AAR Annual Meeting
November 18-21, 2017
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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.
This Unit critically examines pedagogical theory and practice. Proposals are sought 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. For 2017, paper and panel proposals that address the following themes are especially welcome:
• Teaching and Current Events. What strategies do we use to address current events in our classrooms? When is it appropriate to address current events instead of following the syllabus, or is there a way to make space in our syllabi for current events? How do we respond to newsworthy happenings that are outside our disciplines, but which enter the classroom? Successful proposals will address some of these concerns through evidence and practice.
• Faculty as Public Educators. How do we engage audiences outside the academy? Who is the audience and where do find this public? What contributions can scholars of religions make in the public sphere?
• Teaching the Introductory Course. Learning Outcomes and Pedagogical Strategies – In introductions to religion(s), what are we introducing and to whom? Should the learning outcomes in introductory courses in the general education/core be different than introductory courses for majors? (This CFP was inspired by conversations following the presentation of the Promoting Religious Literacy College-Wide Seminar in 2016. We invite responses to the Seminar’s working document if/when it is available on the AAR’s website.)
• Evidence-Based Teaching in Religion. Faculty is trained as disciplinary experts, but as educators, we are also called upon to know about how learning works. Successful proposals will discuss course design or demonstrate a teaching tactic grounded in research about teaching and learning. Participants in this session will present a theoretical framework and demonstrate its practical application in teaching religion.
• Writing the Scholarship on Teaching and Learning. SoTL addresses the effectiveness of pedagogical practices and philosophies in achieving desired learning outcomes. For this session we invite papers that address one or more of the following questions: What does it mean to reflect critically on one's teaching? How are faculty developing and using the scholarship of teaching and learning in Religious Studies and Theology? What are some innovative ways that faculty are using their classrooms to develop this scholarship? What is the value of this kind of scholarship for individual practice and/or tenure and promotion? What are the ethical challenges in doing this kind of research with students? What kinds of opportunities exist for developing and/or disseminating this kind of research?
• Open call