Opportunity: 2022 MLA Institutes on Reading and Writing Pedagogy (3/25/2022)

Another great opportunity to share:

2022 MLA Institutes on Reading and Writing Pedagogy

Source: https://www.mla.org/Resources/Career/2022-MLA-Institutes-on-Reading-and-Writing-Pedagogy




Through the support of the Andrew W. Mellon Foundation, the MLA hosts regional summer institutes to strengthen the teaching of English at access-oriented institutions (AOIs)—community colleges and other colleges that prioritize access over selectivity in admissions. Between 2019 and 2022, the association will have organized eight regional summer institutes for those who teach at AOIs and those who would like to make their teaching careers at them.

We invite applications for the 2022 regional institutes from doctoral students in English and related fields and from part-time and full-time instructors at access-oriented institutions.

Housing and meal expenses for the institute will be covered, and participants will receive a $2,500 stipend for their participation. Completion of the institute will qualify the participant to receive the MLA Certificate in Reading-Writing Pedagogy at Access-Oriented Institutions.



Institute Locations and Dates

University of Missouri, St. Louis: 6–10 June 2022

California State University, Los Angeles: 26–30 June 2022

Princeton University: 11–15 July 2022



Purposes and Outcomes of Participation

The institutes

• provide new and future faculty members with an understanding of the needs and circumstances of students at AOIs, who are primarily first-generation collegegoers, Pell Grant recipients, and students of color;
• provide new and future faculty members with intensive training in pedagogical theory and practices for the teaching of writing and reading together to improve writing instruction at AOIs and to nurture the study of the humanities in vocationally oriented educational settings;
• develop strategies for locally sustaining the collaborations started by the institutes; and
• renew conversation in the profession about relationships among literature, composition, and the humanities and build stronger connections between introductory writing courses and upper-level humanities courses.

Criteria for Application

Applications for participation in the regional institutes will be accepted from doctoral students in English and related fields and from part-time and full-time instructors at access-oriented institutions, especially community colleges, within the area of the host institution.

Applications must be submitted through Interfolio by 25 March and should include

1. Letter of application that speaks to your interest in and commitment to collaborative inquiry and how this institute will address your goals for professional development as a teacher of the humanities
2. CV
3. Two reference letters that speak to your commitment to the humanities and your teaching at an access-oriented institution
4. Statement of teaching philosophy (up to 500 words)

We provide the following questions for you to use if they are helpful to you:

• What are the key dilemmas that you have faced in teaching students to read and write in your courses? How have you attempted to address them?
• What essential questions about the teaching of reading and writing continue to shape your approach to teaching, and how might they be related to issues of access in higher education?
• What scholarship in literary and writing studies informs your teaching and your community work?
• How would you like this institute to help you address current issues of access on your campus in reading/writing pedagogy for the humanities?

Apply now