Fabula's literary theory workshop is publishing an article devoted to feminist collages, an object through which its author shows the extent of the changes underway in the conditions of literary production and the production of literary frontiers: 

https://www.fabula.org/atelier.php?Collages_feministes

CollageFeministe_Saint-Amand2021.pdf

You are invited to discover the Annie Ernaux online museum.

This hybrid project is part of a somewhat particular curation and photo-textual practice. 

Enjoy your visit! 

https://www.annie-ernaux-emuseum.com/

Hanétha Vété-Congolo. Nous sommes Martiniquaises. Pawòl en bouches de femmes châtaignes (Une pensée existentialiste noire sur la question des femmes)  

L’Harmattan, coll. Genres, écoles et sociétés, 372p. ISBN : 978-2-343-20970-8 

https://www.editions-harmattan.fr/index.asp?navig=catalogue&obj=livre&no=67574  

This is a call for films to the 4th African Movie Festival in Manitoba
scheduled for May 14 to 16, 2021.

You can submit your film at https://www.am-fm.ca/submit-film/. The
deadline for submission is April 16, 2021.

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