The following is an invitation to attend a talk Michèle Schaal will be giving for the “France and the World” seminar at Harvard’s Mahindra Humanities Center on February 22, 5 pm ET. This talk is part of a series being organized this spring by Louis-Thomas Leguerrier, a FRQSC (Fonds de Recherche du Québec – Société et Culture) postdoc, on radical utopian subjectivities, and we are very happy that Michèle will be kicking things off with a talk on Virginie Despentes’

Teen Spirit.

 

For more info and to register, please visit https://mahindrahumanities.fas.harvard.edu/event/punk-will-destroy-heteropatriarchal-fatherhood.

Dear WIF members,

Please find attached the Fall 2020 Newsletter, the pandemic edition.  

Wishing you all the best of health, peace, and joy for 2021!

WIF FALL 2020 (Autosaved) (Autosaved).pdf

http://ile-en-ile.org/poetry-slam-celebrating-haitian-women/?fbclid=IwAR1Vma9OsY6EYIGywcOAyUXFlmugsDLSt6-5SWkiwc1pb4NhWffjYuCbFiQ

The WIF Newsletter will continue to feature a teaching dossier in one issue, and a Bibliography in the other. 

For the Bibliography, please look at previous bibliographies for models of what we seek. As we have published a teaching dossier in this issue, we seek a Bibliography for the Fall. 

Our upcoming feature focuses on a targeted area. Previous bibliographies have featured topics ranging from French and Francophone Women’s Autobiography to Femmes écrivaines camerounaises to Bibliographies featuring specific authors or cinéastes such as Mireille Best or Agnès Varda. Ideas for bibliographies should be sent to the Vice President of WIF, E. Nicole Meyer (nimeyer@augusta.edu) by August 15, 2020, at the latest. A brief description (100-200 words) is sufficient at this point. The complete bibliography will be due by October 30, 2020. Submissions should be 3-10 pages in length, double spaced in Times New Roman with endnotes, no footnotes. Please do not hesitate to contact me with any questions you might have. Please feel free to forward your teaching dossier proposals (same length, same process) by October 1, 2020. Final teaching dossiers due by January 30, 2020.

Prepared by E. Nicole Meyer, VP WIF

Links related to online and remote best practices:

1. How to give your students better feedback with technology: Advice guide: https://www.chronicle.com/interactives/20191108-Advice-Feedback
2. Seven keys to effective feedback: http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
3. Infusing values into your curriculum: https://www.insidehighered.com/digital-learning/views/2020/05/13/consistent-mission-aligned-instructional-framework-fall-and-beyond
4. Active learning in hybrid and socially-distanced classrooms: https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/
5. Best practices for large enrollment online courses (especially managing groups, peer-review, et al.):  https://teachonline.asu.edu/2018/10/best-practices-for-large-enrollment-online-courses-part-2-managing-groups-peer-review-and-other-peer-to-peer-interactions/
6. Engaging students in online discussion (U of MN): https://it.umn.edu/services-technologies/good-practices/engage-students-online-discussions

Rubrics: 

1. Holistic Rubric: https://www.youtube.com/watch?v=lCp1kYhARCc
2. Analytic Rubric: https://www.youtube.com/watch?v=G5h2qiaN1o8
3. Adding a rubric to an existing activity: https://www.youtube.com/watch?v=x7qeDzHiawM

General:

1. Syllabus quiz questions: https://teachonline.asu.edu/2013/12/sample-syllabus-quiz-questions/
2. PowerPoint narration: https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c
3. Course workload estimator that helps to create courses that are balanced and “reasonable” for your institution and classes (Rice University): https://cte.rice.edu/workload
4. Developing discussion lists (things to consider when students reply to their peers’ posts): https://www.mssu.edu/academics/distance-learning/pdfs/Effectively%20Responding%20to%20a%20Peer.pdf

TILT

The transparency in learning and teaching (TILT) method established by The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed),  explicitly focuses on how and why students are learning course content, concepts, and skills in a particular way, and how they will use that learning after college. According to TILT Higher Ed (n.d.), tilting your assignments helps students buy into the short- and long-term goals of their work. It also allows them to efficiently focus their (cognitive) attention on learning and achieving performance targets, rather than on understanding assignment instructions (TILT Higher Ed).

Transparency in Learning and Teaching Higher Ed (TILT Higher Ed). (n.d.). TILT Higher Ed examples and resources. https://tilthighered.com/tiltexamplesandresources.

For how it serves underserved students, this article: https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes

 

Bonjour à tous et à toutes,

The WIF graduate student and early career scholars’ writing exchange is starting again! If you are a doctoral student or early career researcher (however you would like to define early) interested in receiving peer feedback on your current writing project (an article, a dissertation chapter, a chapter from a book manuscript), please join us in a convivial and scholarly discussion. I have found our past writing exchanges useful as I received pertinent feedback and suggestions regarding theoretical frameworks, other scholarship to consider, strength of arguments, organization, style, etc. The exchange is conducted through email and Google Drive.

If you are interested in participating in the Summer 2020 Writing Exchange please contact Tessa Nunn (tessa.nunn@duke.edu) by 15 June. Please let me know if you are interested in receiving feedback on an article-length or chapter-length text and at what stage of the writing process you will be entering in July. It's perfectly okay to participate with an unfinished text.

We will exchange papers by 15 July, and each small group or pair will set a date by which they will post their comments.

Happy writing,

Tessa Nunn

 

Teaching Resources for Converting Your Course to Online Delivery

Prepared by E. Nicole Meyer, Vice-President Women in French

Given that most of us have suddenly been told to convert our classes to online delivery, we would like to share resources with our members of Women in French. Please submit further suggestions to Dr. Meyer at nimeyer@augusta.edu and she will consolidate and post both through WIF List and on the WIF webpage.

• "How to Make Your Online Pivot Less Brutal" (Kevin Gannon, Chronicle of Higher Ed, Mar. 12, 2020)
• "Going Online in a Hurry: What to Do and Where to Start" (Michelle D. Miller, Chronicle of Higher Ed, Mar. 9, 2020)
• "Keep Teaching During Prolonged Campus or Building Closures" (Indiana University)
• "Pandemic Prepping in the Language Class: Instructional Contingency Planning for Emergency Situations" (The FLTMAG)
• "Educator Temporary School Closure for Online Learning" (Facebook group)
• "Pandemic Pedagogy" (Facebook page)
• "A 5-Step Guide to Making Your Own Instructional Videos" (Kareem Farah & Robert Barnett, Edutopia, Aug. 20, 2019)
• "Online Teaching Resources" (H-France)
• "Bringing Your Course Online" (MLA, Mar. 2020)
• "Île en île" (online collection of works by francophone authors)
• "Keep on Teaching: Academic Continuity Plan for Prolonged University or Building Closures" (Upstate University of South Carolina) 
• "Accessible Teaching in the Time of COVID-19" (Mapping Access, Mar. 10, 2020)
• "Please do a bad job of putting your courses online" (Rebecca Barrett-Fox, March 2020)
• "Preparing for the Coronavirus on Campus" (HigherEdJobs, Marc. 10, 2020)
• "Teaching Effectively During Times of Disruption, for SIS and PWR" (Stanford University, Mar. 17, 2020)
• "Online Language Pedagogy" (University of Hawai'i at Manoa)
• "Suggested Best Practices and Resources for the Implementation of Hybrid and Online Languages Courses" (ADFL) 
• Global Society of Online Literacy Educators + "Need to quickly convert a face-to-face class to an online class?"
• #InstructionalContinuity (Twitter hashtag)

---

Remote Teaching/Learning Survey (created and adapted by Leah Holz and E. Nicole Meyer)

If at some point _____________’s campus has to move to remote/online learning due to the spread of COVID-19, many things will be affected besides just your classes. There will be, of course, anxieties about travel, about loved ones who are far away, about income from work on campus or off, about the national or your personal economy, about food, and many other things. I will do my best to make space for discussions of those concerns, and to help direct you to resources as I am able, and as things evolve. As I am thinking about contingency planning, I would like to have a clear idea of your access to technology, as well as your concerns.

 

1. Do you have your own computer, or unlimited access to a computer, that you can use for things like class meetings, readings, homework exercises, quizzes, etc. (WebEx is set up for you on our course page on our Learning Management System—zoom is also a great option). Please do not assume that you can rely on the library as they are overburdened with demand. The computer labs are closed. The question asks about private access, not our university-owned computing power.

__ Yes

__ No

__ I have a computer I can use, but not unlimited access to it. 

2. If you are unable to join in a real-time WebEx or conference call class [synchronous] during our class period, what seems to you a good method of accessing something that would approximate class discussion? Please check all the things you would be willing to try:

__posting responses to a discussion board

__using google docs to group write a response or set of discussion notes with a few classmates [not available here, but possibly for some WIFians]

__something else (please describe in the next question)

3. Given the learning goals of this class, and the ways our class has gone so far, what suggestions do you have for making remote/online classes work well?

4. What are the things you are most  worried about, related specifically to class, as we move to remote/online learning?

5. What are the things that worry you most, beyond this class, about this situation, and the possibility of quarantine or other degrees of social distancing or mandatory isolation due to this situation?

6. Is there anything else you would like me to know as I am thinking about contingency planning, this course, or your situation, that might have an impact on your participation in online versions of this course?

 

As Vice President, E. Nicole Meyer is reinvigorating and expanding the WIF mentoring program. She imagines expanding it from grad students all the way through Full professors, as all levels might have aspirations with which they would appreciate input.

To help her in the quest to offer the best mentoring program possible, please send her your responses to the following:

• What would you like personally?
• Would you like a mentor?
• Would you serve as a mentor?

Please send responses to nimeyer@augusta.edu at your soonest convenience.

 

1. MLA Committee on the Status of Women in the Professions: "Changing Departmental and Institutional Culture for Equity" 

Click on the following link to access their flyer: MLA Sessions 2021.pdf.

2. George Sand Association Panel: "Writing Alongside and After George Sand" 

This is an over-asked question and an under-estimated question : What was George Sand’s relationship to being a woman writer and how did she relate to and influence other women writing in her generation and beyond? She was a writer among writers, not a « woman writer » but she remains the « doyenne » of French women writers after the Revolution. What are the important tensions, dialogues, and intertextualities that make Sand’s body of work so important for women writers of the nineteenth century and beyond? Send titles and brief abstracts (200 words, in French or in English) to rcorkle@bmcc.cuny.edu by March 15.

One Book, One WIF

Call for nominations

With this initiative, WIF North America and WIF UK seek to foster international collaboration by the members of and participants in our two organizations and conferences. In addition, our goal is to draw the attention of scholars to the work of deserving, lesser-­known women authors in France and throughout the Francophone world. Our hope is that this will lead to increased readership for and scholarship devoted to these authors. To the extent possible, it is our goal to include authors from all periods and countries. Finally, when living authors are chosen, we will encourage conference organizers to explore the possibility of the author attending the conference. We realize that this final goal will be a challenge due to availability, funding, etc. and thus, the choice of books will not be contingent upon the author's ability to attend the conference.

Nominating a Book

Eligibility: Any student or scholar who is a member of WIF North America or who has attended a WIF North America or WIF UK conference is eligible to propose a book for selection in this initiative.

Books nominated should be books that are either lesser-­‐known themselves or written by lesser-­known authors.

Please send the following information to Stephanie Schechner at saschechner@widener.edu by March 1, 2020 for full consideration. 

Your name:

Name of author:

Author's Date of Birth/Date of Death (if applicable):

Country of origin:

1-­2 sentences about the author

Book Title and Year of publication:

List of themes raised by this book:

Explain in 250 words or less why this book should be read

Name of a scholar(s) who might be able to lead discussion of the book at a conference:

*This question is asked for informational purposes only and will not factor in the selection of the book for the initiative.