Thursday, 10:30–11:45 a.m.
Approaches to Teaching and Learning
A.05 Trauma, Peace, and Mindfulness in the Writing
Classroom
Panelists offer pedagogies and methods for peace and mindfulness as a
response to our field’s increased awareness of trauma and trauma-informed
pedagogy.
Salon A-3 (lower level)
Speakers: Melissa Ames, Eastern Illinois University, “Social Emotional
Learning in the College Composition Classroom: Moving Forward
with Trauma Informed Teaching Practices and Lessons Learned from
Pandemic Pedagogy”
Sara Kelm, Auburn University at Montgomery, “In Pursuit of the
Peaceable Classroom: Reimagining a Nonviolent Composition
Classroom within Violent Public Discourse”
Jessica Melilli-Hand, College of Coastal Georgia, “Rest and Reset Instead
of Perpetually Running from the Lion: Mindfulness-Based Biofeedback
as Preparation for Doing Hope in the Composition Classroom”
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take a lunch
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12:15-1:30
Thursday
Approaches to Teaching and Learning
B.02 Strategies for Teaching Empathic Relations
This roundtable explores strategies, accounts, and rationales for teaching
empathy in rhetoric and writing courses. Each panelist shares a distinct
approach and experience of teaching for, with, and about empathy, and
they reflect upon the possibilities and limitations of teaching empathic
relations in the ongoing work of doing hope.
International Ballroom South (2nd floor)
Chair: Eric Leake, Texas State University
Roundtable Leaders: Kelly Blewett, Indiana University East, “Empathy in
Teacher/Student Relationships”
Lauren Esposito, Marywood University, “Cultivating Empathy-Centered
Classrooms through Applied Improvisation”
Teresa Grettano, The University of Scranton, “Fostering Empathy through
Story Exchange”
Ashley Holmes, “Building Empathy and Doing Hope: Teaching Civic
Writing through Embodied, Place-Based Learning”
June Johnson, Seattle University, “Teaching ‘Slow Listening’ as Doing
Hope and Cultivating Empathy”
Eric Leake, Texas State University
Kate Ryan, Montana State University, “Teaching Relationality”
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Friday 8-9:15am
Approaches to Teaching and Learning
F.36 Writing with Monsters: College Composition Topic
Approaches to Cultural Perceptions
In this session, the use of monster theory in college composition courses
is discussed as a method of directing students as to how they have learned
their concepts of social identity. Students are encouraged to use popular
culture to explore how aspects of the monstrous and the heroic are
ingrained in them. These concepts of monster theory cultivate students’
awareness of identity formation.
Room 4Q (4th floor)
Speakers: Rebecca Borah, University of Cincinnati
Beverly Brannan, University of Cincinnati
Ronald Hundemer, University of Cincinnati
Mary Leech, University of Cincinnati
Cheli Reutter, University of Cincinnati
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Friday 9:30-10:45a
Approaches to Teaching and Learning
G.27 Feminist Pedagogies: Care, Resilience, and
Vulnerabilities in the Writing Classroom
Speakers engage with feminist rhetorical concepts (care, resilience, and
vulnerability) to imagine new responses to the pressures facing writing
students and teachers.
Lake Erie (8th floor)
Speakers: June Manuel, University of Oregon, “Dwelling in Silence: A
Writing Pedagogy toward Unknowing”
David Riche, University of Denver, “Pedagogy, Vulnerability, and
Rhetorical Self-Care”
Karen Tellez-Trujillo, Cal Poly Pomona, “Let’s Unknow What We Think
We Know About Student Resilience in the Writing Classroom”
11am Lunch with Melanie
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Saturday \
9:30-10:45
K 21 or k 27
one last pizza
12:30-1:45
M.12 Handle with Care: Trauma-Informed Approaches to the First-Year Writing Classroom Trauma-informed approaches have become more common across the university, including in writing classrooms. In Spring 2022, researchers across three universities implemented trauma-informed policies in their writing courses. They learned valuable lessons about trauma-informed strategies and student responses to such approaches; they also saw implications for writing programs, centers, and research. Blvd. B (2nd floor) Speakers: Lauren Brentnell, University of Northern Colorado Elise Dixon, University of North Carolina at Pembroke Rachel Robinson, Georgia Tech University
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