Because humanities-based disciplines emphasize discussion, critical thinking, and ethical exploration, educators often design courses and experiences that exist at the very forefront of widely-acknowledged best practises in critical pedagogies (Karpenko and Dietz 2016). But, since such practises are almost inseparable from what makes humanities-based study so compelling, educators often struggle to characterize the pedagogies that define their own disciplines, what Shulman (2005) terms “signature” pedagogies. Instead, signature humanities pedagogies remain implicit, modelled to students but seldom explicitly articulated ... until now!
Join the Humanities Pedagogy Collective in this unique and highly interactive virtual conference to
Excavate signature pedagogies found in different humanities disciplines
Identify core practices across humanities pedagogy
Develop terminology and criteria for assessing student learning
Collaborate with other humanities educators to create new resources
Feel empowered articulating the distinctive skills and values imparted through humanities education
A humanities educator (higher education, state-based humanities councils, K-12 etc.)
Someone who works closely with humanities educators (e.g., instructional development and design, teaching and course assistants, academic technologists, librarians)
Someone who works on educational infrastructure that impacts humanities education (e.g., university/college/school administrators and leadership, non-profit sector)
All sessions are 60 minutes, unless otherwise noted.
Prospective facilitators may propose sessions of the following types:
Workshop: A highly interactive session where participants experiment, practice, create, and reflect.
Roundtable Discussion: A facilitated group conversation on a specific theme or topic.
Research Seminar: Facilitator(s) pre-circulate a reading to participants and then guide a discussion or activity at the conference based on the assigned reading.
Collaborative Working Group: (Possible additional time commitment after conference to be determined by participants): Opportunity to identify potential collaborators for a resource-development, writing, event, or programmatic project.
Pedagogy Demonstration: Facilitators walk through a particular assignment or activity they have designed, highlighting the what, how, and why. Good opportunity to share the integration of a particular academic technology tool.
Lightning Talks (5 minutes): Short talks that focus on asking a big question or sharing a big idea. They should aim to stimulate, inspire, and spark conversation. You will be grouped into a longer session with other lightning talk speakers.
The Proposal form will ask you to submit
Name(s), email(s), institution(s), and position title(s) of proposed presenters.
A Title.
An Abstract of 75-100 words. This will appear on the conference website, so write it to your intended participant audience.
A list of 1-3 Learning Goals for your session.
A Session Description of no more than 300 words. Provide an overview of what participants will learn or experience by attending your session. Depending on your session type, you may want to give an outline of the activities planned, a description of the problem or challenge your session is interrogating or solving, address why this topic now, or how you think other humanities professionals will benefit.
Session Descriptions will be evaluated according to:
Alignment with the learning goals of the conference
Feasibility of format and length given the proposed session type
Opportunities created for humanities educators across disciplines to talk to each other, take away new teaching tools, or launch new collaborations
Review of proposals will be blind, so please avoid mention of names, institutions, or other identifying markers in the learning goals and session description.