A week from today, the students in my senior seminar course will share the results of their hard work this semester. This event will differ from the traditional structure of scholarly presentations in in the following ways:
- The students have identified faculty, students, friends, and family members to read their project materials in advance of this event.
- Those audience members will come prepared to discuss the senior seminar projects in a roundtable-style session.
- Two panels will run concurrently during two time slots (see below).
- Each panel session will begin with a 5-minute presentation by each panelist.
- Following the presentations, the studentâ€™s reader/director will have the traditional â€œrightâ€ to ask the first question.
- Next, other audience members who have read the material in advance will ask questions and discuss the topics.
- Panelists are encouraged to think synthetically about how that panelâ€™s projects all share certain qualities or approaches and to ask questions of each other.
- Finally, any other audience members who attend will ask questions, if time allows.
The students decided to pilot this roundtable discussion format after I described the ways in which some academic conferences (including, but not limited to, the Modernist Studies Association and the Shakespeare Association of America) eschew the â€œ20 minutes of reading my written essay out loudâ€ model for a discussion-oriented model in which the essay is distributed ahead of time.
What follows is the schedule of events.
2:00-3:00: The first time slot
Panel 1a in HPAC 219 :: gender, sexuality, disability, postmodernism, literary history, film
Panel 1b in HPAC 220 :: language, literature, socialization, isolation
3:15-4:15: The second time slot
Panel 2a in HPAC 219 :: identity, rhetoric, narrative, oration, race, gender
Panel 2b in HPAC 220 :: pedagogy, language, literacy, media