PAPERS Resources

AAR Annual Meeting
San Diego, CA
November 23-26, 2019

To return to the Welcome Page, please click here.

Program Book (PDF)

Preliminary Program Book (MS Word)

Floorplans of Annual Meeting Facilities (PDF)

Exhibit Hall Listing and Map (PDF)

Program Book Ads (PDF)

For questions or support, email support@aarweb.org.

To return to the AAR website, click here.

Teaching Religion Unit

Statement of Purpose: 

This Unit critically examines pedagogical theory and practice. We invite proposals that join innovative teaching practice with the scholarship of teaching and learning. Preference will be given to presentation formats that model engaged, interactive, and experiential pedagogy.

Call for Papers: 

Applied Religious Studies -
The Teaching Religion Unit invites proposals from faculty in programs offering graduate education with an applied focus (i.e. Religion and Education, Religion and Law, Religion and Health Professions, Religion and Nonprofit Management, Religion and Media Studies, or Religion and Politics). In particular, we invite presentations that discuss how programs navigate teaching the study of religions while integrating applied objectives (e.g. NACE career readiness competencies: https://bit.ly/2PoIPWK) in a professionally-oriented program. We welcome representatives from programs with an applied focus to discuss some of the following elements of their programs: program origins, faculty development, curriculum, student outcomes, benefits and challenges. This session may be co-sponsored by the Applied Religious Studies Committee.

Teaching Unfamiliar Topics -

In collaboration with the Graduate Student Committee and the Academic Labor and Contingent Faculty Working Group, the Teaching Religion Unit seeks proposals from teacher-scholars interested in facilitating conversations about teaching unfamiliar topics and/or teaching outside one’s research area. We especially encourage contingent faculty who have taught outside their research area to participate, and we encourage subject-area experts to join us, too. Ideally, this session will take place as conversations around tables focused on particular areas or courses. We hope to have a combination of pedagogical experience and research knowledge at each table so that faculty currently engaged in teaching unfamiliar topics, faculty who anticipate teaching outside their research subjects, and future faculty, including graduate students, can share tips, tricks, and sources.

● A Conversation about Jim Lang’s Small Teaching: Everyday Lessons from the Science of Teaching -
We invite proposals from persons interested in discussing Lang’s Small Teaching on a moderated small panel.

● From the publisher’s website -
In Small Teaching, James Lang presents a strategy for improving student learning with a series of modest but powerful changes that make a big difference-many of which can be put into practice in a single class period . . . Learn, for example:

○ How does one become good at retrieving knowledge from memory?
○ How does making predictions now help us learn in the future?
○ How do instructors instill fixed or growth mindsets in their students?

Presenters may simply have read and reflected on the book, or they may have tested some of Lang’s ideas in their classrooms. We may work in collaboration with the Wabash Center Journal on Teaching to publish a transcript of the session and/or (at a later date) a forum that collects reflections on some of Lang’s approaches in practice.

● An Interactive Session on Effective Grading -
This session will focus on a practical issue, effective grading strategies. We imagine the session will include 8-10 presenters each of whom will lead one table in a series of short conversations focused on their strategy. Participants will have opportunities to move from table to table to learn specific strategies and engage in conversations about best practices in grading. We solicit proposals of 400 words in the tradition of the Wabash Center’s “Teaching Tactics.” In your proposal, describe a successful grading strategy that you have used and that could be replicated by other instructors. Please address the following:

○ State succinctly the context within which you used the strategy including: characteristics of your students, the institution and the course, when in the semester you use this tactic, and how long it takes.
○ State the pedagogical purpose of the strategy.
○ Describe the strategy itself in brief, clear language.
○ State why and how the strategy was effective - i.e., (how it supports student learning, including some analysis to generalize the principles at work, in order to make the particular strategy transferable to different contexts and subject matter).
○ Please provide a title.
○ Please be sure to label each of these steps (making the Tactic easy for the committee to comprehend).

● Teaching the Borders -
We invite paper or panel proposals that explore teaching at the borders. Broadly conceived, the borders could include presentations on topics as varied as immigration, intersectionality, and interdisciplinarity.

Method: 
PAPERS
Process: 
Proposals are anonymous to chairs and steering committee members during review, but visible to chairs prior to final acceptance or rejection
Leadership: 
ChairSteering Committee