Program Sessions
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Wednesday, October 14th
Registration begins at noon in the Upper Lobby, Sheraton (12 - 5pm).
1:00 PM - 2:00 PM
Concurrent Sessions 1A
Comstock AB
Panel: Popular Culture Pedagogies: Media Technology, Fan Creativity, and the Action Figure – Michael D. Dwyer, C. J. Dosch, & Karen Hall
(SU English & Humanities)
Session Chair: Mark Jowett (Clarence HS)
Session Chair: Mark Jowett (Clarence HS)
Popular Pleasures: Fandom and Cultural Productivity (Dosch)
In their excessive textual reading and participation with popular texts, fans create new cultural objects relevant to their everyday lives. Using fan texts—fan fiction, mash-ups, websites, tribute videos, art, lifestyle—in the classroom can be an engaging means of addressing the productive nature of popular culture.
Bringing it Home: Using Media Technology to Reinforce Media Pedagogy (Dwyer)
Beyond using popular culture texts as examples in the classroom, popular culture can be utlilized by teachers as a tool to extend the classroom. In this presentation I'll discuss my use of services like Youtube, Flickr, Last.fm and Twitter to enhance and reinforce my teaching in the fields of film and popular culture.
GI Joe Takes the Classroom: Militarism, Popular Culture and Engaged Pedagogy (Hall)
Many points of engagement brought me to study Hasbro’s GI Joe action figure. I will briefly discuss some strategies I use to identify not only what texts will work well in the classroom, but also the how and the why of making popular culture a subject of study.
In their excessive textual reading and participation with popular texts, fans create new cultural objects relevant to their everyday lives. Using fan texts—fan fiction, mash-ups, websites, tribute videos, art, lifestyle—in the classroom can be an engaging means of addressing the productive nature of popular culture.
Bringing it Home: Using Media Technology to Reinforce Media Pedagogy (Dwyer)
Beyond using popular culture texts as examples in the classroom, popular culture can be utlilized by teachers as a tool to extend the classroom. In this presentation I'll discuss my use of services like Youtube, Flickr, Last.fm and Twitter to enhance and reinforce my teaching in the fields of film and popular culture.
GI Joe Takes the Classroom: Militarism, Popular Culture and Engaged Pedagogy (Hall)
Many points of engagement brought me to study Hasbro’s GI Joe action figure. I will briefly discuss some strategies I use to identify not only what texts will work well in the classroom, but also the how and the why of making popular culture a subject of study.
Harrison
Panel: On Teaching: The Politics of the Classroom – Andy Fried (Irvington HS) & Jeff
Rozran (Syosset HS)
Session Chair: Jonna Gilfus (SU Writing/SUPA)
Session Chair: Jonna Gilfus (SU Writing/SUPA)
Teaching “Teaching” (Fried)
The presentation is an overview of my “jumpstart” unit in 105. The unit is a byproduct of my increasing concern, as my teaching career has progressed, over what I see as an illogical set of priorities and goals in the modern student (and parent), particularly those we usually dub “overachievers.” In this unit, I focus on analyzing the very essence of education. As a class, my students and I grapple with issues such as:
What is an ideal education? What is the goal/purpose of higher education?
What resume should an ideal college candidate possess?
What role does social class play in the college process?
No Child Left Behind
Socratic pursuit of truth
Paradigmatic shift toward “consumer” models in education.
This unit has been incredibly successful, as it sets the tone for the entire year. After this unit, my students know I expect successful students to be constantly challenging conventional wisdom, to be truth seekers as it were, as opposed to imitators and players of some kind of academic game where the sole purpose is to get good grades, regardless of how they are obtained. During the brief presentation, I will go over a lengthy list of pedagogically related readings that can be used to generate classroom discourse and paper prompts.
The Politics of Teaching: The long arm of government reaching into the classroom (Rozran)
An overview of pending changes in The Elementary and Secondary Education Act (formerly known as No Child Left Behind) will be provided as the basis of a discussion on how individual classroom teachers can influence government policy. Further discussions will depend on the interests of the participants, but may include topics such as: the impact of the new Commissioner, Funding Education in a recession - options to the property tax, and making sure that your union advocates for you.
The presentation is an overview of my “jumpstart” unit in 105. The unit is a byproduct of my increasing concern, as my teaching career has progressed, over what I see as an illogical set of priorities and goals in the modern student (and parent), particularly those we usually dub “overachievers.” In this unit, I focus on analyzing the very essence of education. As a class, my students and I grapple with issues such as:
What is an ideal education? What is the goal/purpose of higher education?
What resume should an ideal college candidate possess?
What role does social class play in the college process?
No Child Left Behind
Socratic pursuit of truth
Paradigmatic shift toward “consumer” models in education.
This unit has been incredibly successful, as it sets the tone for the entire year. After this unit, my students know I expect successful students to be constantly challenging conventional wisdom, to be truth seekers as it were, as opposed to imitators and players of some kind of academic game where the sole purpose is to get good grades, regardless of how they are obtained. During the brief presentation, I will go over a lengthy list of pedagogically related readings that can be used to generate classroom discourse and paper prompts.
The Politics of Teaching: The long arm of government reaching into the classroom (Rozran)
An overview of pending changes in The Elementary and Secondary Education Act (formerly known as No Child Left Behind) will be provided as the basis of a discussion on how individual classroom teachers can influence government policy. Further discussions will depend on the interests of the participants, but may include topics such as: the impact of the new Commissioner, Funding Education in a recession - options to the property tax, and making sure that your union advocates for you.
Regency A
Thinking Outside the Margins: Motivating Assignment: – Tula Goenka (SU Television, Radio & Film/Newhouse)
Session Chair: Ellen Holzman (The Wheatley School)
Session Chair: Ellen Holzman (The Wheatley School)
Motivating Assignments: Thinking Outside the Margins (Goenka)
A case study in innovative assignments to motivate students in Writing & Designing the Documentary and the study of Bollywood & Beyond: An Intro to Indian Cinema.
A case study in innovative assignments to motivate students in Writing & Designing the Documentary and the study of Bollywood & Beyond: An Intro to Indian Cinema.
Regency B
Classroom Performance: Engagement, Entertainment &
Transformation – Arthur Flowers (SU Creative Writing/English)
Session Chair: Christine Scharf (Rome Free Academy)
Session Chair: Christine Scharf (Rome Free Academy)
Adams
Technology Demo Room
Waverly
Hospitality Suite
2:00 PM - 2:30 PM
Refreshment Break, Upper Lobby
2:30 PM - 3:30 PM
Concurrent Sessions 1B
Comstock AB
The Future of the Humanities: Beyond a Rhetoric of Crisis –
Gregg Lambert (SU Humanities)
Session Chair: Kym Tiffany (James I O'Neill HS)
Session Chair: Kym Tiffany (James I O'Neill HS)
Harrison
Analysis Via Reinvention – Barbara Murphy (SUPA)
Session Chair: Christine Scharf (Rome Free Academy)
Session Chair: Christine Scharf (Rome Free Academy)
Analysis Via Reinvention (Murphy)
Abstract: As SUPA English instructors we are all familiar with the basics of analysis, both literary and rhetorical. It may be familiar to us, but our students have real difficulty crossing that highly trafficked highway of analysis from the side of simply summarizing and identifying to the other side of discussing how the parts work together to construct meaning. In this session, we will examine a method to help our students reach that other side in one piece. We will build a bridge primarily out of reinvention. Using this technique, we will analyze one visual and one brief prose text as examples that may prove useful as we lead our students safely to analysis of more complex texts.
Abstract: As SUPA English instructors we are all familiar with the basics of analysis, both literary and rhetorical. It may be familiar to us, but our students have real difficulty crossing that highly trafficked highway of analysis from the side of simply summarizing and identifying to the other side of discussing how the parts work together to construct meaning. In this session, we will examine a method to help our students reach that other side in one piece. We will build a bridge primarily out of reinvention. Using this technique, we will analyze one visual and one brief prose text as examples that may prove useful as we lead our students safely to analysis of more complex texts.
Regency A
Teaching How Texts Are Received; or, the Case for Studying Jane
Austen out of Context – Mike Goode (SU English)
Session Chair: Rick Leidenfrost-Wilson (The Wheatley School)
Session Chair: Rick Leidenfrost-Wilson (The Wheatley School)
Teaching How Texts are Received; or, the Case for Studying Jane Austen Out of Context (Goode)
This session will cover the intellectual rationales and some practical strategies for having students focus on how literary texts get used over time and in different cultural contexts. Much of the presentation will focus on what students can learn about the present – and about Jane Austen – by examining the contemporary culture industry built up around Austen’s novels.
This session will cover the intellectual rationales and some practical strategies for having students focus on how literary texts get used over time and in different cultural contexts. Much of the presentation will focus on what students can learn about the present – and about Jane Austen – by examining the contemporary culture industry built up around Austen’s novels.
Regency B
“Death and the Maiden” and the Jumpstart Unit— Megan Belford
& Dana Maulshagen (Rumson-Fair Haven Regional HS)
Session Chair: Jonna Gilfus (SU Writing/SUPA)
Session Chair: Jonna Gilfus (SU Writing/SUPA)
“Death and the Maiden” and the Jumpstart Unit (Belford & Maulshagen)
Ideas, resources and activities on using Dorfman’s “Death and the Maiden” in the Jumpstart Unit alongside Writing Analytically and Pratt’s “Arts of the Contact Zone.”
Ideas, resources and activities on using Dorfman’s “Death and the Maiden” in the Jumpstart Unit alongside Writing Analytically and Pratt’s “Arts of the Contact Zone.”
Adams
Technology Demo Room
Waverly
Hospitality Suite
3:45 PM - 4:45 PM
Concurrent Sessions 1C
Comstock AB
Teaching the Film Trailer— Roger Hallas (SU English)
Session Chair: Kym Tiffany (James I O'Neill HS)
Session Chair: Kym Tiffany (James I O'Neill HS)
Teaching the Film Trailer (Hallas)
This session explores the formal properties of the film trailer and demonstrates how it can be used in the classroom to develop students’ skills in close reading of film form as well as their understanding of the intertextual meanings produced by genre, stardom, and authorship.
This session explores the formal properties of the film trailer and demonstrates how it can be used in the classroom to develop students’ skills in close reading of film form as well as their understanding of the intertextual meanings produced by genre, stardom, and authorship.
Harrison
‘Workshopping’ Student Writing – Bob Feinstein (Northport HS)
Session Chair: Robin Grusko (White Plains HS)
Session Chair: Robin Grusko (White Plains HS)
‘Workshopping’ Student Writing for WRT 105 (Feinstein)
The workshop's goal is to enhance instructors' facilitation of student writing, more specifically, to practice the art of getting students to discuss the efficacy of each others' work. This will be accomplished by implementing the traditional 'writers' workshop' model. Participants will generate claim-driven writing 'on-the-spot,' then the work will be read aloud (anonymously, if the writer so chooses), with group discussion of each work the core activity of the workshop. Come ready to write and talk.
It's hoped instructors will leave with an evolving sense of the power this kind of activity has for improving student writing.
The workshop's goal is to enhance instructors' facilitation of student writing, more specifically, to practice the art of getting students to discuss the efficacy of each others' work. This will be accomplished by implementing the traditional 'writers' workshop' model. Participants will generate claim-driven writing 'on-the-spot,' then the work will be read aloud (anonymously, if the writer so chooses), with group discussion of each work the core activity of the workshop. Come ready to write and talk.
It's hoped instructors will leave with an evolving sense of the power this kind of activity has for improving student writing.
Regency A
Teaching the Declaration of Independence as Literature – Patty Roylance (SU English)
Session Chair: Jack Shea (Rumson-Fair Haven Reg. HS)
Session Chair: Jack Shea (Rumson-Fair Haven Reg. HS)
Teaching the Declaration of Independence as Literature (Roylance)
We will examine this important national document as rhetoric (i.e. language meant to argue and persuade) and as a piece of writing that went through many revisions both before and after the iconic July 4, 1776 version.
We will examine this important national document as rhetoric (i.e. language meant to argue and persuade) and as a piece of writing that went through many revisions both before and after the iconic July 4, 1776 version.
Regency B
The Thousand Islands Portfolio Experience: Authentic Assessment
with Community Involvement – Irene Brooks (Thousand Islands HS)
Session Chair: Dawn Williams (Charles E. Gorton HS)
Session Chair: Dawn Williams (Charles E. Gorton HS)
The Thousand Islands Portfolio Experience: Authentic Assessment With Community Commitment (Brooks)
Portfolios are powerful educational tools. In the Thousand Islands School District, the senior exit portfolio is a graduation requirement reflecting key graduate descriptors. Learn through specific details, activities and evidence, how the Thousand Islands portfolio process exemplifies authentic assessment, active district-wide involvement, and community commitment.
Portfolios are powerful educational tools. In the Thousand Islands School District, the senior exit portfolio is a graduation requirement reflecting key graduate descriptors. Learn through specific details, activities and evidence, how the Thousand Islands portfolio process exemplifies authentic assessment, active district-wide involvement, and community commitment.
Adams
Technology Demo Room
Waverly
Hospitality Suite
5:00 PM - 7:00 PM
Dinner on Your Own
7:00 PM - 9:00 PM
Comstock AB
Comstock AB
Please note the following non-SUPA sponsored event, which is free and open to the public as part of the 2009 Syracuse Symposium: "Light":
EDWIDGE DANTICAT, Award-winning author of The Dew Breaker; Breath, Eyes, Memory, Krik? Krak!, a National Book Award Finalist; and, more recently, the critically acclaimed memoir, Brother, I'm Dying
Wednesday, October 14, 5:30 p.m. at Gifford Auditorium, HB Crouse
EDWIDGE DANTICAT, Award-winning author of The Dew Breaker; Breath, Eyes, Memory, Krik? Krak!, a National Book Award Finalist; and, more recently, the critically acclaimed memoir, Brother, I'm Dying
Wednesday, October 14, 5:30 p.m. at Gifford Auditorium, HB Crouse
Thursday, October 15th
Registration continues in the Upper Lobby, Sheraton (7 - 4pm).
7:00 AM - 8:00 AM
Continental Breakfast, Upper Lobby
8:00 AM - 8:45 AM
Regency BC
Regency BC
Program Welcome
Dr. Patricia Moody, Faculty Coordinator for SUPA English, and
Dr. Jerry Edmonds, Director of SU Project Advance
Dr. Patricia Moody, Faculty Coordinator for SUPA English, and
Dr. Jerry Edmonds, Director of SU Project Advance
9:00 AM - 10:00 AM
Concurrent Sessions 2A
Comstock A
Critical Issues in Teaching Asian American Literature – Nancy
Kang (SU Humanities & English)
Session Chair: Eva Jones (Niskayuna HS)
Session Chair: Eva Jones (Niskayuna HS)
Critical Issues in Teaching Asian American Literature (Kang)
This session seeks to expose, explore, and interrogate some of the most pressing concerns for instructors of Asian American literature, whether they deploy historically-based examinations or focus on the contemporary scene. We will discuss how texts and contexts (especially media representations) can be used to enrich the learning experience and challenge students to think critically about minority identities.
This presentation will offer suggestions about what concerns Asian Americans today: such topics as beauty myths, mixed-race (hapa) identity, sexual stereotyping, inter-generational expectations and transnational dialogue. I will broach texts and methods of literary engagement that will encourage students to be more vigilant about minority perspectives beyond the black-white racial divide that has traditionally informed American politics and culture.
This session seeks to expose, explore, and interrogate some of the most pressing concerns for instructors of Asian American literature, whether they deploy historically-based examinations or focus on the contemporary scene. We will discuss how texts and contexts (especially media representations) can be used to enrich the learning experience and challenge students to think critically about minority identities.
This presentation will offer suggestions about what concerns Asian Americans today: such topics as beauty myths, mixed-race (hapa) identity, sexual stereotyping, inter-generational expectations and transnational dialogue. I will broach texts and methods of literary engagement that will encourage students to be more vigilant about minority perspectives beyond the black-white racial divide that has traditionally informed American politics and culture.
Comstock B
Questioning Author/ity in ETS 142 – Kathleen Deeb & Mary
Patroulis (Fayetteville-Manlius HS)
Session Chair: Liz Lutz (West Genesse HS)
Session Chair: Liz Lutz (West Genesse HS)
Questioning Author/ity in ETS 142 (Deeb & Patroulis)
In our presentation, we will share the approaches, activities, and unique texts we use to teach issues of Author/ity in ETS 142. In addition to teaching theory, we explore hypertext fiction and poetry--create collaboratively written hypertext documents (using wikis). We also study an Adidas commercial (which is actually inspired by a discussion of a SUPA class), Shepard Fairey’s Obama images, and “On the Rights of Molotov Man,” a piece from Harper’s written by two artists about reading and repurposing an image in a photograph.
In our presentation, we will share the approaches, activities, and unique texts we use to teach issues of Author/ity in ETS 142. In addition to teaching theory, we explore hypertext fiction and poetry--create collaboratively written hypertext documents (using wikis). We also study an Adidas commercial (which is actually inspired by a discussion of a SUPA class), Shepard Fairey’s Obama images, and “On the Rights of Molotov Man,” a piece from Harper’s written by two artists about reading and repurposing an image in a photograph.
Comstock C
The Art of Earl Morris – Michael Mahony (Hastings HS)
Session Chair: Andrea Kaufman (The Wheatley School)
Session Chair: Andrea Kaufman (The Wheatley School)
The Art of Errol Morris (Mahony)
While Morris’s early documentary films (Vernon, Florida and The Thin Blue Line) established his reputation, and Fog of War finally won him the Oscar, Morris’s most complex and intriguing film, Fast, Cheap, and Out of Control, needs to be studied to appreciate the complexity of his craft. This session will look at clips from his earlier films as well as Out of Control with the intention of understanding his craft at its most nuanced and powerful.
While Morris’s early documentary films (Vernon, Florida and The Thin Blue Line) established his reputation, and Fog of War finally won him the Oscar, Morris’s most complex and intriguing film, Fast, Cheap, and Out of Control, needs to be studied to appreciate the complexity of his craft. This session will look at clips from his earlier films as well as Out of Control with the intention of understanding his craft at its most nuanced and powerful.
Harrison
A Writer’s Process: Getting Physical and Visual with Written
Work – Wendy Insinger (Warwick Valley HS)
Session Chair: Seren Cepler (White Plains HS)
Session Chair: Seren Cepler (White Plains HS)
A Writer’s Process: Getting Physical and Visual With Written Work (Insinger)
Many students find academic essays that involve both original thesis generation and higher-level analytic skills daunting in terms of conception and organization. One way in which to help students approach their writing is to model various aspects of the writing process. Another is to supply them with hands-on methods for approaching intellectual tasks. This workshop focuses on the process of creating a short SUPA essay and offers non-traditional exercises for helping students think about, organize and edit their work. (Participants are asked to bring a copy of their “Contested Space” essay or any other piece of their own writing to work with during this workshop).
Many students find academic essays that involve both original thesis generation and higher-level analytic skills daunting in terms of conception and organization. One way in which to help students approach their writing is to model various aspects of the writing process. Another is to supply them with hands-on methods for approaching intellectual tasks. This workshop focuses on the process of creating a short SUPA essay and offers non-traditional exercises for helping students think about, organize and edit their work. (Participants are asked to bring a copy of their “Contested Space” essay or any other piece of their own writing to work with during this workshop).
Regency A
Teaching Arab-American Literature – Carol Fadda-Conrey (SU
English)
Session Chair: Jack Shea (Rumson-Fair Haven Reg. HS)
PDF: Readings for Teaching Arab-American Literature
PDF: Move Over
Session Chair: Jack Shea (Rumson-Fair Haven Reg. HS)
PDF: Readings for Teaching Arab-American Literature
PDF: Move Over
Teaching Arab-American Literature (Fadda-Conrey)
This presentation maps out pedagogical approaches to teaching Arab-American and Middle-Eastern literary texts, highlighting the cultural, religious, and political factors that inform these texts’ thematic foci.
This presentation maps out pedagogical approaches to teaching Arab-American and Middle-Eastern literary texts, highlighting the cultural, religious, and political factors that inform these texts’ thematic foci.
Adams
Technology Demo Room: Special Library session with Patrick Williams (SU Bird Library)
Waverly
Hospitality Suite
10:00 AM - 10:30 AM
Refreshment Break, Upper Lobby
10:30 AM - 11:45 AM
Concurrent Sessions 2B
Comstock A
Stranger Than Fiction: Teaching Lesbian, Gay, Bisexual, and
Transgender Writing – Minnie Bruce Pratt (SU Writing & Women’s and Gender Studies)
Session Chair: Christine Scharf (Rome Free Academy)
Session Chair: Christine Scharf (Rome Free Academy)
Comstock B
Panel: Teaching Creative Nonfiction: Ethics/Aesthetics/Practices – Steve Fellner (SUNY Brockport Creative Writing/English), Donna Marsh O’Connor (SU Writing), & Jeff Simmons (SU Writing)
Session Co-chairs: Robin Grusko (White Plains HS) & Rick Leidenfrost-Wilson (The Wheatley School)
Session Co-chairs: Robin Grusko (White Plains HS) & Rick Leidenfrost-Wilson (The Wheatley School)
When All Roads Lead to One Site: the Amorphous Genre Creative Nonfiction (Marsh O’Connor)
The design and implementation of a course (read: track or road) that problematizes as it enables writing in this genre within the context of the composition classroom. How do we account for (in Root's terms) the expressive, the transactional and (our primary focus) the poetic? Is the composition classroom better equipped to teach creative poetics than traditional creative writing programs?
Don’t Expect Me to Tell it Slant: Useful, Practical Creative Non-Fiction Writing Exercises for the Classroom (Fellner)
Fellner will offer practical creative non-fiction writing exercises suitable for high school and undergraduate classrooms.
What Is Creative Nonfiction and What Is Its Place in the Writing Classroom (Simmons)
The design and implementation of a course (read: track or road) that problematizes as it enables writing in this genre within the context of the composition classroom. How do we account for (in Root's terms) the expressive, the transactional and (our primary focus) the poetic? Is the composition classroom better equipped to teach creative poetics than traditional creative writing programs?
Don’t Expect Me to Tell it Slant: Useful, Practical Creative Non-Fiction Writing Exercises for the Classroom (Fellner)
Fellner will offer practical creative non-fiction writing exercises suitable for high school and undergraduate classrooms.
What Is Creative Nonfiction and What Is Its Place in the Writing Classroom (Simmons)
Comstock C
Mirror, Mirror on the Wall—Making Sense of Jacques Lacan in
the ever-evolving Context of ETS 142—Ross Abrams & Josh Blum (Hastings HS)
Session Chair: Paul Cierpial (Berkley HS)
Session Chair: Paul Cierpial (Berkley HS)
Mirror Mirror on the Wall - Making Sense of Jacques Lacan in the ever-evolving context of ETS 142 (Abrams & Blum)
The objective of this presentation is to have some fun exploring the ideas of Jacques Lacan in relation to ETS 142.
Lacan’s insights into the creation of language, the formation of self, and the inextricable bonds between the two have helped to shape our version of the course, and if you’re brave enough to spend 75 minutes with us discussing Fairy Godmothers, parental mishaps, Where the Wild Things Are and poems about Tarzan, Marilyn Monroe and sexualized breakfast foods, you too may come to see why we value Lacan’s thinking as strongly as we do.
The objective of this presentation is to have some fun exploring the ideas of Jacques Lacan in relation to ETS 142.
Lacan’s insights into the creation of language, the formation of self, and the inextricable bonds between the two have helped to shape our version of the course, and if you’re brave enough to spend 75 minutes with us discussing Fairy Godmothers, parental mishaps, Where the Wild Things Are and poems about Tarzan, Marilyn Monroe and sexualized breakfast foods, you too may come to see why we value Lacan’s thinking as strongly as we do.
Harrison
From Documented Argument to Presentation: Moving Beyond
Powerpoint — Pattie Miller, Judy Morningstar, & Sara Primerano (Liverpool HS)
Session Chair: Barbara Young (Syosset HS)
Session Chair: Barbara Young (Syosset HS)
From Documented Argument to Presentation: Moving Beyond PowerPoint
(Miller, Morningstar, & Primerano)
In an age of multiple literacies, the ability to make a claim in a visually sophisticated and relevant argument is as essential as the written text. While we ask students to analyze visual representations that assert a position, students should also have practice in the art of producing visual arguments. This presentation will follow our experience with moving students beyond the usual PowerPoint description of student research. It will highlight what we learned in the process, including the instruction and planning which needs to occur prior to the assignment, the roadblocks to success and a view to the future.
In an age of multiple literacies, the ability to make a claim in a visually sophisticated and relevant argument is as essential as the written text. While we ask students to analyze visual representations that assert a position, students should also have practice in the art of producing visual arguments. This presentation will follow our experience with moving students beyond the usual PowerPoint description of student research. It will highlight what we learned in the process, including the instruction and planning which needs to occur prior to the assignment, the roadblocks to success and a view to the future.
Regency A
More Q &A with Mary Gaitskill
Session Chair: John Duffy (Berkeley HS)
Session Chair: John Duffy (Berkeley HS)
Adams
Technology Demo Room: Blackboard Unleashed: ETS 142 as Virtual Classroom — Kathleen Deeb & Mary Patroulis (Fayetteville-Manlius HS)
Blackboard Unleashed: ETS 142 as Virtual Classroom (Deeb & Patroulis)
In our presentation, we will share the innovative instructional methods we have developed using the tools made available through Blackboard and open-source alternatives, such as Moodle or Sakai. This extremely adaptable medium allows us work and teach collaboratively. We’ll discuss how we employ a variety of Blackboard tools (including wikis and blogs) in our ETS 142 classrooms. We’ll demonstrate how we use Blackboard to energize our teaching, circumvent the barriers imposed by our district’s restrictive computer filter, keep our classrooms greener, and build exciting virtual learning environments where students from different classes can work, discuss, learn, and write collaboratively.
In our presentation, we will share the innovative instructional methods we have developed using the tools made available through Blackboard and open-source alternatives, such as Moodle or Sakai. This extremely adaptable medium allows us work and teach collaboratively. We’ll discuss how we employ a variety of Blackboard tools (including wikis and blogs) in our ETS 142 classrooms. We’ll demonstrate how we use Blackboard to energize our teaching, circumvent the barriers imposed by our district’s restrictive computer filter, keep our classrooms greener, and build exciting virtual learning environments where students from different classes can work, discuss, learn, and write collaboratively.
Waverly
Hospitality Suite
12:00 PM - 1:30 PM
Regency BC
Regency BC
Lunch and Departmental Welcome:
Dr. Erin Mackie, SU English Department Chair, and
Dr. Eileen Schell, SU Writing Program Director
Dr. Erin Mackie, SU English Department Chair, and
Dr. Eileen Schell, SU Writing Program Director
1:30 PM - 2:30 PM
Regency BC
Regency BC
KEYNOTE ADDRESS:
“Authentic Shakespeare: Teaching the Real Thing”
Dr. Jean Howard (Columbia University)
“Authentic Shakespeare: Teaching the Real Thing”
Dr. Jean Howard (Columbia University)
2:45 PM - 4:00 PM
Concurrent Sessions 2C
Comstock A
Reading—Really Reading –Student Writing – Anne Fitzsimmons (SU Writing)
Session Chair: Maureen DeChick (Nottingham HS)
PDF: BellHooks
PDF: Miller-Young
PDF: Monroe
PDF: Unit2Visual
PDF: SampleVis_Rhet
Session Chair: Maureen DeChick (Nottingham HS)
PDF: BellHooks
PDF: Miller-Young
PDF: Monroe
PDF: Unit2Visual
PDF: SampleVis_Rhet
Reading—Really Reading—Student Writing (Fitzsimmons)
We will do a close read of one analysis unit essay along with the student’s sources, and attend to responding and grading issues.
We will do a close read of one analysis unit essay along with the student’s sources, and attend to responding and grading issues.
Comstock B
A Penny for Your Thoughts – Andrea Kaufman (The Wheatley
School)
Session Chair: Rick Leidenfrost-Wilson (The Wheatley School)
Session Chair: Rick Leidenfrost-Wilson (The Wheatley School)
“A Penny for your Thoughts” (Kaufman)
In this workshop, teachers will be actively involved as students in a class, analyzing and generating questions about the common, copper penny, used as a concrete model of any topic that one may encounter.
We will generate a list of lenses through which any topic can be viewed, analyzed, or researched. Time permitting, we will also save the list and experiment with applying it to some of the various topics, assigned or chosen, that we ask our students to read and write about in WRT 105 and ETS 142.
At school, our students may save the actual penny as well and use it as a concrete reminder of this experience when they are asked to analyze topics from multiple points of view and through multiple lenses, throughout both SUPA courses.
This heuristic offers students a hands-on, discovery-learning opportunity that allows them to read, write, listen, speak, and think and to use visual, tactile, and social modes of learning.
In this workshop, teachers will be actively involved as students in a class, analyzing and generating questions about the common, copper penny, used as a concrete model of any topic that one may encounter.
We will generate a list of lenses through which any topic can be viewed, analyzed, or researched. Time permitting, we will also save the list and experiment with applying it to some of the various topics, assigned or chosen, that we ask our students to read and write about in WRT 105 and ETS 142.
At school, our students may save the actual penny as well and use it as a concrete reminder of this experience when they are asked to analyze topics from multiple points of view and through multiple lenses, throughout both SUPA courses.
This heuristic offers students a hands-on, discovery-learning opportunity that allows them to read, write, listen, speak, and think and to use visual, tactile, and social modes of learning.
Comstock C
Comics, Graphic Novels, and Sequential Art – Matt Phillips (Jamesville-Dewitt HS)
Session Chair: Sara Primerano (Liverpool HS)
Session Chair: Sara Primerano (Liverpool HS)
Comics, Graphic Novels, and Sequential Art (Phillips)
This session will provide an overview of contemporary comics artists and showcase some of their major works and visual/narrative innovations. Participants will work in groups to analyze several short comics and share ideas for using visual narratives in their classrooms.
This session will provide an overview of contemporary comics artists and showcase some of their major works and visual/narrative innovations. Participants will work in groups to analyze several short comics and share ideas for using visual narratives in their classrooms.
Harrison
Teaching Shakespeare through Performance: Pre-show Workshop
with Gerrie Richards (Avon Repertory Theatre)
Session Chair: Seren Cepler (White Plains HS)
Session Chair: Seren Cepler (White Plains HS)
Using Julius Caesar as an example, I will engage participants in performance activities that can be used with any piece of literature. These activities focus on improving students' oral reading skills, comprehension, and enjoyment of even the most challenging works while saving valuable classroom time. Participants can expect to workshop at least one scene from the play.
Regency A
A Reading and Q&A with George Saunders (SU Creative
Writing/English)
Session Chair: Pat Kohler (SU Writing/SUPA)
Session Chair: Pat Kohler (SU Writing/SUPA)
Adams
Technology Demo Room
Waverly
Hospitality Suite
4:15 PM - 6:00 PM
Dinner on Your Own
Please note the following non-SUPA related event on campus, which is free and open to the public:
A lecture by Maureen Corrigan, entitled “The [Not So] Guilty Pleasures of Mystery Fiction,” on Thursday, October 15, 2009, from 5-6 p.m., at the Peter Graham Scholarly Commons room, first floor, Bird Library.
Maureen Corrigan is best known for the passionate, pungent literary commentary she provides listeners to NPR’s Fresh Air with Terry Gross. A columnist and reviewer for The Washington Post, Corrigan teaches at Georgetown University.
6:00 PM - 6:45 PM
Evening Reception, Upper Lobby
6:45 PM - 9:30 PM
Comstock Room
Comstock Room
PERFORMANCE of Shakespeare’s Julius Caesar by Avon Repertory Theatre
Teaching Shakespeare/Early Modern
Literature ROUNDTABLE DISCUSSION with Jean Howard (Columbia U), Barry Backelman (Port Chester HS), Doug Cronk (White Plains HS), & Artie Norton (Ramapo HS)
Teaching Shakespeare/Early Modern
Literature ROUNDTABLE DISCUSSION with Jean Howard (Columbia U), Barry Backelman (Port Chester HS), Doug Cronk (White Plains HS), & Artie Norton (Ramapo HS)
Friday, October 16th
7:30 AM - 8:30 AM
Continental Breakfast, Upper Lobby
8:30 AM - 9:30 AM
Concurrent Sessions 3A
Regency C
Panel: Making Transitions: From Discomfort to Complexity, From Analysis to Argument — Laurel Ahnert, Ashley Farmer, & TJ Geiger (SU
Writing)
Session Chair: Jennifer Gaylor (West Islip HS)
Session Chair: Jennifer Gaylor (West Islip HS)
Harrison
“The Splinter in Your Eye Is the Best Magnifying Glass”:
Aesthetics, Adorno, & Cinematic Representations of Human Suffering – Jack Shea (Rumson-Fair Haven HS)
Session Chair: Andrea Kaufman (The Wheatley School)
Aesthetics, Adorno, & Cinematic Representations of Human Suffering – Jack Shea (Rumson-Fair Haven HS)
Session Chair: Andrea Kaufman (The Wheatley School)
“The Splinter in Your Eye is the Best Magnifying Glass”: Aesthetics, Adorno, and Cinematic Representations of Human Suffering (Shea)
Theodore Adorno maintained that knowledge of human suffering can lead to social redemption: “The splinter in your eye is the best magnifying glass.” In this presentation, the leader will explain his initial applications of Adorno in ETS 142, providing participants with key points related to the theorist’s beliefs regarding the form and function of art. The presenter will then ask the participants to apply these ideas to contemporary films that offer representations of human suffering, exploring possible applications of Adorno and these films in ETS 142. Note: the core of this presentation will be the discussion component.
Theodore Adorno maintained that knowledge of human suffering can lead to social redemption: “The splinter in your eye is the best magnifying glass.” In this presentation, the leader will explain his initial applications of Adorno in ETS 142, providing participants with key points related to the theorist’s beliefs regarding the form and function of art. The presenter will then ask the participants to apply these ideas to contemporary films that offer representations of human suffering, exploring possible applications of Adorno and these films in ETS 142. Note: the core of this presentation will be the discussion component.
Regency B
Roundtable: Bridging the Gap: Conversations on College Readiness & Teacher Preparation - Kelly Chandler-Olcott, Jason Luther
Session Chair: Pat Moody (SU English)
Session Chair: Pat Moody (SU English)
The SU Writing Center enjoys over 5,000 visits per year from students writing papers all across the curriculum. As the writing center administrator, Jason will share his perspective on some of the common and divergent traits of these assignments in order to reflect on college writing preparation.
Regency A
Self and Subject in Zora Neale Hurston’s “How It Feels to be
Colored Me”— Jolynn Parker (SU English)
Session Chair: Eva Jones (Niskayuna HS)
PDF: Hurston's "How It Feels to be Colored Me"
Session Chair: Eva Jones (Niskayuna HS)
PDF: Hurston's "How It Feels to be Colored Me"
Self and Subject in Zora Neale Hurston’s “How It Feels to be Colored Me” (Parker)
In this autobiographical essay, Hurston explores her own sense of identity through a series of striking, and sometimes inconsistent, metaphors. We’ll discuss using this text to introduce students to the concepts of selfhood and subjectivity and to competing theories of identity formation.
In this autobiographical essay, Hurston explores her own sense of identity through a series of striking, and sometimes inconsistent, metaphors. We’ll discuss using this text to introduce students to the concepts of selfhood and subjectivity and to competing theories of identity formation.
Adams
Technology Demo Room: Special Library Session with Patrick Williams (SU Bird Library)
Waverly
Hospitality Suite
9:15 AM - 9:45 AM
Refreshment Break, Upper Lobby
9:45 AM - 10:45 AM
Concurrent Sessions 3B
Regency C
Literacy, Community & Photography—Michael Burkard (SU
Creative Writing/English) & Stephen Mahan (SU Transmedia Studies/VPA)
Session Chair: John Colasacco
Session Chair: John Colasacco
Harrison
The Word On the Street: Public Scholarship and Literary Theory– Harvey Teres (SU English)
Session Chair: Kathy O'Brien (East Hampton HS)
Session Chair: Kathy O'Brien (East Hampton HS)
The Word On the Street: Public Scholarship and Literary Theory (Teres)
This talk will argue for a reorientation of literary studies toward developing research projects in collaboration with non-academic constituencies that would, among other things, “test” or “apply” the insights of literary theory to the experiences of the general reader.
This talk will argue for a reorientation of literary studies toward developing research projects in collaboration with non-academic constituencies that would, among other things, “test” or “apply” the insights of literary theory to the experiences of the general reader.
Regency A
Cultural Relevance: Things to Consider – Kheli Willetts (SU African American Studies)
Session Chair: Chris Parish (SUPA English)
Session Chair: Chris Parish (SUPA English)
Cultural Relevance: Things to Consider (Willetts)
Cultural Relevance: Things to Consider will explore multidisciplinary approaches to topics as a means of building bridges within diverse classrooms.
Cultural Relevance: Things to Consider will explore multidisciplinary approaches to topics as a means of building bridges within diverse classrooms.
Regency B
Bad Boys and “Bad” Books: Huck Finn and the Uses of Cultural Conflict – Amy Lang (SU English)
Session Chair: Tammy Hebert (Corinth HS)
Session Chair: Tammy Hebert (Corinth HS)
Bad Boys and “Bad” Books: Huck Finn and the Uses of Cultural Conflict (Lang)
This talk will focus on the pedagogical value—and difficulty—of using a novel surrounded by controversy from the moment of its publication as a vehicle for teaching about literature as a site of social and cultural negotiation.
This talk will focus on the pedagogical value—and difficulty—of using a novel surrounded by controversy from the moment of its publication as a vehicle for teaching about literature as a site of social and cultural negotiation.
Adams
Technology Demo Room
Waverly
Hospitality Suite
11:00 PM - 12:00 PM
Town Hall Meeting, Regency C