Schedule of Events (Available in .PDF)
Reception
Thursday, October 18, 2012
Lake Superior State University's Arts Center
5:00 p.m. to 8:00 p.m.
Opening Reception sponsored by the Cultural Affairs Fund, with special thanks to Provost Maurice Walworth.
A "Buffet of Food and the Arts"
in the foyer of the Center for the Performing Arts
Snacks, drinks, conversation, and the arts. The evening offers opportunities for:
Thursday, October 18, 2012
Lake Superior State University's Arts Center
5:00 p.m. to 8:00 p.m.
Opening Reception sponsored by the Cultural Affairs Fund, with special thanks to Provost Maurice Walworth.
A "Buffet of Food and the Arts"
in the foyer of the Center for the Performing Arts
Snacks, drinks, conversation, and the arts. The evening offers opportunities for:
- Poetry (A reading in the Art Gallery. WAP attendees are invited to participate: bring your poems!)
- Dance (A chance to view a practice session by members of Lake State's dance troupe)
- Music (Possibly the Jazz Band, or maybe a String Quartet!)
- Visit to the "Black Box" Theater to view some of the work of a class on "Performing Literature"
Conference Schedule
Friday, October 19, 2012 Lake Superior State University's Cisler Center 8:00 am to 9:00 am
Registration and Light Continental Breakfast (Sponsored by LSSU English Department) 9:00 am to 9:30 am Welcome! 9:30 am to 10:45 am Keynote Speaker: Dr. Kristin Arola (Sponsored by Bedford/St.Martin's) "Rethinking Multimodal Composition through Anishinaabe Teachings" Over the past decade, many teachers of composition have integrated multimodal compositions into the classroom. These texts include everything from podcasts to websites to posters—texts that take advantage of a range of resources including words, moving or still images, design elements, and sounds. In this presentation, Dr. Arola argues that while there are many good reasons to embrace a multimodal pedagogy, we should consider multimodal production beyond sheer function. She suggests that by opening our classrooms up to a range of practices, we can, as bell hooks argues, “teach in a manner that respects and cares for the souls of our students” so that we can “provide the necessary conditions where learning can most intimately begin.” In order to address how a multimodal pedagogy can respect and care for our students, Arola looks to Anishinaabe (Ojibwe) teachings. By placing Anishinaabe teachings alongside current multimodal composition practices, she suggests a reconsideration of the role multimodality can play in our students’ lives. 10:45 am to 11:00 am
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1:00 pm to 1:50 pm
Lunch (Sponsored by Bedford/St. Martin's -- Thank You!)
2:00 pm to 3:00 pm
Plenary Speaker: Professor Julie Landsman
"The Imperative of Stories: Our Own, Our Students', and Where They Converge"
All over the country, teachers, principals, professors and politicians are trying to address what is called the “Achievement Gap.” In reality, this is an “Opportunity Gap” and is grounded in the inequities of education funding, segregated schools and scripted, mechanized instruction for the poorest students. Those who believe that each child’s story, community, and culture are central to learning are fighting hard to stay in their jobs. Landsman draws on her twenty-five years of teaching in urban schools and colleges to describe classrooms that hold students and their families in high regard, enhance creativity in writing and learning, and provide a space where open and honest dialogues about race and privilege can happen. Even more, such places allow for the wild and joyous mixture of word and song, dance and poem. Landsman believes that it is in the combination of music and science, essay and history, mathematics and short story, all centered in listening and writing, that makes our best schools places of high achievement. Her work in race, cultural competence, and inclusive education are at the center of her work.
3:00 pm to 3:50 pm
Concurrent Session Three
Panel 1: Cultures of Science and the Writing Classroom
Public Science Meets Multimodal Composition Instruction
Dr. Karla Kitalong
Michigan Technological University, Houghton, MI
The mediated nature of science images is easily overlooked in Western culture because of the value placed on scientific objectivity. Kitalong introduces composition students to a vocabulary and methodology from the field of technical communication that facilitates planning, designing, producing, and reflecting upon scientific visuals. The vocabulary and methodology, she argues, are transferable to other writing assignments in the composition class and beyond.
Creative Writing & the Effects of Divergent Thinking in Universities of the Applied Sciences
Ashley Brooke Boulton
Graduate Student, Northern Michigan University, Marquette, MI
Panel 2 : Integrating Creative Perceptions with Writing: Yoga and Song
Bridging Body and Mind: Yoga and Embodied Cognition in the Composition Classroom
Dr. Heidi Stevenson
Northern Michigan University, Marquette, MI
Songwriting in the Classroom: Incorporating Music into Poetry and Prose
Caitlin Kirchenwitz
Graduate Student, Northern Michigan University, Marquette, MI
Panel 3: Addressing Diverse Student Populations
Bridges between ESL Students and North American Faculty
Dr. Julian Hermida
Algoma University, Sault Ste. Marie, Ontario
Bordering on Reciprocity: Connecting Domestic and International Students through Instructional Brochures
Felicia Chong
Graduate Student, Michigan Technological University, Houghton, MI
Panel 4 (Group Presentation)
Crossing one Bridge at a Time: Voices from a Tribal Community College
As a tribal college, Bay Mills Community College is dedicated to the mission of maintaining the Anishnaabe language and the diverse cultural traditions of its speakers. Teaching writing in this setting presents community college instructors with unique challenges, but it also equips them with unique resources. This team of presenters from BMCC will share their research and teaching experience on how a small community college addresses college writing in a technology-driven and career-oriented environment, under increasing pressure for accountability, and in a culture of historical ambivalence about academic literacy. Presentations will not be tightly thematically connected, but will, instead, offer a window into the ways in which BMCC faculty and staff balance external educational mandates with student needs and traditional teachings.
Bridget Cadreau, Education
Maria Cantarero, Assessment Coordinator and Native-American Literature
John Krentz, Health and Fitness
Ildiko Melis, Communication
Kathleen Mosher, Communication
Brody Waybrant, Communication
All presenters are from Bay Mills Community College, Brimley, MI.
Public Science Meets Multimodal Composition Instruction
Dr. Karla Kitalong
Michigan Technological University, Houghton, MI
The mediated nature of science images is easily overlooked in Western culture because of the value placed on scientific objectivity. Kitalong introduces composition students to a vocabulary and methodology from the field of technical communication that facilitates planning, designing, producing, and reflecting upon scientific visuals. The vocabulary and methodology, she argues, are transferable to other writing assignments in the composition class and beyond.
Creative Writing & the Effects of Divergent Thinking in Universities of the Applied Sciences
Ashley Brooke Boulton
Graduate Student, Northern Michigan University, Marquette, MI
Panel 2 : Integrating Creative Perceptions with Writing: Yoga and Song
Bridging Body and Mind: Yoga and Embodied Cognition in the Composition Classroom
Dr. Heidi Stevenson
Northern Michigan University, Marquette, MI
Songwriting in the Classroom: Incorporating Music into Poetry and Prose
Caitlin Kirchenwitz
Graduate Student, Northern Michigan University, Marquette, MI
Panel 3: Addressing Diverse Student Populations
Bridges between ESL Students and North American Faculty
Dr. Julian Hermida
Algoma University, Sault Ste. Marie, Ontario
Bordering on Reciprocity: Connecting Domestic and International Students through Instructional Brochures
Felicia Chong
Graduate Student, Michigan Technological University, Houghton, MI
Panel 4 (Group Presentation)
Crossing one Bridge at a Time: Voices from a Tribal Community College
As a tribal college, Bay Mills Community College is dedicated to the mission of maintaining the Anishnaabe language and the diverse cultural traditions of its speakers. Teaching writing in this setting presents community college instructors with unique challenges, but it also equips them with unique resources. This team of presenters from BMCC will share their research and teaching experience on how a small community college addresses college writing in a technology-driven and career-oriented environment, under increasing pressure for accountability, and in a culture of historical ambivalence about academic literacy. Presentations will not be tightly thematically connected, but will, instead, offer a window into the ways in which BMCC faculty and staff balance external educational mandates with student needs and traditional teachings.
Bridget Cadreau, Education
Maria Cantarero, Assessment Coordinator and Native-American Literature
John Krentz, Health and Fitness
Ildiko Melis, Communication
Kathleen Mosher, Communication
Brody Waybrant, Communication
All presenters are from Bay Mills Community College, Brimley, MI.