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 for workshops will be limited, so please pre-register for interactive workshops starting in Fall 2020. If a workshop does not appear on "Registration and Membership," it has sold out, but you may email to be added to our waiting list.
Tommy Mayberry, St. Jerome’s University at the University of Waterloo, and
Sarah Gibbons, University of Guelph
Research shows that graduate students view feedback from their supervisors and committee members as critical to their successes with theses and dissertations—and not just with the content they are writing about, but with the actual writing and processes of writing as well. Providing feedback on multiple ongoing thesis and dissertation projects, however, can be a challenging, time-consuming, and even frustrating process for faculty. In this workshop, we’ll draw on research from Writing Studies and the Scholarship of Teaching and Learning to discuss effective approaches to mentoring and supporting your graduate students via feedback on their thesis and dissertation projects. Together with our workshop participants, we will offer strategies for providing effective feedback under time constraints and will identify approaches and tools that your graduate students can use (and that you can use with your graduate students) to address and engage with your feedback as they write, revise, and polish their theses and dissertations.
Susanne Even, Indiana University-Bloomington
Performative pedagogy facilitates intersections of content and the individual learner. Including performative aspects into literature teaching is a pedagogical move that prepares the ground for students wanting to read and to read on. Participants will be familiarized with basic performative conventions and learn to adapt these conventions to different texts, thus taking the role of the performative teacher, trying out ideas in a safe space, and learning with and from each other.
Susan Ko, Lehman College, CUNY, and
Richard Schumaker, City University of New York
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.
Caterina Agostini, Rutgers University
By attending this interactive workshop, you can learn to use effective tools with Digital Humanities methods. Using geospatial tools offers an opportunity to explore geographical and chronological aspects of a large research corpus.
Hannah Brooks-Motl, Amherst College Press
In this roundtable, exhibiting publishers will give practical advice on issues that first-time and long-time authors often confront, from drafting book proposals, to thinking about press “fit,” to utilizing new publication technologies. Short presentations by editors will be followed by an audience Q&A open to any aspect of the publishing process.
Chris Jacobs, Temple University
Research has shown that many students seek to obtain practical language skills from their literature classes. Research has also shown that learning success depends on how well students believe classes align with their personal goals. This interactive workshop explores how to apply real-world-focused, task-based language teaching (TBLT) to literature classes. In this workshop, attendees will explain the relationship between student goals and learning, describe TBLT, analyze the effectiveness of specific activities, and design literature-based tasks that students are likely to find useful and engaging. Attendees will leave with both concrete tasks and the skills to design additional tasks.
Christina Riehman-Murphy, Pennsylvania State University, and
Bryan McGeary, Pennsylvania State University
This workshop will focus on ways in which faculty can employ open pedagogical practices with students and how these practices aid in reinventing the relationship that their students have with course content. We will present short case studies on open projects and share the impact these projects have had on the teaching and learning experience. Participants will be guided through the process of creating an Open Project Roadmap that will be customized to their unique course, technology, and partnership affordances. The workshop will be led by two members of the inaugural cohort of the Open Textbook Network’s Certificate in OER Librarianship.
Exhibitors: Do you have a new service you would like to promote? All exhibitors have the opportunity to offer workshops in the Exhibit Hall at NeMLA's convention. NeMLA will promote your workshop as part of our Professionalization Initiatives, and convention attendees will have the opportunity to pre-register. Space is limited, and exhibitors who sign up after November 1 may be asked to share a workshop and may not be included in the workshops listed in our Winter 2021 newsletter. For more information, please email Claire Sommers, Promotions, Exhibits, and Professionalization Coordinator.