As I’ve blogged about extensively in the past, I have an enthusiastic love for academic conferences within my discipline. Even when the conference or the keynote speaker isn’t what I was expecting or hoping for, I always walk away from my conference experiences feeling enriched, motivated, and challenged. Now that I have completed my graduate degrees and am working full time in a high school classroom, conference participation and attendance don’t fall quite as readily into my work life routine as they have in the past; however, I find it more important now than ever that I continue pushing myself to remain actively engaged in current, ongoing scholarship within my field. It matters deeply to me both as a scholar and as an educator. To my pleasant surprise my supervisors, administrators, and colleagues at LCA support me in this wholeheartedly.
As a result of all these factors, this past May, I had the genuine pleasure of continuing my research and scholarship in teaching composition by working alongside my longtime research colleagues, Anne Mooney and Kate Artz, to organize a 60-minute panel at NCTE’s New England Summer Conference on College Composition & Communication (CCCCs): Sharing Best Practices at Boston University. And let me just say, my passion for academic conferences has not waned in the slightest.
Our session, entitled “Making Audio Accessible: Teaching Transcription as Composition” examined how teaching transcription of audio files as a rhetorical process empowers students to create purposeful and accessible texts of their own. Attendees of the session participated in an activity designed to help them better understand the experiences transcripts create for their readers. We also provided assignment materials for attendees to use in their own classrooms. It was a great turnout with truly fantastic and engaged participation from our attendees.
We were also fortuitously paired with Dartmouth College’s Mark Koch, who approached similar questions to the ones we explored in our panel, but through the rhetorical activity of composing maps. While his was a very visual mode and ours relied on the relationship between audio and text, both projects explored exciting and interesting ways to prompt students to grapple with complicated and difficult questions when composing. What information is included? What information is left out? What are my rhetorical goals, and how can I best achieve them? We felt very honored and lucky to have been so aptly paired with Dr. Koch.
As this was my first conference as an active teacher instead of a graduate student, I was definitely aware that my daily activities existed much father outside the realm of traditional research and scholarship than they have in the past; however, I became acutely conscious of the difference my role in the classroom made in the way I was able to process and engage with some of the theoretical ideas we were batting around. The immediacy with which I was able to envision the practical implementation of some of the principles and concepts we were exploring was pointed and fascinating to say the least. More than ever before I felt the importance of the balance between my identity as an educator and my identity as a scholar, and the energy and excitement of that recognition has not left me as I transition into my summer.
Ultimately, I was able to gather with motivated and experienced educators from across New England to share our research, discuss developments in our discipline, and provoke deeper, more complex thought on the issues shaping our field today. But I was able to do so while inhabiting the role of a teacher-scholar more fully than I ever have before. And I have a sense that the gravity of that has yet to entirely hit me, which excites me greatly.