Friday, May 31, 2013
Learning Stories: Narrative in the Classroom and in SoTL
When we tell stories about learning, we focus and organize the narrative in ways that make visible our understanding of both the experience of learning and the ideas and material we’ve learned. Storytelling can thus be an important tool for research because it provides insight into how we and our students think. This presentation will explore the nature of stories, the ways that storytelling can help students both represent and reflect on their learning, and help us as scholars frame, explain, and examine what happens as our students learn.
Sherry Linkon is Director of Writing Curriculum Initiatives and Professor of English. Along with extensive research, teaching, and leadership in Working-Class Studies, she has published and spoken widely on students’ learning in and across academic disciplines. She has led institutes on teaching about class, coordinated collaborative course development teams, and directed the program to train new graduate assistants in the teaching of writing. Her most recent book is Literary Learning: Teaching in the English Major (Indiana, 2011). She is also the co-author of an online textbook, Reading Work: An Online Resources on Critical Reading and the Meaning of Work, that guides students in the use of a cross-disciplinary critical reading strategy while exploring the history and meaning of work. Within Working-Class Studies, she has collaborated on research and presentations with colleagues from many fields, from geography and sociology to labor studies, history, art, and writing.
Saturday, June 1, 2013
The Holy Trinity of Storytelling: Science, Religion & Politics (Or How the Jesuit Mission Helps Hollywood Make Big Bucks!)
Stephen V. Duncan
How Hollywood tells stories is impacted more today by digital technologies than since the invention of the radio in the 1920’s. If 21st Century screenwriters, producers and directors want to be successful, they simply cannot ignore digital technology because it has created a world where anyone with a cell phone can tell a story. Digital technology has also created a robust global discourse around religion and politics. This talk will look at a popular and highly lucrative film genre—science fiction—and how it owes its storytelling achievements to the development of technology, religion and politics.
Steve Duncan is a Professor of Screenwriting at Loyola Marymount University. His produced credits include Co-creator and Executive Consultant, CBS-TV Emmy Winning series Tour of Duty; Writer-Producer, ABC-TV series A Man Called Hawk, and Co-writer of Emmy Nominated TNT film The Court-martial of Jackie Robinson. He’s the author of A Guide to Screenwriting Success: How to Write for Film and Television (Rowman-Littlefield 2006) and Genre Screenwriting: How To Write Popular Screenplays That Sell (Continuum Books 2008). He’s a contributing author to The Handbook of Creative Writing (Edinburgh University Press 2008) and Now Write! Screenwriting (Tarcher/Penguin 2011). Steve earned an M.A., Communication Arts: Television and Film, from Loyola Marymount University.
Sunday, June 2, 2013
What happens when you teach students how to lie?
T. Mills Kelly
In this presentation, Mills Kelly describes the reasons why he teaches his students to lie about the past through the creation of online historical hoaxes. What happens when the stories they tell others about the past are false? What is the value of such a disruptive pedagogy? How can flipping the ethics of a discipline help students explore the essential nature of those ethics? This presentation will explore how stories are constructed, how arguments are made, and what role evidence plays.
Mills Kelly is an Associate Professor in the Department of History and Art History at George Mason University, where he is also an Associate Director of the Roy Rosenzweig Center for History and New Media. He is a historian of modern Europe who has devoted much of his professional life to the scholarship of teaching and learning in history and is especially interested in the ways that digital media are changing how our students learn about the past. His new book, Teaching History in the Digital Age examines this topic in detail, especially the ways that students can use the creative potential of the digital realm in their learning about the past. In 1999 he was a Pew National Fellow with the Carnegie Foundation for the Advancement of Teaching and in 2005 received the Outstanding Faculty Award from the Commonwealth of Virginia, the state's highest recognition of faculty excellence.
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