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2008 - APSA Teaching and Learning Conference Pages: 16 pages || Words: 1131 words || 
1. Mavrikos-Adamou, Tina. "Syllabus Construction: Designing an Effective Syllabus" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California, Feb 22, 2008 Online <PDF>. 2019-11-20 <>
Publication Type: Conference Paper/Unpublished Manuscript

2011 - International Studies Association Annual Conference "Global Governance: Political Authority in Transition" Pages: 32 pages || Words: 10371 words || 
2. Valenca, Marcelo. "Theory, Practice, and Fun in a Security Studies Undergraduate Course: developing a syllabus while facing structural issues in defining IR" Paper presented at the annual meeting of the International Studies Association Annual Conference "Global Governance: Political Authority in Transition", Le Centre Sheraton Montreal Hotel, MONTREAL, QUEBEC, CANADA, Mar 16, 2011 Online <PDF>. 2019-11-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper discusses the problems of teaching Security Studies to undergraduate in Brazil due to the very nature of International Relations courses in Brazil and its perspective on security. While situates the dynamics of Brazilian IR courses, this paper proposes guidelines to create a syllabus on Security Studies that would engage students on the discipline by combining both theoretical debates and empirical issues with active learning exercises and multimedia resources.

2010 - NCA 96th Annual Convention Words: 359 words || 
3. Sargent, Margaret. "Day One: Syllabus Pop Quiz" Paper presented at the annual meeting of the NCA 96th Annual Convention, Hilton San Francisco, San Francisco, CA, <Not Available>. 2019-11-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Objective: An introduction of the various skills and processes required in training and development by means of students’ assessment of self and learning.
Day one of the semester is typically characterized by the routine student/trainee and class introductions, with little expectation of any “real instruction or learning” - much less a quiz! Upon completing student/trainee introductions and reviewing the syllabus, I distribute the attached “Pop Quiz,” instructing students to reply to the questions based on their understanding of the course, as well as their assessment of ability for each of the corresponding class requirements.
Beginning with the identifying the goals of the class, I then ask how each of these will be met. My reason for doing so is to make evident the various learning and assessment methods used throughout the semester. This will directly augment our discussion of “adult learners” and the different “learning styles,” that trainers must consider when developing and executing training modules.
This is reinforced with students’ assessment of individual ability, and indication of their current skill levels. I then discuss the multiple ways in which we will build on those skills using various techniques – much like professional trainers do. By reflecting on each method, students begin to get a sense (often for the first time) of what type of learners they are. This will be addressed later in the semester when students formally inventory their styles and corresponding instructional and assessment techniques trainers’ use to meet multiple learning needs.
The final question: “How are these questions relevant to training and development?” opens a space to discuss training and development as a process, starting with a purpose/goal statement (question 1), along with the various techniques by which trainers enhance skill level, beginning with an assessment of needs. Upon “passing” their first quiz, students have a better understanding of the course as well as themselves as learners within it, and I now have a composite of my students – and how they learn – that will guide me as I seek those ways to reinforce, challenge and develop their skills as professional trainers.

2015 - AAAL Annual Conference Words: 49 words || 
4. Haeusler, Angela. "Practicing TBLT as a Postmethod: Transformative Task and Syllabus Design in the EAP Classroom" Paper presented at the annual meeting of the AAAL Annual Conference, Fairmont Royal York, Toronto, ON, Canada, <Not Available>. 2019-11-20 <>
Publication Type: Colloquium Paper
Abstract: This paper examines how a postmethod TBLT uses transformative task and syllabus design to facilitate a critical engagement with academic writing norms. Findings from a classroom-based study reveal that learners developed a context-sensitive focus on form(s) and meaning(s), advancing their abilities to negotiate language diversity in global contact zones.

2015 - American Studies Association Annual Meeting Words: 325 words || 
5. Puff, Simone. "The Ferguson Syllabus: Reproducing America’s Cultural Politics of Protest in Austria" Paper presented at the annual meeting of the American Studies Association Annual Meeting, Sheraton Centre and Towers, Toronto, Ontario, Canada, <Not Available>. 2019-11-20 <>
Publication Type: Internal Paper
Abstract: After the Twitter hashtag #BlackLivesMatter started trending in August 2014, waves of resistance towards violence against Black and Brown bodies in the United States spread across the nation and – subsequently – across the entire globe. As is well known, the protests were initially sparked by a police shooting of the unarmed Black teenager Michael Brown in Ferguson, Missouri, and other recent killings of mostly unarmed Black men (and women) across the United States. Since August 2014 we have seen myriad mediated representations of large-scale marches, staged “die-ins,” and other forms of organized non-violent protest that many have already dubbed a second Civil Rights Movement. At the same time that people take to the streets and engage in active forms of mobilizing protest, however, teachers and educators across the globe find themselves in need of addressing the complex underlying reasons for those protests in their classrooms. In an attempt to react to the immediacy of the events, which also very much resonated with members of the Black Diaspora in Europe, teachers of American Studies are using their classroom spaces for ad hoc empowerment of their students and for teaching about the historical antecedents to contemporary ways of resistance towards racism and systemic racial discrimination. Addressing the history of American protest cultures in general, as well as the process of racial formation in the U.S. that led to myriad forms of institutionalized racism, are but two aspects that need larger contextualization, particularly when educating a non-American (student) audience. This paper will present results from a joint student-teacher effort to “reproduce” discourses of African American civil rights protests “from Selma to Ferguson” in an Austrian university classroom. I will theorize pedagogical approaches to make students of American Studies in Austria engage with and critically reflect on contemporary American cultural politics of protest, and will present empirical research and best-practice strategies to build a “Ferguson Syllabus” that fosters a dialogue on transnational social justice issues highlighting that #BlackLivesMatterEVERYWHERE.

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