Here’s a note from Nancy Easterlin—a call for papers, and a book publication announcement.
If you'd be willing to announce two things on your list, I'd appreciate it. These are 1) the special issue of Style I'm editing (CFP attached above and pasted below) and 2) my book (flyer for the Press discount is pasted above; the electronic version is $37.01 through B&N).
Many thanks for spreading the word.
Call for Papers
Special issue: Cognition in the Classroom
Guest editor: Nancy Easterlin
Although scholarship in cognitive and evolutionary approaches to literature and other arts has developed substantially in the past two decades, there has been to date little exchange about how such interdisciplinary scholarship informs or modifies teaching. The purpose of the proposed issue is to begin an exchange about classroom applications of such interdisciplinary scholarship. Essays may focus on one, or some combination of, the following topics: 1) teaching methods, 2) course materials, and/or 3) learning outcomes of specially designed interdisciplinary courses; 4) the integration of cognitive and evolutionary materials and concepts into traditional courses; 5) the impact of cognitive and evolutionary research on pedagogical methods in traditional courses; and 6) the role of interdisciplinary courses in the literary studies curriculum.
Essays articulating novel interdisciplinary course designs might describe and assess the course as planned and taught over the course of a quarter or semester and include: the rationale for choices of texts; the method for coordinating theoretical and literary texts within an integrated course; examples of course assignments; and evaluation of the benefits and difficulties in teaching the course. If these interdisciplinary courses draw on a different cross-section of the student population than do traditional literature courses, authors should address strategies in coping with such differentiation and their impact on the class as a whole and, possibly, their ramifications for curricula. The essays should also specify the academic level of the course and present the author’s assessment of the suitability of the material to the educational level of the class. Essays focused specifically on courses in evolutionary and cognitive theory, or on integrating these new theoretical approaches into an existing theory course, are also welcome.
Essays that discuss the impact of cognitive-evolutionary understanding on pedagogical method are also encouraged, as are those investigating the effect of cognitive and evolutionary approaches on the literature curriculum as a whole. Is classroom pedagogy in the field of literary studies to change dramatically as a result of these new approaches, or could courses in literature and film diversify while remaining within the traditional parameters of the field? Questions like these are of major concern.
Submissions are invited by September 15, 2012. They should conform to Style’s requirements: 5,000 to 7,000 words (inclusive of endnotes and works cited), following MLA guidelines for style and documentation. Three copies and a 100-word abstract should be included, as well as full contact information. Please submit them to Prof. Nancy Easterlin, Department of English, University of New Orleans, New Orleans 70148. Please address inquiries or forward expressions of interest to her email: neasterl@...
Research Professor and Director of
Women's and Gender Studies
Department of English
University of New Orleans