Interactive Workshops

Workshops model hands-on learning and are intensive discussions led by a moderator. They emphasize participation by all session attendees and aim to develop professional skills or examine professional interests, responsibilities, and proficiencies. Workshop organizers will receive free registration and membership.

The Community and the Algorithm: A Digital Interactive Poetics

Andrew Klobucar, New Jersey Institute of Technology

Electronic writing affords an array of interesting challenges on both practical and theoretical levels, especially considering how collaborative literary practices have evolved and adapted to an online media environment. This workshop seeks to introduce to participants new collaborative writing exercises using current computational writing tools. Participants are invited to bring tools and programs they are either currently developing or prefer using in their own research and teaching to feature along with a number of unique devices I have recently collected together in a newly developed web-based text generation and analysis program I call the "Computational Poetics Workbench." Discussions conducted during the session will center on ways to revise electronic writing as the basis for new communities of practice capable of merging the tools of computational reasoning with social interaction.

Creative Writing Strategies in the World Language Classroom

Julien Suaudeau, Bryn Mawr College

This workshop will focus on (1) identifying the appropriate literary material for a creative writing course in the target language and (2) diary writing strategies in the world language classroom

Departing from traditional journal/blog entries, this approach brings together literary analysis, review of grammar structures and storytelling. Participants will be invited to identify and analyze the "blanks", or "blind spots", in the selected sources (Dora Bruder and the screenplay of Lacombe Lucien, both by French author and Literature Nobel Prize winner Patrick Modiano).
 Once text and context (the Occupation of France by Nazi Germany during World War II), as well as fiction and nonfiction, have been sorted out, participants will be ready to create their own diary for the protagonist. The diary-writing process will take multiple forms and involve peer-editing. Specific attention will be given to the concepts of voice, tone and pitch, as well as to the moral and psychological characteristics of Dora—a victim of the Holocaust—and Lucien—an ordinary young man who turned into a "Collabo" monster.  The presentation will also provide insights as to how the process can be replicated with film and songwriting.

How the Song of the Summer Can Become the Learning Tool of the School Year

Christopher Jacobs, Temple University

Do you remember the viral song "Despacito" from the summer of 2017? Chances are your students do. If you’re a Spanish teacher, your students may have asked you what "Despacito" says. A student who asks this question is interested in both Spanish and the target culture(s). In this workshop, we’ll discuss how to harness this enthusiasm through the use of relatable authentic materials (made both by and for target language communities), so that students may be better prepared to understand target language speakers and their cultures.

Lessons from Practice: Creating and Implementing a Successful Learning Community

Terry Novak, Johnson and Wales University

Learning Communities, among a list of proven high impact practices on college campuses, take a variety of forms. In this workshop the facilitator, who has taught in a successful first-year learning community model designed and realized with her learning community teaching partner for eighteen years, will engage participants in discussion of how to best create and implement a learning-community on their own campuses. The facilitator will cover student engagement and collaborations, faculty engagement and development, and community involvement as the keys to a successful learning community model. Participants will draft a learning community that fits their needs and the needs of their institutions and students and will leave the workshop with solid tools that can be used for gaining support for learning communities on their campuses. Work on creating faculty partnerships as well as community partnerships will be covered, as will work on creating interdisciplinary assignments.

This workshop will appeal to those new to the concept of learning communities as well as to those who have tried learning communities with mixed results. In addition, the workshop will offer those feeling the need for enhancement in their teaching a spark of renewal and will point faculty to methods of crossing disciplines as a way of enriching their own and their students’ experiences and development.

Literature Across Languages: Teaching Translated Texts in the Monolingual Classroom

Annelise Finegan Wasmoen, New York University

The teaching of literature in translation is all but unavoidable, whether in comparative or world literature programs, or in national literature departments. Yet, as Karen Emmerich has recently described, the way literature is taught in translation “often cultivates a mistrust of, or at best obscures or ignores, the mediating work of translation.” This workshop encourages effective teaching of texts in translation through exercises and lesson plans that foreground translation as an interpretative practice and address the questions raised by the use of translated texts in a monolingual classroom environment.

Making 'Smart' Choices About Alt-Ac Experience in the Age of Precarity

Meghan K. Riley, University of Waterloo

Despite statistics demonstrating the scarcity of tenure track employment and the difficulty in securing such positions, many PhD students and graduates still prioritize tenure track employment opportunities and professional development. Because of this prioritization, they end up finishing their PhD with little (recent) experience in alt-ac or post-ac positions. But how do you pursue alt-ac while completing a PhD, presenting, publishing, and doing service work? This workshop will guide participants in an examination of their interests, skills, career goals, and resources, and how to make time for alt-ac experience as a member of the academic precariat.

Powerfrauen: Integrating Women in German Language and Culture Curriculum

Christopher Gwin, University of Pennsylvania
Margaret Gonglewski, George Washington University

Discover fun, engaging lessons with a focus on significant history-making women across the span of German history, from Hildegard von Bingen to Angela Merkel. Join us as we continue the journey to create culturally authentic, gender-balanced and thought-provoking curricular experiences for our students. Proven lessons from novice through intermediate course content provide the inspiration for hands-on learning in this workshop, including: dynamic profiles of famous women throughout history; Merkel’s role in Germany and the world; a comparison of women’s rights in German-speaking countries’ constitutions; and the struggle for women’s suffrage in Switzerland in the 1970’s. Participants receive classroom-ready materials: authentic interpretive and presentational tasks, and assessment tools.

Teaching the Humanities Online

Richard Schumaker, University of Maryland University College
Susan Ko, Independent Scholar

This hands-on professional development workshop provides a guided opportunity for designing and teaching fully or partially online courses, led by two individuals with extensive expertise in faculty development for online and blended teaching, as well as experience teaching comparative literatures and cultures. Participants will draft a design plan for a course or course elements that will make use of online delivery and receive feedback from moderators and workshop peers.