Opportunity to become a pedagogical partner: Pedagogical Development Consultant Program
by Jessica C. Murphy
“Pedagogical development consultants work with the WWP to pilot assignments that use our Women Writers in Review (WWiR) and Women Writers Online(WWO) collections—or that involve teaching with TEI and XML. The goal of the program is to develop sample sets of assignments to be published with our teaching materials and shared on the sites for each collection. The WWP provides support to consultants in developing and implementing teaching materials; this might include suggesting relevant texts and reviews, setting up trial access to WWO, and collaborating on assignment development.
If you are interested in getting involved with this program, please email firstname.lastname@example.org with a brief expression of interest—a short paragraph on the classes you will be teaching and some initial thoughts on how you’d like to use the collections. If you have questions or would like further information about this project, please email us at the above address.
The WWP initiated this program in the fall of 2016; to see our first cohort of pedagogical development consultants, please visit the WWP’s People page. The assignments developed during the pilot phases of this program are below and we will continue to add to this list as we have new materials.
Pilot Teaching Materials
- “Encoding the Archive” assignment sheet: Marina Leslie and Sarah Connell, Northeastern University
- “Modeling and Producing Genres” assignment sheet and accompanying blog post: Kevin Smith, Northeastern University
- “The Review as a Medium for Progressive Ideas” and “Use of Women Writers in Review tags to explore the Question of Reviews and Attitudes to Gender”: Paschalina Minou, independent scholar
- “Women Writers in Review Tag Investigation Project” assignment sheet, syllabus, final report: Jason M. Payton, Sam Houston State University
- Teaching with Women Writers in Review, a quick guide to activities introducing the WWiR collection, developed by Paschalina Minou, independent scholar; Jason M. Payton, Sam Houston State University; and Sarah Connell, Northeastern University
These materials are shared under a Creative Commons Attribution-NonCommercial license; copyright for all materials remains with their authors.”