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Reimagining Arabic Literature Courses: Pedagogical Strategies
Abstract deadline:
March 30th, 2026
A critical component of Arabic literature courses is the creation of a well-structured course that includes a clear and well-articulated mapping of learning objectives and assessment strategies. A clear articulation of these steps offers clarity, direction, and purpose to every element of the course. It also ensures that students know exactly what is expected of them and how their progress will be assessed. In addition, designing course competencies and learning experiences/ activities that help students achieve the learning objectives requires adopting adequate/best assessment methods to prove that the competencies or goals have been successfully met. In this panel, we invite presentations that explore innovative methods and approaches of instructors in designing learning objectives and assessment strategies to measure those goals and competencies of Arabic literature courses, whether taught in Arabic or in English translation. Presentations may address any topic relevant to the suggested panel theme, including:
- Models and criteria that dictate the mapping of learning objectives
- Factors that determine the learning outcomes, learning activities, and assessment methods associated with these courses
- Adequacy of assessment strategies and methods to evaluate and improve student learning (formative, summative, etc.)
- Alignment between teaching material (texts, genres, geographies, historical periods, etc.) and other course components (activities and assessment) to ensure that students achieve desired outcomes.
- Articulating learning objectives aligned with needs and motivations of students to ensure that course content is relevant and engaging
- Strategies used in order to manage connections between canonical texts and other texts and contexts
- Challenges and solutions to integrating Arabic literature courses within the institutional vision/mission of liberal education and/or across campus.
- Pedagogical innovation in teaching Arabic literature courses at small colleges or large universities
- Content/design of syllabus (open vs closed) and the balance between instructor-based material and student-led choice
- The impact and role of AI technology and AI competency on/in course design, engagement and assessment of Arabic literature courses
Submission Guidelines:
We invite presenters interested in presenting on any of these or similar issues relevant to the panel topic to send a 300-word abstract and a short bio, both in Arabic, by Sunday, March 30th, 2026, to: aatapanel@aataweb.org
Please note that accepted presentations should be delivered in Arabic.
For more information about the American Association of Teachers of Arabic, its publications, and activities, please visit the website:
https://www.aataweb.org
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