Notes from Oct 2013 Annual Meeting

Thanks to Shari Childers for taking notes!  I’ll just supplement and annotate with some details.–Nancy

—–

  • Nancy Chick: membership coordinator; co-editor of TLI, Teaching and Learning Inquiry.
  • Mary Huber: AHHE, Arts and Humanities in Higher Ed Journal
  • James Rhem, National Teaching and Learning Forum
  • John Webster, Director for Writing, CAS, works with faculty not students; University of Washington
  • Maryann Danielson, responsible for membership and works with the special interest groups.
  • Sherry Lincoln: How to get more writing into classes, book/recent/lots of references to it during this conference
  • Co-editor, Brad–CJSoTL, the Canadian Journal; call for SoTL through the Lenses of the Arts & Humanities. Two questions: how do we work with other journals to advance…? AND I am looking for reviewers.
  • Also, McMaster University, Symposium of Arts to celebrate 50 years of their program. Be aware.

If you are working on a project that might eventually be a book–consider the Scholarship of Teaching and Learning Press at Indiana University.

MLA is *not* desperately seeking these submissions… story of a rejection.

But Pat Michaelson did run a session at the MLA recently; fire marshall shut them down because so many people attended–even though it was the first session of the conference.

Nancy made a SoTL page: she didn’t give us the address… (Here it is.–Nancy)

A fabulous panel that Pat put together on reaching a wider audience in A&H (I went to this one) and “How do we stop preaching to the choir?”, and Nancy said “We don’t have a choir!”
Too much time has passed with complaining about not having full acceptance, about the tyrrany of the old model of SoTL (numbers basis, methods, that exclude). Now we need to take the next step… move forward.  (I’ll post the streaming URL when it’s available.–Nancy)

A consideration of the core questions/questions that have value for us:

  • What can we do with close reading as a way of studying student learning?
  • What’s the point at which the professional’s conception meets the student’s?
  • Why do other academic areas not discuss talent?
  • How do we capture the process of learning in these disciplines? (The thinking that comes before the writing… ) [My question: (how) does/can this look like engagement?]
  • Reflection & metacognition–what does it look like?
  • Working with international students; is there a demand for this? How to attract, support, design courses for these students? Use it as a way to re-examine teaching…
  • Bibliography of examples of research methods?
  • Sherry notes that A&H has a preoccupation with the process as compared to other disciplines.
  • Margy MacMillan (librarian) recommends we consider creating a research agenda (e.g., see Christine Bruce’s one for info literacy as model).

Should we organize clusters around some of these questions? Would that have value?
We could use these for panels next year…  What would you like to do this year?

Nancy’s end notes on three central questions/themes:

  • How do we capture the process of student learning in these disciplines?
  • What does self-reflection/metacognition in the As&Hs look like?
  • Examples of research methods

Also, following our discussion, I started a page for arts- & humanities-SoTL-friendly publishing outlets.

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One thought on “Notes from Oct 2013 Annual Meeting

  1. I couldn’t attend the interest group meeting this year. (I had to wait in the Raleigh airport while they decided to cancel my plane!) However, I’d like to offer two references that I assigned for today in my grad pedagogy course. Are these examples of humanities SOTL? In what ways, or why not? If no, can we borrow features from them as we discuss a form for a new genre? And if yes, do we need to overthink what humanities SOTL looks like or “just do it”? Best to all, Jen Robinson

    • Stern, Danielle M. “You Had Me at Foucault: Living Pedagogically in the Digital Age.” Text and Performance Quarterly 31.3 (2011): 249-266. Available at http://www.tandfonline.com/doi/full/10.1080/10462937.2011.573191#tabModule [see references!!]
    • Lindemann, Kurt. “Performing (Dis)Ability in the Classroom: Pedagogy and (Con)Tensions.” Text and Performance Quarterly 31.3 (2011): 285-302. Available at http://www.tandfonline.com/doi/full/10.1080/10462937.2011.573188#tabModule

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