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. 

Space is limited, so please pre-register for these interactive workshops (if a workshop does not appear on "Registration and Membership," it has sold out).

Below are times and locations at the Gaylord National and Resort Center.

Thursday, March 21

12-2 PM

Lessons from Practice: Creating and Implementing a Successful Learning Community

Pedagogy and Professionalism Workshop

Terry Novak, Johnson and Wales University
Thursday, March 21, 2019
12-2 PM
Eastern Shore 1

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.

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

Pedagogy and Professionalism Workshop

Christopher Jacobs, Temple University
Thursday, March 21, 2019
12-2 PM
Eastern Shore 3

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.

Teaching the Humanities Online

Pedagogy and Professionalism Workshop

Susan Ko, Lehman College, CUNY
Richard Schumaker, University of Maryland University College
Thursday, March 21, 2019
12-2 PM
Bella Vista A

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.

Powerfrauen: Integrating Women in German Language and Culture Curriculum

German Workshop

Christopher Gwin, University of Pennsylvania
Margaret Gonglewski, George Washington University
Thursday, March 21, 2019
12-2 PM
Mezzanine Room 1

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.

Thursday, March 21

2:45-4:15 PM

Applying to Graduate School

Undergraduate Research Forum and Workshop

Thursday, March 21, 2019
2:45-4:15 PM
Bella Vista A

This workshop will focus on how to prepare a successful application for graduate school and will also be open to MA students hoping to pursue a PhD. Topics will include:

  • components of a strong application
  • experiences you should build prior to applying
  • the difference between a resume and CV
  • how to write a strong statement of purpose/research abilities.

The workshop will also include faculty and/or PhD students who have served on graduate admissions committees to discuss what committees look for in a strong application.

We will also discuss expectations for graduate study, the value of a graduate degree, and what students need to know to be successful as graduate students.

Before and after the workshop will be presentations from undergraduate students as part of the Undergraduate Forum.

Friday, March 22

8:30-9:45 AM

Academia, Alt-Ac, and the Application: Converting Your CV to a Resume

Pedagogy and Professionalism Workshop

Claire Sommers, Graduate Center, CUNY
Friday, March 22, 2019
8:30-9:45 AM
Annapolis 3

Given the challenges of the current academic job market, we have begun to encourage early career scholars to explore alt-ac options. However, alt-ac positions frequently require different job materials than the traditional academic job market. This session will offer practical advice on how to convert an academic C.V. into a resumé that will allow PhD recipients to apply competitively for alt-ac positions. 

Interested in speaking as part of this session? Please email a 100-word bio and a 300-word abstract detailing personal experiences that are relevant to these panels to Claire Sommers, Professional Development Coordinator, csommers@gc.cuny.edu, by January 25, 2019.

Saturday, March 23

8:30-10 AM

The Foreign Language Enrollment Solution Room: From Data to Aspiration

Pedagogy and Professionalism Workshop

Tania Convertini, Dartmouth College
Dennis Looney, Modern Language Association
Saturday March 23, 2019
8:30-10 AM
Baltimore 1 

Are you struggling with foreign language enrollments at your institution? Join Dennis Looney and Tania Convertini at the NeMLA Foreign Language Enrollment Solution Room to grapple with this perennial problem. Dennis Looney will present MLA data on enrollment; Tania Convertini will facilitate the conversation through a design thinking approach. Bring your experience, your challenges, but also any knowledge you might have of successful models for sustaining and expanding enrollments. Come to the NeMLA Foreign Language Enrollment Solution Room and leave with ideas for curricular innovation and programmatic change! 

Saturday, March 23

10:15-11:30 AM

Don’t Take Grants for Granted: How to Pitch Research and Apply for Funding

Pedagogy and Professionalism Workshop

Trey Calvin, Joint National Committee for Languages
Saturday, March 23, 2019
10:15-11:30 AM
Baltimore 1

One of the most vital skills for any scholar is the ability to make one’s research understandable to individuals outside of their home discipline, as well as academia itself. In so doing, a scholar can advocate for their own research or department, and can also apply for grants to fund their studies. This session will offer practical advice on pitching one’s research to individuals outside one’s field of specialty. We will pay special attention to how to use this skill to apply for grants and other external funding.

Interested in speaking as part of this session? Please email a 100-word bio and a 300-word abstract detailing personal experiences that are relevant to these panels to Claire Sommers, Professional Development Coordinator, csommers@gc.cuny.edu, by January 25, 2019.

Introduction to Literature: Teaching a First-year Course

Pedagogy and Professionalism Workshop

Sylvia Hunt, Université Laurentienne
Saturday, March 23, 2019
10:15-11:30 AM
Eastern Shore 3

Mindfulness in the Writing and Literature Classroom

Matthew Leporati, College of Mount Saint Vincent
Donetta Hines, McGill University
Saturday, March 23, 2019
10:15-11:30 AM
Mezzanine Room 1

This workshop will discuss practical strategies for implementing techniques of mindfulness in the writing and literature classroom, and it will consider the advantages and disadvantages of such techniques.

In recent years, the utility of mindfulness-based interventions (MBIs) has gained significant attention in the study of pedagogy. Inspired by Eastern practices of concentration and attention, techniques that fall under the category of MBI prompt both students and instructors to become increasingly aware (without judgment) of the present moment and their reactions to it. Some instructors lead students in brief meditation as a preparation for writing exercises; others encourage students to free write their initial reactions to texts, observing and recording their inner monologue; still others employ descriptive writing assignments that require students to pay close attention to common objects, including the smallest details that might normally escape their notice. Students may use their smartphones to record themselves reading short texts out loud and commenting on them in real time. Another assignment requires them to photograph things they see in their everyday lives that remind of them of literary texts we are studying. Such assignments leverage technology to encourage students to become more aware of their surroundings and connect them to our class.

Participants of this workshop are welcome to discuss the theory and especially practice of mindfulness with attention to its benefits and drawbacks in the classroom. Topics include strategies for stimulating mindfulness; examinations of which techniques work well and which are less effective; methods for dealing with student resistance to mindfulness; reflections on the relationship between mindfulness and writing and/or literary studies; the potential for mindfulness practices to open discussions about ethics within and beyond the classroom; and ideas for resisting the recent commercialization and commodification of mindfulness in popular culture and the corporate world (sometimes called "McMindfulness").

Saturday, March 23

11:45 AM-1:15 PM

Skip the Textbook! How to Create Low-Cost Courses to Boost Enrollment and Save Time

Pedagogy and Professionalism Workshop

Melanie Banfield and Alexandra Lough, co-owners, LectureSource
Saturday, March 23, 2019
11:45 AM-1:15 PM
Eastern Shore 3

Many teachers do not know about the numerous open source libraries out there. Therefore, in this workshop, we will discuss all the ways that collaborating on course materials can help faculty choose to use open resource texts and readings in their course. 

Sunday, March 24

8:30-10:30 AM

The Community and the Algorithm: A Digital Interactive Poetics

Creative Writing Workshop

Andrew Klobucar, New Jersey Institute of Technology
Sunday, March 24, 2019
8:30-10:30 AM
Magnolia 1

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.

Literature Across Languages: Teaching Translated Texts in the Monolingual Classroom

Pedagogy and Professionalism Workshop

Annelise Finegan Wasmoen, New York University
Sunday, March 24, 2019
8:30-10:30 AM
Magnolia 3

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.

Feminist Filmmaking: A Workshop

Women's and Gender Studies and Pedagogy and Professionalism Workshop

Bernadette Wegenstein, Johns Hopkins University
Sunday, March 24, 2019
8:30-10:30 AM
Camellia 2

What is a feminist film and how can we make one? This question will be explored during a hands-on workshop led by documentary filmmaker and media theorist Bernadette Wegenstein. We will look at excerpts from the canon of women filmmakers from the past one hundred years: from the silent era Neapolitan filmmaker Elvira Notari to recent independent feminist films by Marialy Rivas (Chile) or Andrea Arnold (UK), as well as to such recent commercial feminist film series as Top of the Lake by Jane Campion, and Transparent and I loved Dick by Jill Solloway. The principal over-arching question examined in this workshop is this: what does it mean to express a “feminist point of view” on film? How is it tangible? Is it the character-development of a female lead figure? Is it an overall dramaturgical structure that allows for hybrid story-telling? Is it putting an emotional point of view before an action point of view? Is it rewriting a canonical story with a female voice? Or is it all of these things? 
    
The workshop is limited to 15 participants and consists of two parts: the first one an introductory lecture by Bernadette Wegenstein, and the second one a hands-on experience of small groups of 2-3 participants who will look at film clips, analyzing and examining them in depth for the community of participants. The idea of these small break-out sessions is to both work closely with the filmic text and to create a diverse exchange of opinions.

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

Pedagogy and Professionalism Workshop

Meghan K. Riley, University of Waterloo
Sunday, March 24, 2019
8:30-10:30 AM
Baltimore 5

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.

Sunday, March 24

10:45 AM-12:15 PM

Creative Writing Strategies in the World Language Classroom

Creative Writing and Pedagogy and Professionalism Workshop

Julien Suaudeau, Bryn Mawr College
Sunday, March 24, 2019
10:45 AM-12:15 PM
Annapolis 1

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.