Michele Fazio’s and Jason Hutchens’s film Voices of the Lumbee has won its second film award: the Studs Terkel Award in Media and Journalism by the Working-Class Studies Association. Dr. Fazio and Dr. Hutchens attended the WCSA's annual conference at Georgetown University on 28-31 May 2015 and were awarded plaques at the awards banquet. The film was screened during the conference, which was also attended by Arlinda Locklear and several Lumbee Elders from Robeson County.
Tom Heffernan served as a judge at the Bold-Faced Liars' Showdown on 17 January 2015 at the Storytelling and Arts Center of the Southeast in Laurinburg. He also served as Writer-in-Residence during the Arts workshop held from May 16 to 23rd at Airy Knoll Farm in Middlebrook, VA, under auspices of Central Piedmont Community College, Charlotte, NC. Reading from his chapbook Mobiles (Laurinburg, NC: St Andrews Press, 1973), Dr. Heffernan presented “A Narrative Poem Concerning an Incident that Occurred at the Clifton Suspension Bridge, More than Two Hundred Feet High, at Bristol in England during the Latter Part of the Nineteenth Century,” on 10 April 2015 at the North Carolina Museum of Art in Raleigh. The poem was read in relation to a projected backdrop of Ellsworth Kelly’s Blue Panel, which was on loan to the museum’s permanent collection.
Eun Hee Jeon presented a paper, "Longitudinal Study of Korean Children’s L1 and L2 Vocabulary Knowledge and Storytelling Ability Development and Their Relationship with Parental Factors," at the annual conference of American Association for Applied Linguistics in Toronto, Canada, on 23 March 2015. Dr. Jeon’s article “L2 Reading Comprehension and Its Correlates: A Meta-Analysis,” co-authored with Junko Yamashita, was selected as one of the most read articles of Language Learning of 2014 (see under the heading "Most read articles": http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9922)
Wendy Miller presented a paper, “‘[T]he other people in the picture’: The Scapegoat, Italian Immigrants, and the Paint Creek-Cabin Creek Strike of 1912,” at The Biennial Conference of the Southern American Studies Association conference in Atlanta, Georgia in February 2015.
Sara Oswald presented two instructional sessions on publication design and typography in March 2015 at the annual Columbia Scholastic Press Association Convention at Columbia University in New York City. Later in March, she presented a paper, “Imag(in)ing Poverty: James Agee’s and Walker Evans’s Let Us Now Praise Famous Men in Context,” at the annual conference of the College English Association in Indianapolis, Indiana, where she also chaired a session on Book History.
Catherine M. Parisian delivered a conference paper “Frances Burney’s The Wanderer and the Economy of Publishing” at the International Society of Eighteenth Century Studies Quadrennial Congress in Rotterdam, NE during July. In May she attended the Text Encoding School hosted by the Digital Mitford Project at the University of Pittsburgh, Greensburg. Catherine attended this workshop with her undergraduate student Amber Hester. Both learned to code archival material for digital publication according to the Text Encoding Initiative (TEI) standards. Both were also invited to become editors on the Digital Mitford Project and will be responsible for transcribing, annotating, and encoding the letters of Mary Russell Mitford from the year 1811. Amber will be working on this as Catherine’s PURC Undergraduate Student Assistant. In March Catherine organized and chaired the session “The Modern Frances Burney?” at the South Central Society for Eighteenth-Century Studies annual meeting in Point Clear, AL.
Robin Snead presented “Embracing Uncertainty” on 19 March 2015 as a member of a three-person panel titled “Comfortable But Out of Your Comfort Zone: Creating Risky and Rewarding Pedagogical and Material Safe Spaces in First-Year Composition” at the 2015 Conference on College Composition and Communication. In this talk, Dr. Snead presented selected results of an ethnographic study investigating student processes while composing multimodal projects. She focused on findings that address the anxieties experienced by students, aspects of the project that pushed them outside of their comfort zones, and ways students managed the challenges they faced. She argued for emergent learning strategies and flexible uses of space and class time that decenter authority, and embrace the “rough edges” (Journet, 2007, p. 115) inherent in composing projects.