|Wednesday, May 29th|
Cathy Burack, Brandeis University
Dolan School of Business Dining Room (104A)
12:00 PM - 3:00 PM
Peer review is the process by which academic communities assess the quality of scholarly products and, at times, facilitate or restrict the dissemination of such products. Community-engaged scholars may encounter challenges through traditional peer review processes as they seek to advance the public good through dissemination, sharing and discussion of products of community-engaged scholarship (CES). This session focuses on building both the capacity of faculty to address these challenges and of academic institutions to support CES. In this session we will provide an overview of the traditional peer review system (what is reviewed, how does review work, who reviews, why do we review, etc.) and recent innovations addressing CES. In small groups, participants will explore issues that arise at the intersection of CES and peer review, the preparation faculty members need to address the challenges and strategies institutions might use to best support faculty community-engaged scholars. Finally, the presenters, both editors of publications about CES, will offer tips for drawing scholarship from community-engaged activities and preparing products of CES to meet rigorous review standards. Resources and publication outlet ideas of interest to community-engaged scholars seeking to publish their work will be shared.
Learning outcomes for participants include:
For more information about expanding the boundaries for Community Engaged Scholarship visit the ReThinking Peer Review website: https://sites.google.com/a/umn.edu/rethinking-peer-review/.
Bryan Ripley Crandall, Fairfield University
DSB, Room 110
3:15 PM - 4:30 PM
Without a doubt, educators in the 21st century are expected to work with "digital pencils" (Lei, Conway, & Zhao, 2008) more now than ever before, especially as composing processes have entered the brave new world of online writing (Oh, 2008). With this said, research on digital literacies has not kept up with technological advancements (Department of Education, 2000, 2004, 2008). Even so, digital writing remains new literature (Himmer, 2004) and affects how students think about the ways they make meaning (Oliver, 2007). Composing digitally helps students to take part in larger communities than traditional classrooms, alone (Mortenson, 2004). This interactive session asks participants to think about possibilities for incorporating "digital storytelling" (Hall & Katz, 2006; Miller, 2007) in course pedagogy. The presenter offers personal models, shares the work of high school students, and offers examples of student teachers to highlight how the genre has been used for multiple purposes and audiences, including a poetic composition from a Somali Bantu youth who relocated from a refuge camp in Africa. In this session participants will construct an offline draft for a digital story through the promotion of visual (Frey & Fisher, 2008) and sonic literacies (Comstock & Hocks, 2006). A conversation about the possibility for multiliteracies (New London Group, 1996) in K - Graduate School classrooms will be initiated.
Curtis R. Naser, Fairfield University
DSB, Room 105
3:15 PM - 4:30 PM
Asking students to evaluate their peers can instill expectations and provide for more meaningful participation by students, especially in the context of oral presentations. It is even better if students help define the criteria of evaluation (create a rubric). This session will first engage the audience in the development of an oral presentation rubric and then ask the audience to apply that rubric to the remainder of the presentation.
Valerie Allen, John Jay College, CUNY
DSB, Room 111
3:15 PM - 4:30 PM
Guided by global scholarship in New Literacy Studies, we seek to redefine literacy as an identity. Our purpose is to devise new practices and perspectives that enable our college students to assume the identity of reader and writer. Our objectives for the session are to: describe the challenges of literacy acquisition at all educational levels; identify the particular challenges confronted by educators in higher-level institutions; share some literacy-consciousness-raising strategies developed from our respective disciplines; and target specific areas for development in other disciplines (as represented by audience participants).