Bringing the Outside In: Internationalizing the WAC/WID Classroom (Proposals due July 1, 2015)
Over the last two decades, both international experience and international competence in terms of communication and cultural understanding have become extraordinarily important to the newest generations of undergraduate students. An enhanced level of global literacy provides myriad benefits for new graduates, giving them the ability to communicate across international and local cultural borders, to see connections between their worlds, and to develop an international sensitivity that will allow them to succeed professionally and socially in a globally competitive job market. This emphasis on taking U.S. students to the world and bringing the world to U.S. students has led to internationalization efforts across university curricula that have extended through institutional layers to departmental and course levels. We invite proposals for articles that expand our understanding of the links between the teaching and learning of writing within the disciplines, inter-disciplinary discourses, and the increasingly interconnected world in which we live. Proposals for theoretical studies, analyses of internationalization efforts within the sciences and social sciences in addition to the humanities, and programmatic case studies are all welcome. (Guest edited by Stefanie Frigo, North Carolina Central University, and Collie Fulford, North Carolina Central University)
The performing and visual arts have much to offer writing studies in terms of process, creativity, design, delivery, and habits of mind (and body). We invite proposals for articles that explore connections between the teaching and learning of writing and the performing and visual arts in the classroom or studio, in writing centers and writing fellows programs, and elsewhere across the disciplines. (Guest edited by Steven J. Corbett, George Mason University, and Betsy Cooper, University of Washington)
Graduate Teaching Assistants (TAs) play a key role in helping students learn how to write in the disciplines. TAs who teach their own courses are responsible for all facets of student learning, including the instruction and assessment of writing. Even when they are not the instructors of record, TAs are often the official or unofficial writing instructor for courses. For all intents and purposes, many TAs across the disciplines are de facto teachers of writing. The guest editors of this issue of ATD invite proposals that explore theoretical, pedagogical, practical, and administrative issues that attend to TAs as writing instructors across the disciplines. We are seeking articles based on qualitative or quantitative research, such as case studies, surveys, ethnographies or narrative inquiry, in local, national or international contexts. (Guest edited by Tanya K. Rodrigue, Salem State University, and Andrea L. Williams, University of Toronto)
Note: If you would like to serve as guest editor for a special issue, or if you would like to suggest a topic for a special issue, please contact Michael Pemberton, editor, at firstname.lastname@example.org or (912) 478-1383.