Coalition of Women in German (WiG) conference
(November 3-7, 2022 in Portland, Oregon)
Organizers: Claire Scott (German Studies) and Eliza Ablovatski (History)
Note: Given the volatile situation presented by the pandemic, we are not certain what the WiG conference will look like next year. At the moment, we are planning for an in-person conference in Portland, Oregon for 2022. We will revisit this discussion at our spring leadership meeting and will notify the membership at that point as to whether any changes are necessary and forthcoming. Membership to the Coalition of Women in German will be required to present on this panel, but is not required to submit an abstract.
After our experience co-teaching an interdisciplinary course about the Holocaust at Kenyon College, we want to engage in a discussion of interdisciplinary pedagogy and how disciplines throughout the university can work together. We are seeking people or groups to share their experiences collaborating across disciplines, who would then help us lead small group discussions about ideas for our own campuses. This panel represents a larger effort on the part of WiG to become more inclusive of other fields and disciplines beyond German literary studies and so please share this CFP widely. We are eager to see a wide array of proposals. Possible questions to consider include:
What are some of the pitfalls you have encountered when attempting to teach interdisciplinarily? Differing student expectations or faculty expectations? Co-teaching or other models of interdisciplinarity (modules or guest speakers)?
What does interdisciplinary cooperation mean for the future of our various fields of study and academia more broadly, especially in light of inequities that disproportionately affect historically-marginalized groups?
What does interdisciplinarity mean at various institutions? In particular, how are interdisciplinary (and especially co- or team-taught classes) counted towards people’s teaching responsibilities, their tenure and pre-tenure reviews, and other institutional ways that “value” is assigned to interdisciplinary teaching? Another aspect might be departmental culture and how it supports faculty interest in interdisciplinary teaching or not (even on the same campus, different departments may “allow” their faculty to teach outside of the department or not).
How can we more effectively model the critical thinking and group work skills that we hope our students will use in their interactions with the course materials and with each other?
How are aspects of universal design, diversity, equity and inclusion compatible (or not) with interdisciplinarity? Other pedagogical strategies?