fee is not received by October 18, 2007 may be deleted from the conference schedule of sessions and program booklet.Proposal Submission Form
All proposals will be submitted online using the form found at http://www.georgiasouthern.edu/ijsotl/conference/call_proposal_form.php
For more information please contact Deborah Champion at
Deborah Champion
Program Management
Continuing Education Center
Georgia Southern University
PO Box 8124
Statesboro, GA 30460
912-871-1760
FAX 912-681-0306 or 912-486-7760
Proposed Session for the 2007 MLA: Sponsored by the Committee on Teaching as a Profession
Topic: The Undergraduate Student as Scholar
How is research effectively integrated into undergraduate capstone courses/upper-level seminars? What are ways to envision undergrads as scholars? How can upper-level courses be structured/reconceived to create students who are scholars?