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 starting October 30, 2019 for these interactive workshops (if a workshop does not appear on "Registration and Membership," it has sold out).

Curricular Reform in Light of the Ideals of the MLA Report

Nicole Mills, Harvard University

This roundtable will present a new teacher professional development initiative that introduces TAs and TFs to cutting-edge curricular reform initiatives aimed to address the underlying recommendations of the MLA report. Through interactive discussion, demonstrations, video-conferencing, and in-class presentations with prominent applied linguists, the course explored themes associated with social pedagogies, multi-literacies, genre-based pedagogies, culture and identity, languages across the curriculum, emerging technologies, and their relationship to language, culture, and literature instruction. After a brief overview of the course structure, goals, and rationale, ten TAs and TFs enrolled in the course from various languages will present their innovative course and syllabus design.

Data-Driven Rubrics for the Contemporary Second Language Writing Classroom

Mary Jo Lubrano and Janice Willson, Yale University

Assessing second language writing is becoming more complex in today’s multicultural digital classroom. This workshop equips instructors to respond to these changes by demonstrating a method for aligning course goals with contemporary writing samples. The workshop shows how data-driven rubrics can be constructed by analyzing written performance.

Enhance Students’ Cultural Proficiency through Street Art and Text Graffiti

Viktoria Hackbarth and Mira Angrist, Boston University

Visual literacy is an important component in today’s language and culture studies and can be further incorporated into 21st century world language syllabi. Graffiti and other forms of art in the public space are authentic manifestations of a particular culture and foster learning to observe, interpret and engage in a cultural discourse. Participants in this workshop will be exposed to and actively engage with multi-model graffiti and art in the public space using pedagogical tools such as the IMAGE model as well as other structured pedagogical tools.

Essential Elements of Online Teaching

Richard Schumaker, City University of New York, and Susan Ko, Lehman College-CUNY

This hands-on professional development workshop provides a guided opportunity for designing and teaching fully or partially online courses. 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. Attention will be given to the use of Open Educational Resources.

Inclusive Curriculum and Instructional Design: Building Marketable Skills

Ann Gagne, Durham College

This workshop will provide hands-on experience of designing inclusive curriculum from the ground up. From writing measurable learning outcomes to creating lesson objectives that are transferable to face-to-face or online/ hybrid educational environments, we will engage in activities that will improve skills and emphasize what can make you marketable as an instructional designer, educational developer, curriculum support in academia, or as a corporate training facilitator.

Introduction to Digital Textual Editing: A Hands-on Workshop

Isabella Magni, Newberry Library

In this workshop, we will explore basic issues of conceptualizing, planning for, managing and building digital editions and we will provide a hands-on introduction to text-encoding. This is an introductory workshop for digital beginners: no technical skills nor previous experience in text markup is necessary.

Shaping Pedagogy and Student Learning through Shared Open Educational Resources (OERs)

Bryan McGeary, Dickinson College, and Christina Riehman-Murphy, Pennsylvania State University

In this workshop, we will explore effective strategies to navigate the wide variety of OER repositories. We will also discuss ways that OERs can help teachers incorporate open pedagogical practices that will lead to active and iterative learning and identity-inclusive course materials, and reinvent the relationship that students have with course content. This workshop will be led by members of the inaugural cohort of the Open Textbook Network’s Certificate in OER Librarianship.

Situated and Transformed Practice: Critical Visual Literacy in L2 Instruction

Andrea Bryant, Georgetown University, and Silja Weber, Columbia University

Politically neutral textbooks and language classrooms do not exist. Using a pedagogy of multiliteracies, this workshop models instructional sequences that decenter biased portrayals of marginalized speakers in language textbooks. Learn to present images as meaning-making resources that address politically charged visual representations in textbooks. Bring your own materials or practice with ours; textbooks from a variety of languages will also be provided.

Transforming Programs and Structures in Foreign Languages: French for Professional Purposes

Mireille Le Breton, Nazareth College

This workshop proposes to discuss the theory and the practice related to teaching (French or other languages) for professional purposes, to highlight the changes that these new types of courses may bring to foreign languages departments, and to analyze how key they may be to their survival and/or growth.

Under Pressure: How to Successfully Publish Under Less Than Ideal Circumstances

Melanie Holm, Indiana University of Pennsylvania

In order to advance professionally, graduate students, early-career scholars, and NTT-faculty are required to publish earlier, faster, and more than ever before while facing increasing teaching and service responsibilities. This interactive workshop will focus on how to succeed in academic writing and publishing under less than ideal circumstances, including strategies for breaking large writing projects into more manageable tasks; integrating teaching and research to maximize scholarly output; targeting and tailoring publications for specific audiences; and identifying the habits and tendencies that can slow your progress and keep you from the path to successful, timely, and efficient publication.