Friday, January 30, 2009
Film programmes may be in Media/Communication departments, part of Cultural Studies departments, or English/American Studies.
Anthropology departments tend to be ‘humanistic’, so would suit CMCL’s ethnographic approach too.
‘Communication’ in the UK mostly means ‘media’.
Rhetoric doesn’t exist as a discipline in the UK, but if you have an interdisciplinary profile you could suit jobs in Cultural Studies, American Studies, Media & Communications, etc.
There is no tenure in the UK, but many positions are permanent appointments. Generally, you’re on probation for the first few years, but you have to work hard to fail (so, nothing like getting tenure).
‘Lecturer’ = Assistant professor
UK universities are unofficially distinguished between ‘old’ universities, established before 1992 and ‘new’ ones (former polytechnics) (yes, there is still a class system). The old ones are similar to US research institutions, but some of the new ones excel in certain areas or in general. New universities more often offer degrees in ‘new’ disciplines such as media and cultural studies than old ones.
Departments in UK institutions are officially scored periodically according to research (RAE) and teaching quality (QAA) by quasi-governmental bodies. See http://www.rae.ac.uk/ for the most recent research scores from 2008; and for teaching quality see http://www.qaa.ac.uk/reviews/.
Universities are ranked unofficially by newspapers each year. See The Times http://www.timesonline.co.uk/tol/life_and_style/education/good_university_guide/ and The Guardian http://education.guardian.co.uk/universityguide2009/0,,2276673,00.html
4. Look for UK academic jobs at:
5. The application process
Complete an application form (generally online or available online).
You may be asked to attach a cover letter and a CV, but if not, check with the academic contact listed if you may do so anyway (don’t bother asking the HR contacts. HR departments ‘front’ the application process but generally don’t know what a department is interested in).
Keep a cover letter to a page (unlike a US letter).
There is usually a brief time (say 2 weeks) between the job notice and the closing date, and often only another few weeks between that and the interview date.
The application often says “if you haven’t heard from us within 6 weeks, you haven’t got the job”.
If you’re short listed, you may be asked for more information, generally a writing sample, but given the quick pace of the process, decisions are mostly made on the scant information included in the application.
UK universities are interested in candidates who have research publications and funding (which scores on RAE).
You will probably have more teaching experience and training than most of the UK applicants at your stage, so convey that in your letter and/or CV.
6. Interviews and presentations
Generally, in the morning before the interview, you’ll be asked to make a short presentation to members of the department of about 15 minutes about your research and maybe how it is integrated in your teaching – not a job talk. They may not have read any of your work, so don’t assume they are familiar with what you do.
Departments don’t make the decisions in a faculty vote – the committee does. Department faculty may have been given a chance to look at all or the short-listed candidates (in a more democratic department) and express preferences, as well as their opinion about the presentation, or may have no say at all.
You will be interviewed formally by a committee, but it’s not a departmental “search committee” as we have here. Instead, it usually consists of the Head of Department, one or two faculty in the department, a Head of School or Dean above the HoD, maybe a representative of the HR department.
Interviews are formulaic as they have to adhere to Equal Opportunities legislation, which means candidates have to be asked the same or equivalent questions, and be about the same length (as little as 20-30 minutes). But these questions can be quite broad, so it enables you, like Sarah Palin, to deliver the points you’ve got prepared. You’ll most probably get one teaching question (e.g. ‘how does your research inform your teaching?); one research question that can be specific to your research (often picking up on a point in your presentation); a generic question (the yawn-worthy ‘Where do you see yourself in 5 years time?’ – suppress the urge to quip). Do be ready to ask your own questions, which you’ll generally be given a chance to do at the end.
All the candidates are interviewed on the same day. You’ll get to know your competitors that day, but not the people you might end up working with (except probably during a lunch and maybe a dinner the night before).
You’ll be lucky if anyone shows you round the campus, let alone the city. They may make little or no effort to woo you or persuade you that it is a good place to work, the assumption apparently being that if you applied for the job and turned up for the interview, you want the job.
You may be expected to accept a job offer at the end of that day (I did on the spot) or very shortly afterwards.
There’s not much to negotiate if you’re offered a job. Pay scales are fixed nationally (and the salary range included in the job advert) but you may be able to raise yourself up the pay scale (called a spine point) a rung or two by emphasising your teaching experience. Each institution, in negotiation with the union (UCU) has determined the points along the spine for a lecturer grade job.
For pay scales, see
7. Institutional culture
There are many differences between the institutional cultures of US and UK higher education, too many to list here. You should also understand that what I say here is written by someone who fled the UK system and hopes it doesn’t take root in the US before I’ve retired. But I’ll start with some less problematic differences:
· English and Welsh undergraduate degrees are 3 years, 4 years in Scotland. Many students take a ‘gap year’ between high school and university. The ‘A level’ exams students need to pass and do well in to be admitted to their courses are considered to be equivalent to a first year of US university education (by US institutions).
· Even if a British student thought of their parents as role models or heroes, they’d have the sense never to say so publicly for fear of general ridicule.
· British Masters degrees are mostly 1 year and include a dissertation.
· PhDs are research only – no classes.
· All UK universities are public except for one – even Oxford and Cambridge (thought the proportion of public funding in relation to other funds has declined substantially).
· UK undergraduates only pay ‘top-up fees’, currently capped at £3,000 p.a. (since about 5 years ago). Local governments pay the rest.
· UK students have specialized more at high school than US students and UK undergraduate degrees are also more specialized from the start, without majors and minors, but sometimes joint degrees in 2 subjects.
· UK postgraduates pay fees but there are few opportunities for funding and teaching.
Now about the conditions for working in British academia:
It is a managerial culture – from a management team at the top of the university to your Head of Department who is your line manager (and is not Ricky Gervais).
The whole higher education system is disciplined by government-directed accountability procedures designed to show in quantifiable terms that the public investment is worthwhile – hence the RAE and QAA. These procedures improve neither research nor teaching, but do skew the whole system as institutions and individuals play the game.
You have less autonomy as an educator than you would at IU. For example, don’t’ expect to set your own attendance policy – there will be rules to follow that apply at least to your department and maybe to the whole university.
Thinking of a new class to teach? Write a ‘module submission document’ that includes ‘the learning outcomes’ and ‘transferable skills’ taught in the class, as well as the assessments that will measure them. You may also have to show how it fits into the ‘curriculum map’ for the degree(s) offerd by your department. There’s lots of language like this.
Your value to your institution is directly proportional to the research income you generate or the ‘spin offs’ from your work.
You’ll be expected to take a ‘teacher training’ course in your first few years, which could be great, but tends to consist of a lot of guff and is a way of socializing you into the whole culture of assessment and accountability – being a self-reflexive practitioner in this context means disciplining yourself. You may get some credit for having taken C545 or the whole pedagogy certificate.
But it’s not all bad:
Don’t worry about health insurance, the NHS will take care of you (eventually), except for dental and optometry.
You don’t have to prepare your taxes – it’s deducted from your pay and adjusted if necessary during the year.
Public broadcasting sets the tone of the media (but don’t forget to pay your TV license or you will be fined).
It’s Michael, not Sarah, and he intends to make you laugh.
You don’t need to maintain a cheerful persona by saying ‘I’m good’ when asked how you are. Try ‘mustn’t grumble’ or ‘not bad’.
Students won’t like you just because of your accent, but most people won’t hold you personally responsible for whichever war the US government next launches.
If you can’t get used to driving on the left, you can walk instead – there are pavements (sidewalks) everywhere, as well as public transport.
8. Work permit and visa
Don’t’ ask me how this works, I only know about getting a green card. But there is a steady flow of American academics getting jobs in the UK (it works both ways). You can instead ask Jake Smith, an alum of this department who teaches film at my former place of employment, the University of Nottingham, and is willing to be contacted:
To learn for about RKCSI, please visit: http://rkcsi.indiana.edu/
Date: Monday, February 2nd, 2009
Time: 5:30 – 7:00 pm
Place: Room 122, Informatics East – 919 E 10th Street.
Dinner and coffee will be provided.
Friday, February 6, 2009
Ballantine Hall 005
Katie Kearns and Sarah Marion will share strategies for reflecting on teaching as well as information about the qualities of effective statements of teaching philosophy. During the workshop, participants will read and analyze several statements and will receive reflection guides for getting started. Registration is not required to attend this workshop.
Preparation of a statement of teaching philosophy and teaching portfolio can encourage thoughtful and critical reflection about teaching practice. Graduate students who prepare these materials have an opportunity to improve their teaching practice and their students’ learning and will be well prepared to demonstrate their teaching credentials for academic positions. Graduate students at early stages in their programs are highly encouraged to attend the workshop. It is never too early to develop reflective and evidence-based teaching practices, nor is it too early to start collecting the documentation of teaching needed to support academic job applications.
Friday, February 13, 2009
Ballantine Hall 005
In this follow-up workshop to the “Statements of Teaching Philosophy: Critical reflection about teaching practice” workshop, Katie Kearns and Sarah Marion will address such questions as: What evidence should you collect to document your teaching effectiveness?
How do you analyze and reflect on these artifacts to improve your teaching practice? How might you present these artifacts of teaching for different audiences and purposes? Participants will have an opportunity to view sample teaching portfolios during the workshop. Registration is not required to attend this workshop.
At Hillel, we're gearing up to provide great grad student programming this semester and hope to see many new faces at our programs or even around the building. We have 2-3 events for graduate students each month in addition to all of our general programming. Below is information about some of our upcoming programs. Everyone is welcome!
Tuesday, February 3rd @ 730pm: A Rabbi and a Priest Walk into a Bar... - Join us for a lively discussion at Nick's English Hut with Rabbi Sue and Mother Linda.
March 15th-22nd and May 10th-17th: Join Hillel for an alternative break. We're traveling to the Gulf Coast and an organic farm over spring break and Nicaragua in May.
Questions? Want to get involved? Contact Jen Abzug Zaligson at (812) 336-3824 or firstname.lastname@example.org and she will answer and questions and get you on the mailing list if you'd like. You can also join the facebook group: http://www.facebook.com/group.php?gid=2209157048.
We're also looking for some grad students who would like to plan events. Call or email Jen if you have an interest in this!
Lecture in Collaborative Cultures: "In Good Faith: Wikipedia Collaboration and the Pursuit of the Universal Encyclopedia"
Date: Friday, February 6, 2009
Time: 3:00 p.m.
Place: Informatics East (I2), Room 130
New York University
"In Good Faith: Wikipedia Collaboration and the Pursuit of the Universal Encyclopedia"
Abstract: In 1990 Mike Godwin coined his "Law of Nazi Analogies" to capture the common devolution of online discourse into insulting comparisons with Nazis or Hitler. Eleven years later, Jimmy Wales wrote that it was important that the Wikipedia community "preserve and extend our culture of co-operation, with all of us standing as firmly as possible against the culture of conflict embodied in Usenet." I argue Wikipedia is a realization -even if flawed-of a long-held vision for a universal encyclopedia: a technology inspired vision seeking to wed increased access to information with greater human accord. And I claim Wikipedia's collaborative culture is a big factor for this
success: the norms of "Neutral Point of View" ensures that the scattered pieces of what we think we know can be joined and good faith facilitates the actual practice of fitting them together.
Biography: Joseph Reagle is an adjunct professor at NYU's Department of Media, Culture, and Communication where he studies collaborative cultures, specifically Wikipedia. As a former Research Engineer at MIT's Lab for Computer Science, he served as a Working Group Chair and Author within IETF and W3C on topics including digital security, privacy, and Internet policy.
This coulld be a good opportunity for those whose focus is rhetoric, and who may have participated in debate before.
If you are are interested, please have them contact Aasiya Mirza at email@example.com.
For a full schedule of LD debate events, visit
The African Diaspora Paper Workshop is for faculty and graduate students working on theses, dissertations, articles and books. We will meet about once a month to discuss particular works in progress, including articles or chapters. The papers to be discussed would be circulated a week ahead of time to all participants and to two participants who are responsible for offering specific comments on the work. During the session the presenter takes about ten to fifteen minutes to lay out the context around the paper, after which the commentators provide feedback and ask questions. Eventually the floor opens up to questions from any of the others present.
The piece submitted should be reasonably well developed and clearly written, since the purpose of the workshop is to provide critical insight, not line-by-line editing. If you’ve participated in these kinds of workshops before, you know that they provide an invaluable source of candid feedback.
We’ll have a session about every three weeks starting in February.
Wednesday and Thursday evenings are usually the best times for most people.
Please let me know ASAP if you are interested in participating, and if so, around when. You can email me at firstname.lastname@example.org
Thursday, January 29, 2009
Friday, January 30, 2009
4 - 5 p.m.
Classroom Office Building, Room 100
To start you thinking about the PhD Exam process, which will be discussed in depth tomorrow at the CMCL Student Colloquium, I'll give you a brief overview of the process from the administrative side.
Thirty days before you are to take your PhD Exam, you will file an Exam App with me (the grad secretary). On the app, you will list the faculty members who will be writing your exam questions and the topics on which they are to provide questions. These faculty members ideally will be your ADVISORY COMMITTEE members. They may or not be the same faculty who will ultimately be your RESEARCH COMMITTEE.
Once I have your exam application, I'll check to make sure your have fulfilled other requirements for your PhD (language, minor, etc.) and to make sure you have no incompletes on your transcript. If you have incompletes, you may NOT take the exam. When I've determined that you're eligible, I contact the faculty examinees to request your exam questions. If your minor advisor is not participating in the exam (extremely common), I will need to contact her/him to secure a waiver of participation.
You will have two weeks to write the responses to your four exam questions. On the morning of the first day (a Monday), I'll email you all four questions. OPn the following Monday, you'll send me two responses by noon; on the fortnight, you'll send me the two remaining responses. You may choose which of your responses to finish first. During the second week of your exam period, I'll contact you about the scheduling of your oral exam. If you have not alread arranged this with your examiners, now is the time. Be sure to note that you may need to include your minor advisor in the oral. (More about that in a future post - ask me if you have questions.) You will need to schedule you orals within 30 days of the end of your written exam period.
At the end of the exam period, I'll distribute your responses to your examiners, along with and exam certification form. They will read them and return the certification form to me. The form has two possibile responses: either the examiners are prepared to move forward with the orals, or they believe the written exam responses constitue a failed exam (very rare). If they choose to proceed with orals, you will need to make sure you've scheduled a time and space with Sabrina.
Before your orals, I'll prepare two forms for you to take into the orals. One is a CMCL internal form on which your examiners will record whether you receive a :
The second form is a University Graduate School form nominating you to PhD Candidacy.
If you receive a High Pass or a Pass at your orals, you will be nominated to candidacy. If you receive a Defer, you will have some specific rewriting to do before being nominated to candidacy, but you will not have failed the exam. If you do receive a Fail, and this is your first attempt at the exam, you will have one more chance to take it. If this is your second failure, you will be dismissed for the program.
FEBRUARY 6-7, 2009
Highlighting the intersection of aesthetics and politics, contemporary performance theory has deeply shaped our critical understanding of the workings of power, hegemony, and resistance. In putting cultural studies and performance studies together in productive dialogue, this year’s Cultural Studies Conference (6-7 February 2009) establishes points of contact between the reproduction and disruption of cultural processes and the workings of power. The articulation of these fields enables us to ask: How has the “performative turn” in the humanities affected the way we study cultural production and reception? What are the embodied ways that culture is transmitted and transformed through affect and signification, feeling and meaning? In what ways does the performance rubric shift our focus to the productive instability of cultural identities, identities that are always in the making and potentially open to critical revision? How does performance traffic across borders and boundaries to forge a public commons in an age of increasing global privatization? What kinds of gestures are required to alter the relationship between local communities and the state? What kinds of songs might rescore the discordant notes of an off-key democracy? What kinds of voices might sound new forms of resistance and collectivity?
A number of panels and keynote addresses will investigate performance across a wide range of media, with a focus on diaspora cultures and the critical de-composition of race.
Paul Berliner (Duke University) will deliver the opening keynote, “The Heart that Remembers: A Tale of Musicians during Zimbabwe’s Liberation Struggle,” a lecture that blends scholarly research with Mbira performance.
Karen Shimakawa (New York University) will deliver the closing keynote, “Habitual Performance: The Transnational Migration of ‘the Geisha.’”
Their presentations will frame three panels with short papers and commentary by invited guest Alexandra Vazquez (Princeton University) and IU faculty working at the intersections of cultural studies and performance studies.
On Friday, Panel I (“Rehearsing Race, Staging Politics”) features papers on the shifting boundaries of race on the vaudeville stage, masquerade and opportunism in an Asian American context, the backstage politics of mid-century black Broadway.
On Saturday morning, Panel II (“Gestures and Media: Re-imagining the Nation in Film and Performance”) examines how various media address questions of national and transnational identity by looking at the global circulation of Angolan urban dance practices, spectacle as a critique of revolution in the work of the Bissauan filmmaker Flora Gomes, and the staging of racism in recent German documentary film and theater.
Panel III on Saturday afternoon (“Actors and Audiences: Traversing the Boundaries of Performance) investigates the relationships and ethics of spectators and performers with papers that explore the onstage and offstage lives of road comics, the ethics of knowing and unknowing in music collection and scholarship, and local practices of HIV-prevention in Detroit Ballroom culture.
Paul Berliner is Arts and Sciences Professor of Music at Duke University and the author of the award winning Thinking in Jazz: The Infinite Art of Improvisation (1994) and The Soul of Mbira: Music and Traditions of the Shona People of Zimbabwe (1993).
Karen Shimakawa is Associate Professor of Performance Studies at New York University and the author of National Abjection: The Asian American Body Onstage (2002).
Alexandra Vazquez is Assistant Professor of African American Studies and English at Princeton University.
FRIDAY, February 6, 2009
Panel 1: Ernie Pyle Lounge
"Rehearsing Race, Staging Politics"Panelists : Micol Seigel,
“Nation Drag: Uses of the Exotic” Shane Vogel,
“Black Broadway’s Backstage Relations” Angela Pao,
“The Theatre Not the City: Ethnic Masquerades and Opportunism”Respondent: Matt Guterl Chair: Purnima Bose
Ernie Pyle Auditorium, Room 220,
Paul Berliner, “The Heart that Remembers: A Tale of Musicians during Zimbabwe’s Liberation Struggle”—Introduction by John Hanson
SATURDAY, February 7, 2009
Panel 2: Faculty Club, Second Floor, IMU,
"Gestures and Media: Re-imagining the Nation in Film and Performance"
Panelists: Marissa Moorman, “Intimate Infrastructures: Kuduro Dance and Angola's Urban Youth”
Akin Adesokan, “Flora Gomes Does Battle with the Dead”
Claudia Breger, “Close-up on the Faces of Racism: Recent German Documentary Film and Theatre”
Respondent: Beverly Stoeltje
Chair: Scott Herring
Panel 3: Faculty Club, Second Floor, IMU, "Actors and Audiences: Traversing the Boundaries of Performance"
Panelists: Alexandra Vazquez, “Toward an Ethics of Knowing Nothing”
Marlon Bailey, “Performance as Intravention: Ballroom Culture and the Politics of HIV/AIDS in Detroit”
Susan Seizer: "Fuck Vulgarity: Road Comics Use 'a little bit of language'"
Respondent: Ellen MacKay
Chair: Amy Cooke
Closing Keynote: Faculty Club, Second Floor, IMU,
Karen Shimakawa: “Habitual Performance: The Transnational Migration of ‘the Geisha’”
Co-sponsored by the Asian American Studies Program and American Studies Program
If you have a CMCL mailbox, a form was placed in it on Thursday, Jan. 29th. If you need a form, email Kathy.
These preference forms are used when making assignements for next year. While we try to accommodate your preferences, please note that completion of the form does not guarrantee that you will be asssigned to your top ranked choices. Assignments are made based on departmental needs, course enrollments, Course Director preferences, and teaching experience. The Director of Graduate Studies and Chair make final decisions regarding assignments.
Wednesday, January 28, 2009
"The Tree Campus USA program will have a lasting impact at Indiana University and throughout the country because it will engage students and local citizens to plant trees and create healthier communities for people to enjoy for generations to come," said John Rosenow, chief executive of the Arbor Day Foundation. "Indiana University will benefit from better tree-care practices on campus, and it will help connect the university with tree-care professionals in their community to improve the tree canopy in Bloomington."
Tree Campus USA, a new national program launched by the Arbor Day Foundation, honors colleges and universities and the leaders of the campus and surrounding communities for promoting healthy urban forest management and engaging the campus community in environmental stewardship. Tree Campus USA is supported by a $750,000 grant from Toyota.
"Throughout its history, our campus has placed a high priority on the preservation of its trees and green spaces," said Karen Hanson, IU Bloomington provost and executive vice president. "From the undisturbed wilderness of Dunn's Woods to the living laboratory that is the IU Research and Teaching Preserve, our wooded areas enhance the quality of life for members of the campus community. We're honored to receive this recognition from the Arbor Day Foundation."
Indiana University met the required five core standards of tree care and community engagement in order to receive Tree Campus USA status. Those standards are: establishing a campus tree advisory committee; evidence of a campus tree-care plan; verification of dedicated annual expenditures on the campus tree-care plan; involvement in an Arbor Day observance; and the institution of a service-learning project aimed at engaging the student body.
The project builds upon extensive work by IU Landscape Architect Mia Williams and the campus Sustainability Task Force. The work of three sustainability interns, Brandon Schmitt, Rich Thurau and Scott Byrne, has led to the development of an extensive Geographical Information System (GIS) database of trees on the IU Bloomington campus. This database has provided critical information for the campus tree-care plan. In addition, this data set helps catalog the significant contribution of IU's tree population to the improvement of both IU's 'carbon footprint' and the quality of life of IU's faculty, students, and staff. Additional information on the sustainability interns' projects can be found at http://www.indiana.edu/~sustain.
"This recognition for Indiana University represents decades of tree stewardship on campus, and more importantly, a dedication to the future of our woodland campus," said Burney Fischer, clinical professor in the IU School of Public and Environmental Affairs, who serves on the Arbor Day Foundation's Tree Campus USA Advisory Board. "Former IU president Herman B Wells established the university's philosophy of forest stewardship, declaring that scholarship and learning are nurtured by the campus' natural woodland setting. IU is situated within Bloomington, the oldest Tree City USA in Indiana, and the city and university have and will continue to partner for research and stewardship of the urban forest."
The Arbor Day Foundation launched Tree Campus USA in the fall of 2008 by planting trees at nine college campuses throughout the United States. More information about the Tree Campus USA program is available at www.arborday.org/TreeCampusUSA.
The Arbor Day Foundation is a nonprofit conservation organization of nearly one million members, with a mission to inspire people to plant, nurture, and celebrate trees. More information on the Foundation and its programs can be found at arborday.org.
Tuesday, January 27, 2009
To kick things off, the first colloquium of the semester is this Friday January 30, from 4-5pm in Room 100 of Classroom Office Building. It will be a panel of 3-4 students discussing the PhD exam process. They will discuss picking the reading lists, working with committee members, preparing for the tests, writing the tests, defending, and the aftermath. It should be of particular interest to PhD students who are headed down that road. It would also benefit those Master's students who are thinking of extending into a PhD program. Come armed with questions, as there will be plenty of discussion time.
Monday, January 26, 2009
If anyone is interested, please contact Aasiya Mirza at email@example.com, or myself at firstname.lastname@example.org. We'll send any rules and information you need to judge the competition, and we'd be happy to meet with anyone who wants more information.
Friday, January 23, 2009
We ask that if you are planning a CMCL sponsored event that you consult the master calendar hanging on that wall. We will keep it as current as we can. You should contact Amy or Deb to put it on that Calendar. Sabrina will make sure your event gets put on the university events calendar and the website.
If you send Deb an email or promotional flyer she can distribute it to a list of our sister departments and likely participants in our programs.
Please see Amy if you need additional assistance promoting your event, need a room for the event or have questions about how to find funds.
March 27th-29th, 2009
The city has emerged in recent years as an indispensable concept for many of the struggles for social justice we are all engaged in - it's a place where theory meets practice, where the neighborhood organizes against global capitalism, where unequal divisions based on race and class can be mapped out block by block and contested, where the micropolitics of gender and sexual orientation are subject to metropolitan rearticulation, where every corner is a potential site of resistance and every vacant lot a commons to be reclaimed, and, most importantly, a place where all our diverse struggles and strategies have a chance of coming together into something greater. In cities everywhere, new social movements are coming into being, hidden histories and herstories are being uncovered, and unanticipated futures are being imagined and built - but so much of this knowledge remains, so to speak, at street-level. We need a space to gather and share our stories, our ideas and analysis, a space to come together and rethink the city from below.
To that end, a group of activists and organizers, including Red Emma's, the Indypendent Reader, campbaltimore, and the Campaign for a Better Baltimore are calling for a conference called The City From Below, to take place in Baltimore during the weekend of March 27th-29th, 2009 at 2640, a grassroots community center and events venue.Our intention to focus on the city first and foremost stems from our own organizing experience, and a recognition that the city is very often the terrain on which we fight, and which we should be fighting for.
To take a particularly salient example from Baltimore, it is increasingly the case that labor struggles, especially in the service sector, need to confront not just unfair employers, but structurally disastrous municipal development policies. While the financial crisis plays out in the national news and in the spectacle of legislative action, it is at the level of the urban community where foreclosures can be directly challenged and the right to a non-capitalist relation to housing can be fought for. Our right to an autonomous culture, to our freedom to dissent, to public spaces and to public education all hinge increasingly on our relation to the cities in which we live and to the people and forces in control of them. And our cities offer some truly inspiring and creative examples of resistance - from the community garden to the neighborhood assembly.
We are committed in organizing this conference to a horizontal framework of participation, one which allows us to concretely engage with and support ongoing social justice struggles. What we envision is a conference which isn't just about academics and other researchers talking to each other and at a passive audience, but one where some of the most inspiring campaigns and projects on the frontlines of the fight for the right to the city (community anti-gentrification groups, transit rights activists, tenant unions, alternative development advocates, sex worker's rights advocates, prison reform groups) will not just be represented, but will concretely benefit from the alliances they build and the knowledge they gain by attending.
At the same time, we also want to productively engage those within the academic system, as well as artists, journalists, and other researchers. It is a mistake to think that people who spend their lives working on urban geography and sociology, in urban planning, or on the history of cities have nothing to offer to our struggles. At the same time, we recognize that too often the way in which academics engage activists, if they do so at all, is to talk at them.
We are envisioning something much different, closer to the notion of "accompaniment". We want academics and activists to talk to each other, to listen to each other, and to offer what they each are best able to. Concretely, we're hoping to facilitate this kind of dynamic by planning as much of the conference as possible as panels involving both scholars and organizers.
THEMES TO BE CONSIDERED
* Gentrification/uneven development
* Policing and incarceration
* Tenants rights/housing as a right
* Public transit
* Urban worker's rights
* Foreclosures/financial crisis
* Public education
* Slots/casinos/regressive taxation
* Cultural gentrification
* Underground economies
* Reclaiming public space
* The right to the city
* Squatting/Contesting Property Rights
* Urban sustainability
Please share with us your proposal for workshops or presentations. We hope to host 15-25 sessions with a mixture of formats and welcome proposals from groups and individuals. The conference is geared towards discussion and participation. People are welcome to bring papers and other resources with them, but this conference is not oriented to the presentation of papers.
There will be 50 and 110 minute sessions. We welcome self-organized workshops but will also work to incorporate individual proposals into panels with others. In your proposal please indicate how your proposal relates to the themes of the conference, expected participants, organizing partners and session format (training, panel, open discussion, video, etc.) and how long the session will be. We are especially interested in proposals which combine critique of the urban environment with discussions of new strategies for its reclamation.
Please get proposals to us no later than the 30th of January..
Please send proposals to: email@example.com
Email is preferred, but you can also send a proposal to:
City from Below
c/o Red Emma's
800 St Paul St.
Baltimore MD 21202
Have you designed a multidisciplinary course that doesn't quite fit into your department's curriculum?
Collins Living-Learning Center invites faculty members and advanced graduate students with teaching experience to submit course proposals each semester for the following year. This is an opportunity to teach a unique course in a special setting.
Collins courses carry university credit and are open to all IU undergraduates.
PROPOSAL DEADLINE FOR CLASSES TO BE TAUGHT IN SPRING 2010: MONDAY, MARCH 23 (NOON)
The 3-credit Collins seminars are limited to a maximum of 20 students (15 in the case of fine arts classes) and meet at the Collins Living-Learning Center, which is fully-equipped for multi-media teaching.
Faculty and graduate student instructors receive $5000 for a 3-credit course. In addition, they are given $400 to spend on materials or activities, a parking pass, and meal points for dining with students.
GO TO www.indiana.edu/~llc/ for details. (Click “Instructors.”)
Questions? Call or email Ellen Dwyer: 5-8905, firstname.lastname@example.org
In order to register for the exam, please email me the following information:
- Student ID #
If the time of day is completely unavailable to you due to teaching or class conflicts please inform me as soon as possible.
The exam entails the translation from Italian into English of one or two articles from a current newspaper, journal, or reference source.
Please note that Reference materials (Dictionaries, Blackberries, etc) are NOT allowed at the exam.
You are welcome to stop by the department and ask to check out the texts used in previous years for the purpose of photocopying. These previous exams are available from the Graduate Secretary of the French and Italian Department. Please contact by email: email@example.com or phone 855-1088.
Friday, February 20th
We will have panelists from a wide variety of disciplines speaking on topics ranging from building your research record through collaboration to being a good teacher without letting it consume you to an insider’s perspective from a faculty search committee– and everything in between!
Event: 14th Annual Preparing Future Faculty Graduate Student Conference
Date: Friday, February 20, 2009
Time: 8:30am – 4:30pm
So mark your calendars and look for postings with details in the coming weeks (including information on reserving your spot for the FREE LUNCH!).
Check http://www.indiana.edu/~pffc/ for more details as they become finalized. The conference is free and open to all.
Friday, February 6, 2009
Ballantine Hall 005
Preparation of a statement of teaching philosophy and teaching portfolio can encourage thoughtful and critical reflection about teaching practice. Graduate students who prepare these materials have an opportunity to improve their teaching practice and their students’ learning and will be well prepared to demonstrate their teaching credentials for academic positions. Graduate students at early stages in their programs are highly encouraged to attend the workshop. It is never too early to develop reflective and evidence-based teaching practices, nor is it too early to start collecting the documentation of teaching needed to support academic job applications.
Katie Kearns and Sarah Marion will share strategies for reflecting on teaching as well as information about the qualities of effective statements of teaching philosophy. During the workshop, participants will read and analyze several statements and will receive reflection guides for getting started.
Registration is not required to attend this workshop.
If you have a disability or need assistance, arrangements can be made to accommodate most needs. Please call 855-9023.
Students often have questions about how outside teaching will affect their promised years of funding through AI appointments. The answer is that however many years of funding your original admissions offer guaranteed is how many CMCL teaching years you will have - they don't have to done consecutively.
So, say you were admitted to the PhD program with four years of guaranteed CMCL AI appointments. Your first two years in the program you teach CMCL classes, but your third year you teach classes in American Studies. You still have two years of CMCL AI appointments waiting for you. Similarly, if you teach for us for three years, then for American Studies for one year and Collins for one year, you'll still have one year of guaranteed CMCL teaching.
This doesn't mean that you can't graduate until you've taught for us all four guaranteed years; it just means that you have that many years of funding available to you.
Questions? Ask Kathy.
What is FIGs?
Freshman Interest Groups is a unique program for freshman that extends learning from the classroom to the residential hall. A FIG consists of a group of 10-15 students that take 2-3 courses together and enroll in COLL-X111, a one credit seminar that is built around a common theme. The FIGs Seminar is a small discussion-based course in which students develop skills that enhance academic achievement and discover how disciplines relate to one another, creating a richer educational experience. FIG students also live in the same residential hall and have an undergraduate Peer Mentor that attends the seminar, resides on their floor, and engages students in outside of class activities related to the theme of the FIG.
FIGs Seminar Instructor position:
Seminar Instructors are academically successful graduate students who are interested in teaching and supporting freshman students. The primary responsibility of a Seminar Instructor is to teach the one credit COLL-X111 FIGs Seminar that emphasizes experiences and skills that are expected to help freshman make successful academic and social adjustments to Indiana University. Seminar instructors also collaborate with faculty members and undergraduate Peer Mentor to meet the needs of the FIG students.
The Seminar Instructor position description, application, and recommendation forms are available on the FIGs website at http://www.figs.indiana.edu/.
Submit completed applications and recommendation forms to: Megan Hutchison, Maxwell Hall 222, no later than Friday, February 6th at 4pm.
Please note that we will not accept applications via email.
Select candidates will be contacted for first round interviews with the FIGs office.
If you have any questions about the FIGs Seminar Instructor position, please feel free to contact me anytime. I can be reached at firstname.lastname@example.org or by calling 855-0288.
Freshman Interest Groups does not discriminate based on the basis of age, color, disability, ethnicity, gender, marital status, national origin, race, religion, sexual orientation, or veteran status. All are encouraged to apply.
Michigan Feminist Studies invites submissions for its 2009 issue on the theme of Politics and Performativity. Women's roles in politics per se, and more generally in the public sphere, often theorized through notions of performativity, are important topics for feminist researchers, academics, and activists. This volume of Michigan Feminist Studies seeks to engage with this subject from many different angles and perspectives. While our empirical and theoretical focus is on women and gender, we also encourage submissions that draw linkages between gender and other social identities, such as race, ethnicity, sexual orientation, class, ability, and nationality.
We welcome submissions in the form of empirical/scholarly analysis, literature reviews, theoretical papers, creative writing, and visual art from emerging or established scholars, graduate students, independent scholars, artists, creative writers, and activists. We encourage scholarly works from all disciplines, including (but not limited to): anthropology, sociology, psychology, English/literature, linguistics, women's studies, biology, chemistry, physics, history, public health, public policy, philosophy, art history, business/marketing, information sciences, political science, studio arts, communications/media studies, theater, international studies, law, and education. As feminists, we also support interdisciplinary and mixed-methods research.
In this issue of Michigan Feminist Studies we are interested in considering questions such as: How have women in the public sphere/politics been represented in the media? How are women and/feminism implicated in conservative versus liberal politics? How are feminist issues given attention in policy decisions? What is the role of women in grassroots political organizations? How is gender constructed through political discourse? How are femininity and sexuality of female politicians portrayed by the media and handled by the public? How do gendered discourses frame political campaigns? How has the feminist movement been shaped by its political goals? How do drag and other forms of subversive gendered dress make a political statement?
More specific topics for submissions could include:
Presentation of the self in the political arena
Women and (dis)enfranchisement
Women, language, & politics
Femininity and political figures in the ancient world
Sexism in politics
Power of women in ancient dynasties
Please note that these questions and topics are intended as suggestions and not limitations.
Michigan Feminist Studies is an annual publication edited by graduate students at the University of Michigan.
Manuscripts should be roughly 4000-6000 words and double-spaced. Please submit three single-sided copies, and include a 150-200 word abstract, brief biographical note, institutional and departmental affiliation (if applicable), mailing address, telephone number, and e-mail address. Papers may be submitted in the accepted format of your own academic discipline (e.g., MLA, APA). If your paper is selected, you will then be asked to submit an electronic file.
Mail submissions to: Michigan Feminist Studies
1122 Lane Hall
204 South State Street
The University of Michigan
Ann Arbor, MI 48109-1290
The Deadline for Submissions is February 13, 2009.
Inquiries can be directed to email@example.com.
Eligible dissertations will use and advance qualitative methods to investigate any topic. Applications for the award will be judged by the following criteria: clarity of writing; willingness to experiment with new and traditional writing forms; advocacy, promotion, development, and use of qualitative research methodologies and practices in new fields of study, and in policy arenas involving issues of social justice.
There are two award categories, traditional (Category A), and experimental (Category B). Submissions in both categories address social justice issues. Submissions in Category A use traditional qualitative research and writing forms, while Category B submissions experiment with traditional writing and representational forms.
An award of $250 will be given to each winner. All doctoral candidates are eligible, provided they have successfully defended their proposals prior to January 1, 2009, and will defend their final dissertation by April 1, 2009. Receiving or being considered for other awards does not preclude a student from applying for this award . Applications are due February 1, 2009. The 2009 award, co-sponsored with Sage Publications, will be made at the closing townhall meeting of the Congress.
Applicants should submit four (4) copies of the following:
* A letter indicating interest in the award that includes the applicant's name, address, university, telephone number(s), e-mail address, department, date of dissertation proposal defense, and current status of the dissertation.
* A letter from the applicant's dissertation advisor/chair recommending the applicant's work for the award and verifying the date of the dissertation proposal defense.
* A research description of no more than five (5) double-spaced
pages: approximately two pages of introduction and theory, two pages on the methodology, and one page on the significance of the work.
Finalists may be asked to submit their full proposal or additional information at a later date.
* One chapter and a table of contents from the dissertation.
* Finalists may be asked to submit their full dissertation after the first round of adjudication, closer to the competition closing date.
Applications are now being accepted. Submissions should be sent to:
Illinois Qualitative Dissertation Award Committee The Center for Qualitative Inquiry University of Illinois at Urbana-Champaign Gregory Hall, Rm 103 (mc-462) 810 South Wright St .
Urbana , IL 61801
DEADLINE: February 1, 2009
For Spring 2009 the GPSO will award 8 Travel Awards: four $500 awards and four $250 awards.
This award is not intended to fund research.
Consideration for Spring 2009 Travel Awards will be given for conferences/ workshops/ trainings/ competitions/ auditions occurring between January and June, 2009.
Please submit all materials to the GPSO by 5 PM, FRIDAY, MARCH 13, 2009. Your online application and emailed CV must be received by the GPSO office by this deadline.
For detailed information regarding eligibility, the application process and the criteria for review, please visit: http://www.indiana.edu/~gpso/academic/travel/travel.php
If you have any additional questions regarding this award or the application process, please e-mail firstname.lastname@example.org with the Subject line "Travel Award."
Wednesday, January 21, 2009
Don't miss these two great films!
It's STILL Elementary
Thursday, January 22nd
Indiana University Education Bldg Rm 1230
It's STILL Elementary presents a moving story about the power to ignite positive social change through documentary film and grassroots organizing. It examines the incredible impact of the film, It's Elementary over the last decade, and follows up with teachers and students featured in the first film to see how lessons about LGBT people changed their lives. It's STILL Elementary also documents the story behind the controversial PBS broadcast of It's Elementary and the infamous right- wing attacks on the film and its creators. It's STILL Elementary is a call to action for parents and educators to continue working for safe, inclusive schools. The PRIDE Film Festival Steering Committee and faculty and students in the Indiana University School of Education as well as current teachers will participate in a discussion following the film.
Monday, January 26th
Read Residence Hall - Community & Leadership Development Center
(Read Hall's Clark Wing, First Floor, parking available in Jordan Ave Garage)
XXY, which won the Critics' Week grand prize at Cannes, is as finely crafted film as a great work of literature. Many children are born intersexed. (Intersex is a general term for many genetic conditions in which a person is born with something other than the standard male or standard female anatomy.) On the surface, the film tells the story of a 15 year old Argentine girl named Alex (Ines Efron) who was born with what doctors called "sexual ambiguity," caused by an extra X chromosome. Alex has reached an age where she wants to make her own choices about her gender, but her family, as well as a visiting surgeon, all have other ideas. Cindy Stone, a local volunteer with ISNA (Intersex Society of North America), will lead a brief discussion following the film.
This screening was made possible by the generous support of the Indiana University Latino Cultural Center, the Commission on Multicultural Understanding, the Community and Leadership Development Center, CommUNITY Education Center, and First United Church.
As spring semester gets underway, some PhD students may be planning the end of their degree process. As you consider the timing of your dissertation defense, please note the following from the CMCL Graduate Handbook:
Dissertation defenses must be scheduled when the faculty is officially on-duty, between the second week of classes in the fall and the next to last week of classes in the spring. Exceptions can be made only when all of the members of the appropriate research committee and the DGS agree. Please note that requests for exceptions may be denied and that faculty may not be available throughout the summer – plan accordingly.
This is not to say that summer defenses are impossible, but they are definitely discouraged. If you are hoping to defend in the summer, be sure to check with your whole committee as early as possible. If you are hoping to have a July defense, check with your committee now, not in June.
Also, please be aware that you must be enrolled when you submit your dissertation to the UGS. Since G901 is not available in the summer, this means you will need to enroll in one hour of C810 in whichever summer sessions you submit your dissertation. Currently, this costs around $800. With G901 costing $150 per semester during the regular academic year (if you're still eligible for G901), it behooves you to submit during spring or fall purely for financial reasons.
This may be imperfect, but I can be reasonably sure that email from or to your IU email account is clean. In any case, the university rules and federal FERPA laws require that I use your IU account for email concerning any part of your degree process or teaching assignments.
For this reason, please clean out your inbox regularly so messages don't get bounced because your box is too full.
Tuesday, January 20, 2009
Art on the Edge: Contested Boundaries in Art and Art History
Nineteenth Annual Indiana University Art History Association Graduate Student Symposium
Keynote Speaker: Professor Sue Taylor, Portland State University
Saturday, March 29, 2009
Please submit an abstract of no more than 500 words and a CV to Justin McCann email@example.com by Friday, January 30, 2009.
The Art History Association will offer a travel honorarium to all accepted participants. Further information will be provided upon acceptance. We look forward to your submission.
Boundaries and borders are created to preserve a certain order and to provide an understanding of period and place. With their very existence these boundaries can exclude, promoting ideologies that group and restrict, proclaiming a narrative of the status quo that uniforms an artistic and cultural canon of who and what belongs. Undoubtedly, borders and their defenders clash with the expanding attitudes toward identity, gender and sexuality, race, ethnicity, pedagogy and scholarship that emerge from periods of change and expression. Our symposium will explore just this: how boundaries are traditionally defined and classified by cultural media and art historical movements and the ways artists and art historians expose and transgress these borders, creating new ways of seeing and conversing about the world. How has art blurred, bruised, and broken traditional boundaries?
We welcome proposals within history of art from all fields of specialization:
Pre-Columbian and Oceanic
Renaissance and Baroque
Modern and Contemporary
representing all geographical regions.
Suggested Themes on Contested Boundaries and Borders:
Nationalism and National Identity
Gender and Sexuality
Spatial and Personal
Religious and Spiritual
Race and Ethnicity
Pedagogy and Scholarship
Historiography and Theory
Exhibitions and Museum Studies
Politics and Law
Reform and Revolution
Global, Regional, Local, Urban and Rural
Education and Learning
Rhetoric and Ideology
The Graduate Schools of Indiana University, Bloomington and Howard University, Washington, DC have established a Future Faculty Teaching Fellowship (FFTF) exchange program between our campuses. In contrast to our internal FFTF program with the IU regional campuses, this program will involve a mutual exchange. The goals of the program are twofold:
- To provide an opportunity for an IUB graduate student to teach in a very different cultural environment. Howard University is a private, urban, historically black university(HBCU). The selected student will function as a visiting faculty member in their host department.
- To provide an opportunity for a Howard University graduate student to teachin the very different cultural environment provided by IUB, where they also will function as a visiting faculty member. We hope that a further benefit for IUB will be an enhanced ability to attract visiting fellows into IUB tenure track lines, and to retain them through their academic careers.
- Be in good standing with their departments and the University.
- Have been admitted to candidacy by 1 January 2009.
- Have a letter of formal support from their PhD advisor.
- Have taken a formal pedagogy course, or be willing to take such a course in summer
- Be able to relocate to Washington, DC for the 2009-10 academic year.
Selected interns must:
- Meet the professional standards and duties of a faculty member at Howard University.
- Teach one course per semester.
- Participate in typical faculty obligations including, but not restricted to, faculty meetings.
- Shadow a full-time faculty mentor at Howard University.
Selected interns will receive:
- A stipend of $20,000, paid by IUB. This stipend is to be used to pay housing and living
expenses in Washington, DC and to cover the cost of IUB tuition and fees.
- Reimbursement for travel expenses to Washington, DC in the autumn and to Bloomington,
IN the following spring.
- Office facilities and access to University services equivalent to those provided a junior
- A formal review of their performance each semester by their faculty mentor at Howard
The application should take the same form as a formal academic job application. It should include:
• Letter of interest
• Statement of teaching philosophy and courses that you are prepared to teach
• Information about your pedagogical training
• Letter of support from your thesis advisor
Applications should be sent to the attention of:
Dean Maxine Watson
University Graduate School
Kirkwood Hall 111
Application deadline: 1 February 2009
- Initial screening will be carried out by the University Graduate School.
- Final selections will be made by the host department(s) at Howard University.
We expect to host Orlando Taylor, Dean of the Graduate School at Howard University, on the
IUB campus in early February for meetings with potential candidates.
Stars are dead! Long live celebrity?! It has been nearly two decades since Richard Dyer¹s influential Stars reinvented our theoretical approaches to film stardom. In his text, Dyer interrogated the social meanings we attach to screen icons and demonstrated how those meanings contribute to our understanding of ourselves and others. While his project remains central to star studies today, its exclusive focus on Hollywood stands at odds with a media environment in which the cinema¹s role in circulating the star image has been increasingly marginalized. In the years since Dyer¹s original publication, we have witnessed the emergence of a global paparazzi culture that revels in the conflation between traditional notions of stardom and a more ambiguous obsession with ³fame² for fame¹s sake. It is time to investigate this awkward tension and consider the ramifications it holds for the field of star studies. Does our current celebrity culture amount to a new epoch in the evolution of ³the star² or is it simply more of the same?
Issue #65 of The Velvet Light Trap will explore our contemporary understandings of ³celebrity.² While the editors maintain a very broad definition of this phenomenon, special attention will be given to contributions that consider celebrity¹s present manifestations in tabloid culture, online gossip, and scandal or rethink previous engagements with stardom from fresh perspectives. Whether papers approach celebrity as a discursive category, a commercial commodity, and/or an object of consumption, the editors anticipate submissions that connect these strategies to the historical, industrial, political, and cultural impetuses that underpin a society¹s values.
Possible topics include, but are not limited to:
· Coming to ³terms² with ³stardom² and ³celebrity²
· Race, nation, class, gender, sexuality, and celebrity
· Transnationalism and celebrity
· Post-race ideology and celebrity
· Athletics and celebrity
· Spectacle and celebrity
· Politics and celebrity
· Fandom, fan production, and celebrity
· Celebrity weddings
· Celebrity death
· Celebrity children
· Celebrity adoptions
· Celebrity news (e.g. TMZ, E!)
· Tabloid culture
· Online gossip
· Scandal and infamy
· Reality television, aka ³Celebreality²
· Sex tapes
Papers should be between 6,000 and 7,500 words (approximately 20-25 pages double-spaced), in MLA style with a cover page including the writer's name and contact information. Please send four copies of the paper (including a one-page abstract with each copy) in a format suitable to be sent to a reader anonymously. The journal's Editorial Advisory Board will referee all submissions.
For more information or questions, contact Andrew Scahill at firstname.lastname@example.org. Submissions are due January 30, 2009, and should be sent to:
The Velvet Light Trap
c/o The Department of Radio-Television-Film
University of Texas at Austin
CMA 6.118, Mail Code A0800
Austin, TX, 78712
The Velvet Light Trap is an academic, peer-reviewed journal of film and television studies. Graduate students at the University of Wisconsin-Madison and the University of Texas-Austin alternately coordinate issues. The Editorial Advisory Board includes such notable scholars as Charlie Keil, Dan Marcus, David Desser, David Foster, Michele Malach, Joe McElhaney, Bambi Haggins, Jason Mittell, Malcolm Turvey, Nina Martin, James Morrison, Karla Oeler, Tara McPherson, Steve Neale, Aswin Punathambekar, Peter Bloom, Sean Griffin, and Michael Williams.
CONVERSATIONS: 2008 POAET Grantees Report on their Research
Friday, January 23, 2009 Ballantine #006 Bagels & coffee will be available from 8:40 am
Panel I Black Arts and Diaspora 9:00-10:30 am
Elizabeth Hoover "Robert Hayden and the Black Arts Movement"
Sarah Florini "Honoring the Past to (Re)create the Present: The Black August Hip Hop Project and the Continuing Influence of Black Nationalism"
Carol Subiño Sullivan "Dancing Across Borders: The Transnational Diaspora of Guinean Dance"
Panel II Image and Identity 10:45-11:45 am
Katherine Wiley "Embedded Identities: Meaning Upon and Within the Mauritanian Mulapha"
Ilana Gershon "Keepin' It Real: Facebook's Honesty Box & African-American Verbal Artistry"
For more information, contact Natasha Vaubel: email@example.com.
Visit our website: http://www.iub.edu/~complit/poaet.html
POAET fosters research on the cultures of Africa and communities of African descent.
Seventh Biennial Graduate Student Conference
Department of Germanic Studies
Indiana University, Bloomington
February 20-22, 2009
Keynote Address by Prof. Lutz Koepnick, Washington University
Plenary Address by Prof. Mike Putnam, Carson-Newman College
A perceptual magnet is anything that pulls at our attention and demands to be noticed. The attraction can be intense enough to reduce all other competing perceptions to trivial background noise, like a screaming tea kettle, or weak enough to be just barely noticed, like the color red in “The Sixth Sense”. Regardless of its intensity, however, a perceptual magnet emits a field of influence that affects us and how we orient ourselves in the world we occupy. This influence may be complicated when multiple perceptual magnets compete for our attention. It may not be easy to identify where the edges of a field begin and end.
Sometimes magnets are tangible objects. The sun, for instance, perpetually draws the earth toward itself. Other times a magnet is like a black hole, which we can only be aware of through evidence of its field. Perceptual magnets can themselves be tangible or intangible. In either case it can be difficult, if not impossible to identify what a perceptual magnet really is. This conference will discuss instances in language, literature, linguistics and culture where perceptual magnets seem to be present, and try to determine the who/what/where/when/why and how of them.
Call for Papers
Possible research questions to address this topic include but are not limited to the following:
- Narrative focalization makes a mind or heart visible in an unempirical way: how—and with what reliability—does the invisible come into compelling focus?
- Do hyperbole and metaphor mislead or sharpen perceptions?
- When can vagueness in art be more accurate than precision?
- Does an aesthetic pointer (an index) do the same thing as empirical evidence?
- Does the naïve, under-interpretive reader perceive qualitatively more or less than the cautious, over-interpretive reader?
- Which means have more or less successfully served manipulation of consent and propaganda in (German) history and culture and how did they work?
- How are discourses of seduction articulated to promote charisma and the cult of personality?
- In which way do attention and sensibility as intellectual qualities determine the intensity of our perceptions as well as how we attempt to understand those things which are attracting us?
- What distinctions that further our understanding of perceptual magnets result from an analysis of elements that attract or repel figures within narratives?
- In linguistic interactions, what events or signals set the tone for register, politeness, or social distance between interlocutors, if any? What cues can be an impetus for a change in these to be initiated? How do interlocutors react to these events and signals?
- How is our understanding of poetry or oratory influenced by rhyme, alliteration, or dissonance? What about interruptions in such patterns?
- What things are salient in our production, perception and interpretation of linguistic signals? How do we recognize established phonemes amid the variability inherent to phonetic production and “noise”?
- (How) do we recognize or react to accents of people from other dialects or languages? What cues allow the same in digital speech recognition?
- In what ways do intonation, stress, and pitch accent influence our grammatical or lexical perception?
- By what means do L1 and L2 learners form abstract phonological categories from the empirically variable acoustic signals they receive? Do L1 categories influence the acquisition of L2 phoneme categories?
- How do we form lexemes in L1 or L2 acquisition? Does one field influence the other, or vice versa?
- What semantic representation do lexical items with a variety of actual instantiations have? Do lexical items have archetypes from which variance can be measured?
Attn: Christopher Sponsler; firstname.lastname@example.org
1. Ivan Passer: Intimate Lighting (1965) Jan. 22
2. Otakar Vávra: Witches’ Hammer (1969) Feb. 19
3. Jan Švankmajer: Little Otík (2002) March 12
4. Jiří Menzel: I Served the King of England (2006) April 9
In addition, ProQuest’s website has just been updated and is much easier to use. The link has not changed, it is still http://dissertations.umi.com/indiana/. After submitting and paying their fees to ProQuest, in order for the University Graduate School to award their degrees, students must bring the following to Dana Ruddick's office in Kirkwood Hall, rm. 111:
1. Acceptance page with the original signatures
2. Abstract with the original signatures
3. Survey of Earned Doctorates
4. I.U. Exit Survey
Similarly, students submitting their dissertation using the traditional method (unbound and bound copies) will pay ProQuest via the University Graduate School by attaching a personal check or postal money order to the Dissertation Submission form; payable to ProQuest LLC). Again, this is easier for the students (because they will not have to provide the University Graduate School with a Bursar receipt) and should also speed processing for the dissertations. In order for the University Graduate School to award their degrees, students submitting their dissertation using the traditional method must bring the following to Dana Ruddick's office in Kirkwood Hall, Rm. 111:
1. One (1) unbound dissertation printed on 8-1/2” x 11, 100% cotton, watermarked, at least 20 lb. paper. This MUST be in a box approximately 9 inches by 11-1/2 inches in size.
2. Two (2) bound dissertations. (The University Graduate School must receive the bound copies before your degree will be awarded.)
a. One copy for the library (printed on 8-1/2” x 11, 100% cotton, watermarked, at least 20 lb. paper).
b. One copy for your department (only if required by your department; please check with your department to see if they require a bound dissertation and if yes, please ask if they have paper type requirements for their bound copy of your dissertation).
3. Acceptance page (signed - mandatory). Please see: http://www.indiana.edu/~grdschl/thesisGuide.php#D/ . Place this page in your unbound dissertation (follows the Title page).
NOTE: Because the original signed copy of the Acceptance Page must be placed in your unbound dissertation, it must be on the cotton paper, but you may use photocopies of this document for any other bound volumes.
4. Abstract (signed - mandatory). Please see:
http://www.indiana.edu/~grdschl/thesisGuide.php#G . (This document is retained at the University Graduate School.)
5. *UMI Publishing Agreement (completed and signed).
6. *Dissertation Submission Form (microfilming - completed).
a. Please attach an extra Title page and abstract.
b. Also, please attach a personal check or a postal money order payable to ProQuest LLC for the microfilming fee - $65 (mandatory), copyright fee - $65 (if you plan to copyright your dissertation), and the Open Access fee - $95 (if this publishing option is selected).
7. *Copyright Registration Form (completed and signed). (Submit only if you plan to copyright your dissertation).
8. Survey of Earned Doctorates (completed).
9. University Graduate School’s Exit Survey (completed and signed). This survey is available at only the University Graduate School.
*Download these forms from:
If students need assistance with the electronic submission, please contact ProQuest/UMI by phone at (800) 521-0600 ext. 7020 or by email at email@example.com.
2/13 Conversational Brown Bag Lunch (11:30-1:00) This is an informal meeting for those interested in discussing the the genealogy of rhetorical studies in the 20th Century. It is animated by Kathleen McConnell's interest in tracing a genealogy of the rhetoric and public culture program in CMCL (from where do we come? who are our genealogical ancestors? What were the theoretical and conceptual concerns that led to a transformative shift from "speech communication" to "rhetoric and public culture?" And so.
2/27 Brown Bag Lunch Roundtable Discussion on John Sloop's Disciplining Gender (11:30-1:30). John Sloop will be our Auer Lecturer this year (3/26/09) and in preparation for his visit we will read the introduction and first two chapters in his Winans-Wichelns Award winning book Undoing Gender. The reading (a .pdf is available under "resources" on the Gunderson Forum On-Course Site) was suggested by Sloop as speaking to our interest in "change and transformation." As Sloop put it, if you are going to think about change and transformation you need to attend to discursive contexts that resist and undermine the possibilities for either. This reading speaks to such concerns. Come ready with questions, problems, arguments, and the lie.
4/30/09 Assessing Change After 100 Days. 4/30 marks the 100th day of the Obama Administration. The Gunderson Forum will host a public roundtable discussion assessing the changes and transformations accomplished in the first 100 days from within the perspective of rhetoric and public culture. The meeting will schedule at the Monroe Public Library and will take place in the evening. Plans are still being made here,-but we hope to have a very exciting panel.
Specific locations for the events will be announced at a later time. If you have questions post John Lucaites: firstname.lastname@example.org
Lee Sheldon Assistant Professor Department of Telecommunications
"Serious Fun and Games at IU"
The world-wide interest in video games and virtual worlds as tools for learning and research is soaring. In a few short years games have emerged from the relative obscurity of interactive tutorials to study real-world systems such as economics, diplomacy and politics; and as full-fledged interventions designed to alter human behavior.
I am not a scientist or a researcher. I am a writer and game designer. I create content, often in collaboration with researchers. In addition to my continuing commercial career, I have been a co-principal investigator or a consultant on six so-called "serious" games and virtual worlds, three within the two years I've been in academia, both years at Indiana University.
I intend to present those projects, as well as my own virtual world Londontown, an unapologetic commercial enterprise with a serious hidden agenda. My theme is that in order for serious games to succeed they must be as much fun as games built for profit; and the inability of the vast amount of serious games to achieve that goal stunts their efficacy. In exploring how to do this, we will have some fun with serious games.
Thursday, January 22, 2009
IDAH Video Conference Room,
Wells Library E170-D (East Tower, Ground Floor, Left of the Elevators)
Please join us!
Feel free to bring your lunch.
To receive a reminder and an abstract of upcoming IDAH presentations, send an email to email@example.com with nothing in the subject line and the message body: sub IDAH_BROWNBAG-L Your Full Name
Keynote Speaker: Brian Larkin, Associate Professor and Chair of Anthropology, Barnard College, Columbia University, author of Signal and Noise: Media, Infrastructure, and Urban Culture in Nigeria (Duke University Press, 2008), co-editor of Media Worlds: Anthropology on New Terrain (University of California Press, 2002)
The 2007 Media Fields conference gathered students and scholars to reflect upon how their projects related to the idea of the field in the epistemological and environmental registers of the term. In April 2009, a second Media Fields conference will hone in on the more specific idea of infrastructures. If a field is an expanse of space, infrastructures are skeletal and map out interactions, relations, and orders of elements in such a space. Recent work on media by scholars such as Brian Larkin, Lisa Parks, Jonathan Sterne, and Zhang Zhen points to the import of infrastructures in relation to the study of material spaces, representations, and practices associated with filmgoing, piracy, satellite footprints, globalization, and urbanization.
Media Fields: Infrastructures aims to build upon such work and to consider how the term infrastructure offers a rubric with which to extend the conceptual radius of film and media studies in different directions.
How might perspectives from the humanities inform thought about media and infrastructures? And how might media and cultural studies benefit from perspectives generated in social sciences and environmental design?
You might consider the following types of projects and ideas:
--Opening up the metaphoricity of infrastructures. How might media studies be able to appropriate concepts, languages, and practices related to infrastructures? What are infrastructures of media (scripts? shots?), what infrastructures of language do we use to understand media, and how might these questions lead to new disciplinary trajectories?
--Media as they serve as infrastructures of the nation (national monuments, icons, and media spectacles), of global transitions (call centers, satellite footprints, media industries and regulations), of developmental paradigms (the IMF, World Expos) of the body (medical imagery, x-rays), of travel (in-flight entertainment, billboards), and of security (emergency services, the Patriot Act).
--Examinations of the material infrastructures of media systems such as wired and wireless networks, routers, DVD cases, archives, or movie theaters, as well as infrastructures which support media practices.
For example, how might understanding the infrastructures of media piracy entail considerations of databases, undersea cables, copyright, code, and/or video stores? How are media infrastructures such as these represented or visualized?
--In expanding the notion of infrastructure beyond material objects, one can consider how social and cultural practices might function as media infrastructure—think for example of film exhibitions, public art demonstrations, as well as the role of less material infrastructures (grammar, code). How might one study infrastructures of a text or a website? How might one define an aesthetics of infrastructures?
The scope of this conference is interdisciplinary. We invite paper submissions and project proposals (eg., films, models, installations) from graduate students, faculty, and practitioners.
**Please submit abstracts or project proposals of 300 words or less to firstname.lastname@example.org by January 30, 2009.**