Collaborative Pedagogy in Medieval Studies: A Scaffolded Workshop Series III: Structures: What Pedagogical Structures, Experiences, and Assignments Will Best Facilitate Student Learning?
Sponsoring Organization(s)
Special Session
Organizer Name
Daniel T. Kline
Organizer Affiliation
Univ. of Alaska-Anchorage
Presider Name
Myra Seaman
Paper Title 1
Workshop Leader
Presenter 1 Name
Lauryn S. Mayer
Presenter 1 Affiliation
Washington & Jefferson College
Paper Title 2
Workshop Leader
Presenter 2 Name
Kavita Mudan Finn
Presenter 2 Affiliation
Independent Scholar
Start Date
11-5-2019 10:00 AM
Session Location
Schneider 1220
Description
Taking its cue from Dorothy Kim’s call for allies “to do the work” and Jonathan Hsy's call for action, “#MoreVoices: Citation, Inclusion, and Working Together" on In the Middle (13 Jun 2017), and other developments since then, this series of collaborative pedagogical workshops has four related objectives: (1) to develop a set of shared, high-level outcomes that can be adapted to any medieval studies course (at the secondary- or college-level), (2) to map-out a "teaching module" that can be adapted to a variety of medieval studies courses, (3) to incorporate the now-widely-available and circulated collaborative bibliographical materials regarding race, gender, and sexuality in the Global Middle Ages, and (4) to bring together medievalists of all sorts “to do the work" of rethinking our pedagogy collaboratively to incorporate the voices, bodies, texts, perspectives that have been marginalized in traditional medieval studies. Dan Kline
Collaborative Pedagogy in Medieval Studies: A Scaffolded Workshop Series III: Structures: What Pedagogical Structures, Experiences, and Assignments Will Best Facilitate Student Learning?
Schneider 1220
Taking its cue from Dorothy Kim’s call for allies “to do the work” and Jonathan Hsy's call for action, “#MoreVoices: Citation, Inclusion, and Working Together" on In the Middle (13 Jun 2017), and other developments since then, this series of collaborative pedagogical workshops has four related objectives: (1) to develop a set of shared, high-level outcomes that can be adapted to any medieval studies course (at the secondary- or college-level), (2) to map-out a "teaching module" that can be adapted to a variety of medieval studies courses, (3) to incorporate the now-widely-available and circulated collaborative bibliographical materials regarding race, gender, and sexuality in the Global Middle Ages, and (4) to bring together medievalists of all sorts “to do the work" of rethinking our pedagogy collaboratively to incorporate the voices, bodies, texts, perspectives that have been marginalized in traditional medieval studies. Dan Kline