Article/Book Chapter Presentations: Two presenters will select a reading and collaborate to lead discussion during each in-person seminar meeting, bringing a 1-2 page handout summarizing a scholarly article or book chapter and lead a discussion on the issues raised in the source and their pedagogical implications for our courses. You are welcome to search for your own articles in the journals linked to below, or you can select from the 22 chapters/articles we have pre-selected for you that you might find interesting (linked to above in the heading of this section). The handout should generally include any relevant information about the author’s background, a brief summary of the introduction or literature review, research questions and methodology, the main results and/or argument, pedagogical implications, and the presenter’s questions for discussion. The presentation should be no more than 15 minutes per presenter. Here are journals in which to search:
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- Journal Articles: Rhetoric & Composition & Applied Linguistics and More
- Book Chapters: WAC Clearing House Online Books
Pedagogical Artifact Presentation + Workshop: Using information from the scholarly sources and discussions, seminar participants are asked to revise a lesson, assignment, or learning activity and present it to colleagues for feedback and further discussion during each online seminar meeting. As an alternative to revising existing pedagogical materials, participants are encouraged to write new learning activities and assignments to bring as a deliverable to the online workshops. This iterative process of reading, learning, providing feedback, and revising aims at building a learning community with colleagues and enhancing student learning.
Teacher’s Guide End-Of-Term Submission: In groups of 2-3 participants, we will put together 3-4 submissions for the Teacher’s Guide and/or the Pedagogy in Praxis journal from the materials we develop throughout the semester. Each group will put together a submission drawn from their individual scholarly and pedagogical artifact presentations during the seminar and a 300-word reflection introducing the artifact, describing any academic research informing it, and how it fits into the curriculum. You might for instance contribute a piece to the Pedagogy in Praxis journal by synthesizing information from seminar meetings and your in-class experiences.