The event will be hosted online via Zoom.
A .pdf program with the Zoom links will be sent to registrants.
Registrants will also be added to a conference Google Drive folder with materials shared by facilitators. Check session descriptions (by clicking on the title) for any necessary pre-reading or work.
Opening Plenary | Conversation Café
8:30-9:30am Pacific Time
Concurrent Sessions
Session 1 | 9:45-11:00am Pacific Time
Moderator: Kathryn Barrett-Gaines, University of Maryland Eastern Shore
i) Incorporating Authentic Assessments in Large General Education Humanities Courses
Stacey DiLiberto, Lecturer, Humanities and Cultural Studies, University of Central Florida
ii) Continuity in Pedagogy: An Instructional Technology Course in Wake of COVID19
Hannah Lee Otto, Learning Design Engineer + Doctoral Student, Loyola University Chicago, Illinois Institute of Technology
Sarah Kinne, Learning Design Engineer, Loyola University Chicago
i) Session Abstract:
This pedagogy demonstration will discuss the benefits of authentic assessments and how they can be used even in large (100+ seat) general education courses in the humanities. Examples of authentic assessments (multimodal activity descriptions and student artifacts) tying directly to current events and societal issues, in this case the COVID-19 pandemic, will be provided to show how, despite the challenges of large course sections, these assessments can be used to promote student engagement and to further demonstrate the relevance of general-education Humanities courses in the academic pathways and lives of all students.
i) Session Learning Outcomes:
1. Identify strategies to meaningfully engage students in large general education courses
2. Design authentic assessments that engage current events and societal issues
ii) Session Abstract:
Institutional responses to the emergency closures of COVID19 were often under the project name of "academic continuity." As Learning Design Engineers, we came to realize that this meant "move everything online—now." One good thing that came out of this hurried trend and year was our revision and reworking of an introductory Instructional Technologies Course offered to faculty before the pandemic came to play. Tl; dr: we reflected, then built a new course to help faculty teach online after they were forced to teach online.
ii) Session Learning Outcomes:
1. Reflect on and identify core components of pedagogy.
2. Reflect on how that core pedagogy was applied (or not!) when forced to technology. *Rebuild your pedagogy with technology in mind.
1b) Workshop
Mindfulness Pedagogies in the Wake of the Pandemic: Working with Remote Teaching, Political Unrest, and Widespread Mental Illness
Larisa Castillo, Director of Pedagogical Development, UC Irvine School of Humanities
Access pre-session materials in the Conference Shared Google Folder.
Session Abstract:
The pandemic has laid bare the need for large-scale pedagogical reimagining with an intensity we haven’t seen before. In considering the challenges teachers have faced in this context, this workshop encourages participants to experience how Mindfulness (or Contemplative Mind) pedagogies inform some of the teaching and life challenges that have been heightened by the pandemic, such as remote teaching and learning, heightened political unrest and racial violence, and the psychic effects of compounded alienation. It thereby encourages a holistic, "humanist" approach to education.
Session Learning Goals:
1. Understand and analyze critical pedagogies that encourage student and teacher wellness
2. Practice mindfulness-based pedagogical approaches to experience their effects
3. Develop a series of questions (and possibly some answers) that will help identify the structural impediments that interfere with teacher and student well-being, creativity, and cognitive growth
1c) Workshop
What I learned as a Proposal Reviewer
Irene Knokh, Instructional Design and Technology Consultant, University of Michigan
Access pre-session materials in the Conference Shared Google Folder.
Session Abstract:
Learn how to grow professionally by reviewing proposals. I will share my experience from doing various reviews-from proposals to learning modules.
My experience: I have reviewed proposals from Online Learning Consortium, EDUCAUSE, and now beginning to review for the POD network. I've also reviewed a book on writing and research for students, learning modules for various organizations, and article in Innovations In Education & Teaching International (IETI). These experiences taught me the value of professional growth and development-not only for myself but for the authors submitting their work.
Takeaway: the participants will learn the basics of proposal reviews, how to use this process for professional growth and development (staying current in the field), and how to become bridges for interdisciplinary collaboration.
Session Learning Outcomes:
1. Identify best practices for reviewing proposals.
2. Creating a strategy for doing the reviews.
3. Creating a self learning guide on furthering professional growth.
1d) Roundtable Discussion
Podcast Pedagogy
David Goldman, Director of Teaching, Learning, and Assessment, Rutgers – New Brunswick
Maria Kennedy, Instructor, Department of American Studies and Director, New Jersey Folk Festival, Rutgers – New Brunswick
Ileana Nachescu, Assistant Teaching Professor and Assistant Undergraduate Director, Women’s, Gender, and Sexuality Studies, Rutgers – New Brunswick
Sara Perryman, Assistant Teaching Professor and Assistant Director, Writing Program, Department of English; Assistant Director, Rutgers Writing Centers; Learning Community Coordinator, Institute for Research on Women, Rutgers – New Brunswick
Alec Walen, Professor of Law, Philosophy, and Criminal Justice; Director of the Program in Criminal Justice, Rutgers – Camden and Rutgers – New Brunswick
Session Abstract:
This panel discussion features instructors who have used podcasts as both instructional materials and assignments across a range of humanities disciplines. In doing so, they have found that podcasts productively reframe core humanistic practices of storytelling, critical analysis, and argumentation. Their students report finding podcasting projects more “creative” and “conversational and accessible” than traditional paper assignments; these students also appreciate learning practical audio editing skills. Join this session to explore the promise podcasting holds, while also learning about important logistical and ethical considerations to keep in mind when planning and implementing a podcasting project.
Session Learning Outcomes:
1. Articulate how podcasts are continuous with—and extend—core humanistic pedagogies
2. Appreciate the logistical and ethical considerations involved in planning and implementing student podcasting projects
3. Create and apply terminology and criteria for assessing student podcasting projects, with a focus on podcast rubrics
Session 2 | 11:15am-12:30pm Pacific Time
Moderator: Jennifer McKanry, University of Missouri-St. Louis
i) Bringing Conversations with Science Deniers into the Classroom
Esther Crompton, PhD Student and Graduate Teaching Assistant, Iowa State University
ii) New and Social Media in Writing-Intensive Pedagogy: Lessons in Making #FakeNews
Bradley Philbert, Adjunct Professor, Ramapo College of New Jersey & Fairleigh
Dickinson University
i) Session Abstract:
This session discusses how role-playing activities can be paired with moral foundation theory to have students analyze audiences and practice having better conversations with science skeptics and science deniers. Specifically, the session discusses how having students analyze and adopt assigned identities can provide a learning environment that asks students to rethink the tendency to hurl facts and instead use information that speaks to their audience’s beliefs and values. Overall this session is for those who want to help students develop communication and audience analysis skills that will help prepare them to have challenging, but productive conversations, with science skeptics.
i) Session Learning Outcomes:
1. The need to communicate with people who have vastly different and potentially dangerous beliefs is becoming more and more crucial. Given the rampant consumption of misinformation and conspiracy theories in our society today, it is essential to help prepare our students for how to have conversations with science deniers and skeptics.
2. As a writing instructor who teaches future scientists and brings science communication into their FYW courses, I have spent years developing assignments that do this and achieve course learning outcomes related to analyzing communication scenarios and audiences, constructing arguments, and reflecting systematically on communication processes. Specifically, the learning outcomes of the assignment this presentation will include: 1) you will analyze skeptical science audiences and apply that knowledge, 2) you will plan and play out conversations with skeptical science audiences through role-playing, and 3) you will consider and reflect on why clever people believe erroneous things and how to have positive conversations with them.
3. I hope that the knowledge, role-playing teaching methods, and activities I plan to offer can aid other instructors who wish to empower students with the skills to analyze audiences with different perspectives, have positive conversations with such audiences, and better understand why clever people believe erroneous things.
ii) Session Abstract:
Drawing on observations and outcomes from years of student centered, writing intensive coursework in multiple disciplines, this session highlights opportunities to develop more robust, inclusive practices for college writing. These range from integrating cultural rhetorics pedagogies to developing more liberatory classroom practices via experimental, iterative writing assignments to incorporating social and new media to redefine writing for students. Overall, the session will focus on how improved cross-discipline approaches to writing can both help realize a more liberatory classroom praxis (in line with approaches outlined by Enrique Dussel, 2005) and increase student engagement in process-centered writing and broader critical systems thinking.
iii) Session Learning Outcomes:
1. Integrate more student-centered approaches to writing assignments in their courses;
2. Expand their cache of available tools for engaging students in critical, systems, and reflective thinking in writing projects of all sizes;
3. Understand benefits to cultural rhetorics-informed writing practices within the student-teacher relationship in line with Dussel’s Pedagogía.
2b) Workshop
Reconceptualizing Reading to Help Students Read in Discipline and Course-Specific Ways
Dominic Voge, Senior Associate Director, McGraw Center for Teaching & Learning,
Princeton University
Session Abstract:
Why do students experience difficulties when reading in their humanities courses? Professors frequently lament that their students do not read in the ways they hope for, yet they rarely explain or even acknowledge the discipline and course-specific ways of reading their teaching practices demand of students. This session will explicate these distinctive, yet unarticulated, teaching with text conventions so that instructors can assist students in reading multiple texts of various types for a range of purposes. Participants will acquire a new perspective on course design and gain a deeper understanding of reading demands and strategies to meet them.
Session Learning Outcomes:
1. Reconceptualize reading expressly for the purpose of humanities course design and critique other conceptualizations
2. Analyze the reading and learning with text demands their own courses place on students
3. Develop both instructional practices and reading strategies to scaffold students’ reading in the humanities
2c) Research Seminar
Building Successful Curricular Innovations: A Guided Discussion About NHA’s Strategies for Recruiting Students to the Humanities: A
Comprehensive Resource
Scott Muir, Project Director, Study the Humanities, National Humanities Alliance
Dayton Kinney, Doctoral Candidate/Campus Outreach and Engagement Intern, Duke University/National Humanities Alliance
Access pre-session materials in the Conference Shared Google Folder.
Session Abstract:
Session participants are invited to explore the innovative pedagogical approaches highlighted in the National Humanities Alliance’s recent survey-based report, Strategies for Recruiting Students to the Humanities: A Comprehensive Resource. The successful models for developing curricular innovations, integrating humanities instruction and career preparation, and fostering humanities identity and community highlighted in the report will serve as a starting point for brainstorming initiatives that will demonstrate the value of signature humanities pedagogies to students and other key audiences. Participants will also have opportunity to explore strategies for promoting curricular innovations and assessing their impact.
Session Learning Outcomes:
1. Review successful models for curricular innovation and identify the signature pedagogies these initiatives promote to generate ideas for future pedagogical initiatives.
2. Learn practical strategies for building, sustaining, and promoting humanities initiatives.
3. Explore tools for assessing and demonstrating the impact of humanities pedagogies.
2d) Research Seminar
Article Club: An Experiment in Community Reading
Mark Isero, Director of Literacy, Leadership High School
Access pre-session materials in the Conference Shared Google Folder.
Session Abstract:
One challenge with reading is that it's seen as a private activity that we do on our own. But the power of reading emerges when we come together and make meaning of texts in community. Come experience Article Club, where we read, annotate, and discuss one great article every month on race, education, or culture, along with the author.
Before the session, on our own, we will read a shared, Google Docs version of ""Getting an A,"" by Paul Tough (hltr.co/a). It's a great piece about a motivated first-year college student and a dedicated, skilled teacher. You are encouraged to highlight and annotate the text, as well as to comment on and respond to others' contributions. In addition, we will listen to an interview of Mr. Tough (hltr.co/paul3), who offers background information about his piece.
During the session, we will introduce ourselves, establish discussion norms, and engage in a 30-minute discussion of the article. Then we will reflect on the experience as participants, noting key moves and behaviors that build community and meaning making. We will end the session by identifying and considering next steps in our own work, centering ideas that promote reading as social, visible, and community-based.
Note on prep work: Allow ~60 minutes to read and annotate the article, plus an additional ~30 minutes to listen to the interview. Also, feel free to contact me with questions and ideas before our session! I'm at mark@highlighter.cc.
Session Learning Outcomes:
1. Examine how social annotation, podcast content, and other activities can build meaning and community and before a text-based discussion.
2. Identify key facilitator and participant moves that contribute to successful discussions.
3. Reflect on how to shift the conception of reading from private, invisible, and solo to public, visible, and in community.
Session 3 | 12:45-2:00pm Pacific Time
Sindija Franzetti, Uppsala University
i) Bringing the “Great Books” of Education Online: The Virtual Humanities Seminar
Erika Bullock, Graduate Student, 2nd Year PhD, Stanford University Graduate School of Education
Emily Levine, Associate Professor, Stanford University Graduate School of Education
ii) How Undergraduate Learning Assistants Facilitate Learning in Humanities Courses
Andrea Aebersold, Director, Faculty Instructional Development, UC Irvine
Josh Arimond, Coordinator, CLAP Program, UC Irvine
Lora Mjolsness, Lecturer, European Languages and Studies, UC Irvine
i) Session Abstract:
How can we transpose the intimacy and reflective qualities of a humanities seminar to the world of online learning? This Pedagogy Demonstration considers a virtual seminar course, Foundations of Education, from both the instructor and student perspective. Taking a great books approach to the study of education, this course charted the intellectual history of education through seminal texts from Plato, to DuBois, to Humboldt and beyond. In this session, participants will consider both live and asynchronous practices from the course that embody the self-reflection and in-depth, attentive conversations that often take place between the reader and her text or around the seminar discussion table.
i) Session Learning Outcomes:
1. Consider synchronous and asynchronous classroom exercises that support student self-reflection and close-reading of humanities texts;
2. Contemplate the intent of pedagogical approaches from the perspective of the instructor, as well as their impact from the perspective of the student; and
3. Extract several signature pedagogies that emerge from the unique online humanities teaching environment, to apply to their own teaching.
ii) Session Abstract:
What are undergraduate learning assistants? How can they help facilitate learning in a humanities classroom? This session will give an overview of the Certified Learning Assistants Program (CLAP), which trains undergraduates to support active learning in college classrooms. Join us for a pedagogy demonstration on how learning assistants practice the Socratic method, engage in conversation in foreign language courses, guide students in making connections across texts and theories, and facilitate discussions of concepts and more. The session will end with a discussion/Q&A so that participants can take what they have learned and apply it to their own teaching.
ii) Session Learning Outcomes:
1. Recognize key components of a learning assistants program
2. Understand how learning assistants facilitate learning in a humanities course
3. Be able to apply best practices with learning assistants to their own humanities courses
3b) Workshop
Fostering Post Pandemic Growth through Heartfulness
Stephen Murphy-Shigematsu, Lecturer, Stanford University
Session Abstract:
This interactive workshop shows how to enhance whole learning by designing diverse and inclusive healing communities through a pedagogical approach and curriculum of heartfulness. This method is based in extensive research especially suited to helping students find meaning in the loss, grief, and trauma that is their present reality. A focus on mindfulness, compassion, and responsibility creates synergistic learning and post traumatic growth that is badly needed in the volatile, uncertain, complex, and ambiguous world in which we live. Heartfulness is a way for humanities educators to make the classroom a more real, alive experience for teacher and learner.
Session Learning Outcomes:
1. Understanding heartfulness as pedagogy
2. Understanding how to meet student needs for post pandemic growth
3. Acquiring teaching tools for implementing heartfulness in humanities curriculum
3c) Research Seminar
Social Annotation as a Signature Pedagogy of the Humanities
Kylie Korsnack, Educational Developer, University of Richmond
Alexandra Oxner, Assistant Director for Inclusive Teaching, University of Notre Dame
Session Abstract:
Whether in the form of marking up texts, creating critical editions, or making arguments grounded in textual evidence, we propose “social annotation” as a signature pedagogy of the humanities. Yet, with the increased shift to hybrid modes of learning and the influx of tools such as Perusall and Hypothesis, we have observed the integration of annotation within diverse disciplinary spaces (Kalir & Garcia, 2021). How might we leverage our humanities-based expertise to think critically about this signature pedagogy and initiate cross-disciplinary conversations about using it equitably? To explore these topics, participants will discuss a pre-circulated reading and examine an “Annotation” collection.
Session Learning Outcomes:
1. Collaborate with fellow educators to discuss current research on social annotation as a tool for humanities teaching and learning
2. Examine specific examples of social annotation in a range of classroom contexts
3. Explore the inclusive benefits of social annotation while also recognizing the potential for this practice to marginalize or exclude some student populations (Brown & Croft, 2020)
3d) Lightning Talks: Six Five-Minute Presentations
Moderator: Lauri Dietz, Stanford University
i) Myth-Busting to Make the Case for Humanities Education: Resources for Addressing Students’ Concerns About Job Prospects
Scott Muir, Project Director, Study the Humanities, National Humanities Alliance
Session Abstract:
This lightning talk will introduce participants to two resources for removing the most significant barrier to humanistic study, prospective students’ concerns about job prospects. The Study the Humanities toolkit debunks misleading myths, compiling data from a variety of sources to demonstrate how humanities majors thrive, acquire valued skills, earn competitive salaries, and frequently emerge as leaders across a wide variety of industries. What Are You Going to Do With That?: A Podcast of Humanities Career Stories illustrates how humanities education has helped everyday folks from diverse personal and educational backgrounds achieve success in a wide range of career fields.
Session Learning Outcomes:
1. Learn about two key resources for addressing prospective students’ concerns about job prospects and why doing so is crucial for expanding access to humanities education.
2. Explore ways participants can deploy these resources to reach their target audiences -- prospective students and their parents -- as well as secondary audiences such as career services staff, advising staff, upper administrators, and elected officials.
ii) Outward Turns: Teaching Like a Public Intellectual
Magdalena Ostas, Instructor, UC Berkeley
Session Abstract:
This talk proposes that like scholars working in public humanities, teachers can learn from a pedagogy with a public, outward orientation. In scholarship, the public humanities have encouraged a turn toward modes of writing and thinking that broaden the audience of humanistic inquiry beyond specialists and academics. This talk proposes a pedagogy that similarly grounds teaching in a conscious and directed enlargening of context. It proposes beginning with wide reach and scope and working inward toward specific texts or artifacts, so teaching a text (literary, artistic, historical, philosophical) starts with a required scene-setting companion session on lines of relevance and reach.
Session Learning Outcomes:
1. Identify the role of public or outward-facing pedagogy when teaching concrete texts in the humanities
2. Reflect on the reciprocal, evolving relationship between teaching texts and contexts in a particular course or classroom practice
3. Brainstorm strategies for tying specific texts and artifacts to lines of relevance and reach that bring them to life for students
iii) Creative Writing + Art: Teaching the Creative Process
Erin Finley, Educator and Artist , OCAD University
Kevin Mercier, Educator, Creative Writing, St. Clement's School, Toronto
Session Abstract:
This talk invites attendees to witness a five-minute live drawing produced onscreen while listening to creative writing prompts. How can writing, drawing, and stream-of-consciousness processes inspire students to trust the creative process? How can this exercise help them to take creative risks and embrace imperfection? In this lightning talk, observe just how much inspiration and creativity can unfold inside a short span of time. (Artist Website: www.erinfinley.com)
Session Learning Outcomes:
1. Create a mini artwork or written piece derived from the session's demonstration
2. Understand the impact of flexible parameters for exercises involving art and writing
iv) Integrating Eco Cinema, and the Digital Anthropocene in Education: New Temporalities and Creative Responses
Dr. Ananya Ghoshal, Assistant Professor, Indian Institute of Technology Indore
Session Abstract:
This talk explores the potential of eco cinema as a powerful tool to address the current environmental transformations associated with the Anthropocene in undergraduate college classrooms. While at large, the paradigm of “eco cinema” was always understood as an interdisciplinary, ‘eco’ approach to film that established itself in the early 2000s working on ‘green themes’( either nature or wildlife documentary or popular fiction film with explicit environmental themes), is now an entirely new set of digital, aesthetic responses of shared reception. These new definitions are both contemporary as well as futuristic, having many insights to offer to students across disciplines.
Session Learning Outcomes:
1.The learners would get a fair understanding of what it means to live in the Anthropocene epoch and its future reverberations.
2. An insight into eco cinema would allow the learners to integrate them in their classroom to address the current ( and possible future) environmental transformations associated with the Anthropocene.
3. It would allow the learners to master an adequate vocabulary ( in the form of visual and written narratives) to discuss climate change and its impact across classrooms.
v) Ethology Journalling: Teaching animal studies by studying animals
Emily McGiffin, Sessional Lecturer, University of British Columbia
Session Abstract:
Ethology, the study of animal behaviour, is a science with much to offer humanities students—particularly those in the environmental humanities or critical animal studies. It involves close observation of the living world and systematically recording these observations. This lightning talk suggests that keeping a weekly ethology journal of animal observations and encounters builds several key skills; not only does it give students an opportunity to practice observational and reflective writing on a regular basis, but it also encourages them to step away from books and computer and practice attention, observation and mindfulness of the world around them.
Session Learning Outcomes:
1. Outdoor learning that connects humanities and ecological sciences
vi) Podcast Pedagogy: Listening to Learn and More
Bridget Newell, Adjunct, Otterbein University
Session Abstract:
While it may seem to some that in-class use of podcasts offers an “easy” way to learn or a day off from “real” course work, podcasts can be an integral part of a challenging, inclusive humanities class. This session highlights a podcast-focused, in-class activity designed to introduce concepts and develop students’ critical thinking, listening, and communication skills. With a mix of demonstration, discussion, and in-the-moment creativity, this interactive session positions participants to experience the activity as students would and, at the same time, as educators considering how they might shape the activity for their own online or in-person classes.
Session Learning Outcomes:
1. Develop strategies for using podcasts in their own courses and disciplines
2. Identify specific learning goals or outcomes they want to address through the use of podcasts.
3. Identify the kinds of podcasts that would be most appropriate for their course and students
Session 4 | 2:15-3:30pm Pacific Time
Moderator: Samantha Chang, University of Toronto
i) Infusing Social Justice Through Undergraduate Research
Lisandra Estevez, Associate Professor of Art History, Winston-Salem State University
Cecile Yancu, Professor of Sociology, Winston-Salem State University
ii) Using the Learn-Practice-Apply Signature Pedagogy to Connect Humanities’ Concepts and Community Partners
Katie Rieger, Assistant Professor English, Writing Center Director, Benedictine College
Sarah Lonelodge, Assistant Professor, East Carolina University
i) Session Abstract:
This presentation partially stems from an Andrew W. Mellon Foundation-funded FLC (faculty learning community) designed to support the development of signature pedagogy, instilling social justice in undergraduate research in the humanities. Signature pedagogy provides a framework for project-based learning. This presentation identifies two different instructional models for undergraduate research that guide students through distinct methods of inquiry. Both models use formative and summative assessments to bridge the role between learner and instructor. Presenters will offer these approaches as evidence-based strategies adaptable to other disciplines and designed to engage and motivate both students and instructors in introductory-level courses.
i) Session Learning Outcomes:
1. Adapt assignments so that they are interdisciplinary and move across disciplines.
2. Develop understanding between formative and summative assessments and maximizing their application.
3. Embed social justice projects into undergraduate humanities research.
ii) Session Abstract:
In this pedagogy demonstration, presenters will share the Learn-Practice-Apply model as it relates to technical and professional communication (TPC) content and how this model was used during a semester-long community partnership project. The speakers will illustrate how others in humanities’ disciplines can use this model in their courses and discuss some tech tools that facilitated this project (such as Slack). Speakers will close the session with ample time for discussion, questions, and application. Participants can expect to gain a greater understanding of the potentials of the LPA signature pedagogy model for their courses and working with community partnerships.
ii) Session Learning Outcomes:
1. Define the Learn-Practice-Apply (LPA) model
2. Apply the LPA model to a project in their course(s)
3. Identify tech tools to support LPA initiatives in their courses
4b) Workshop
Thinking Makes It So - Animating Diversity within the Canonical Conservatism of the Secondary English Classroom
Cody Reynolds, Head of English, Moriah College, Sydney, Australia
Session Abstract:
A 2020 Australian survey of text selections for the final year of high school study reveals Shakespeare and TS Eliot as the most prolifically taught authors. In a country where 75% of citizens report ancestral diversity; where a woman has held the nation’s highest office; where marriage equality is law and queer identity is celebrated; the high school English curriculum remains staid in its whiteness, maleness and heterosexuality. Working within the constraints of resource limitations and systemic prescriptions, this workshop will demonstrate how the classroom can be radically diversified without the need to abandon the accepted pillars of English scholarship.
Session Learning Outcomes:
1. Reach a functional understanding of the “counter curriculum” framework, and how this might be deployed in secondary English scholarship.
2. Understand how diverse voices can be introduced to secondary English curricular within existing text prescriptions/limitations.
3. Develop strategies for assessing the confidence of students in engaging with perspectives outside their own experience.
4c) Workshop
Who You Are Matters: Authentic and Intentional Teaching
Nancy Winfrey, Faculty Developer, Center for Teaching Excellence, North Carolina Agricultural and Technical State University
Session Abstract:
Humanities pedagogies are delivered by humans, to humans, and that relationship is at the heart of successful teaching and learning. We all pursued a career in education for reasons that were important to us as individuals, yet we know that the job pulls us in many directions. This workshop will focus on the idea of vocation- the way that who we are supports the work that we do- as we explore and articulate our values, in order to align our core strengths with our responsibilities as educators. Plan on dialogue, reflection, and creative engagement in this collective learning experience.
Session Learning Outcomes:
1. Reflected on their vision of themselves as educators,
2. Articulated their values and identified those influences on their teaching, and
3. Examined their intrinsic and extrinsic motivation and created a balanced way forward for their context.
4d) Roundtable Discussion
What Can We Learn from Remote Teaching? Rethinking Humanities Signature Pedagogies after the Pandemic
Daniel Dale, Assistant Director, Center for the Enhancement of Teaching and Learning, University of Cincinnati
Session Abstract:
While most humanities instructors are eager to renew in-person teaching after the pandemic, it might be useful to take stock of the teaching we did during the pandemic, and how that teaching can be used to enhance our signature pedagogies. In this roundtable discussion, we will explore how things like utilizing the institutional LMS, recording lectures to clear space for class discussion, and building in more course flexibility can become regular parts of our teaching. Rather than leaving all parts of remote teaching behind, humanities instructors should take that experience and use it to build on our signature pedagogies.
Session Learning Outcomes:
1. Reflect on their experiences teaching remotely
2. Discuss ways of incorporating parts of remote teaching into their in-person teaching
4e) Collaborative Working Group
What Does Ethical Assessment Mean to You?
Emily E.F. Philbrick, Contingent Faculty, English Department, Carroll Community College and Howard Community College
Keith W. Mathias, Associate Professor, English Department, Prince George’s Community College
Session Abstract:
We want to think through ethical and equitable assessment practices across disciplines, such as grading contracts, self-assessment, peer assessment, labor- or mastery-based grading, and other practices sometimes referred to as “ungrading.” We are less interested in labeling these practices than we are in developing and collecting resources, documenting experiences, and exploring the tough questions that accompany adopting new modes of assessment. In particular, we are looking to collaborate with educators who are relatively or completely new to these modes of assessment. We envision creating a collaborative website with a blog component, as well as a resource archive. This may lead to an article or an edited collection.
Session Learning Outcomes:
1. Develop and share community knowledge surrounding assessment.
2. Find collaborators for an assessment-centric website/blog.
3. Create an archive of resources for educators who want to adopt alternative assessment practices.
Closing Plenary | Looking Ahead with the Humanities Pedagogy Collective
3:45-5:00pm Pacific Time