Special Speakers

Keynote Speakers

Thursday, March 2nd, 5:30 p.m.
Robert C. Bulman received his Ph.D. in sociology from U.C. Berkeley in 1999.  He is Professor of Sociology at Saint Mary’s College of California.  He studies representations of education in popular culture and is the author of Hollywood Goes to High School: Cinema, Schools, and American Culture.
Saturday, March 4th, 12:15 p.m.
Kristen Eshleman is Director of Digital Innovation at Davidson College. She leads an R&D initiative focused on the design and research of experiments that explore new models of a liberal arts education in the digital age. R&D provides a safe-to-fail space where risk-taking is encouraged and design-based research informs Davidson’s digital strategy. The anthropologist in her is drawn to the intersections between technology and culture. Her current pedagogical interests include learner agency, digital scholarship, inclusive pedagogy, and mindfulness & contemplative learning. In partnership with the Cynefin Center for Applied Complexity at the University of Bangor, she is currently pursuing research on complex adaptive systems in higher education and how they are optimally structured to foster and account for open and emergent learning.

Authors Panel

Friday, March 3rd, 3:15 p.m.
Jacqueline Bach is the Elena and Albert LeBlanc Associate Professor of English Education and Curriculum Theory at Louisiana State University. She is the author of Reel Education: Documentaries, Biopics, and Reality Television, which brings together the theoretical and practical consideration of teaching cinematic texts about education that claim a degree of representing what really goes on in schools. Her scholarship examines how young adult literature engages teachers and students in conversations about social issues, the ways in which popular culture informs (and might improve) pedagogy, and the preparation of secondary English/ Language Arts teachers. She is a former high school English teacher.
Mary M. Dalton is Professor of Communication and of Film and Media Studies at Wake Forest University. Her scholarly publications include articles, book chapters, and the books The Hollywood Curriculum:  Teachers in the Movies, Teacher TV:  Sixty Years of Teachers on Television, and the co-edited volumes The Sitcom Reader:  America Viewed and Skewed and Screen Lessons:  What We Have Learned From Teachers on Television and in the Movies. Her documentaries have been screened at various festivals, museums, galleries, libraries, and on public television. She is currently working on a longitudinal documentary project. Professor Dalton teaches critical media studies courses and comments on intersectionality and media on her blog Mary Dalton on Media, which is hosted on the WFDD-FM site.
Laura R. Linder is a semi-retired professor of media arts. She earned her Ph.D. from the University of North Carolina at Chapel Hill in 1997 in Mass Communication and her M.A. and B.A. from the University of North Carolina at Greensboro. Her most recent publication is Screen Lessons: What We Have Learned From Teachers in the Movies and on Television, a collection of essays by teachers and students about teacher characters that have inspired them.  She is co-editor of the anthology The Sitcom Reader: America Re-Viewed, Still Skewed, one of the few books to take a serious look at television situation comedies, one of the oldest, most popular forms of television programming.  Her co-authored book Teacher TV: 60 Years of Teachers on Television covers six decades of television teachers.  Her first book is Public Access Television: America’s Electronic Soapbox.
Jeremy Stoddard is Associate Professor and Chair of the Department of Curriculum & Instruction in the School of Education and Associated Faculty in the Film and Media Studies program at the College of William & Mary. His research explores the role of media in teaching and learning history and politics with a particular focus on how epistemology, ideology, and affect influence how young people learn about difficult histories and controversial issues. He teaches courses focused on preparing future history and social science teachers in Education and courses in Film and Media Studies on new media and on using critical theories on race, class and gender to understand the relationship between film and society. His most recent project is a co-edited volume Teaching Difficult History Through Film.

Public Workshop

Saturday, March 4th, 10:15 a.m.
Georgia Terlaje has taught elementary school for Palm Springs Unified School District in Palm Springs, California for 27 years.  She received her B.S. in music and her M.A. in Educational Theatre from New York University.  She has taught second, third and 5th grade, staying in 5th grade for 20 years.  In addition to teaching the prescribed curriculum, she has directed over 22 musicals with students in grades K-5.  For the past four years, she has taught fifth grade math exclusively.  She has worked tirelessly for the past eight years fundraising for fifth grade students to go to science camp for a week in the spring.

Over the last three years, Georgia has created the “DSL Engineer Report,” a student run news program that is seen schoolwide and beyond.  As a result of her digital storytelling training through Digicom, she has led her school to become the only elementary school in the district to pursue digital storytelling and host an elementary school film festival.  She is currently the only elementary teacher in the Digicom Fellows program.  Georgia and her students have won a California Student Media Festival award, and she has been Teacher of the Year twice for her elementary school, Della S. Lindley.  In her spare time, she plays keyboards and sings in the band Moonbaby.

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