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METHOD:PUBLISH
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20260901T160000
DTEND;TZID=America/Los_Angeles:20260901T160000
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: "The Role of Primary Texts in the Age of AI"
UID:20260801T061732Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: The Role of Primary Texts in the Age of AI</strong></p>\n<p><strong>SESSION GOALS:</strong>&nbsp\;AI has transformed how many of our students approach assigned reading in the philosophy classroom. Fewer students enter college thinking of themselves as readers and many report that they have never read a whole book. This puts us philosophy teachers in a difficult position\, given that philosophy texts have always challenged even the most dedicated of readers. While there exists much literature on how to teach students how to read philosophy properly\, we now face a different question concerning the value and purpose of reading a philosophy text when the student can easily rely on an LLM to summarize the reading for them. We invite submissions that address the following or related questions:</p>\n<ul>\n<li>What is the role of primary texts in the age of AI when students can quickly ask an LLM to summarize the reading for them?&nbsp\;</li>\n<li>What (if anything) can a primary text teach us that is not given or found in an LLM summary of it?&nbsp\; What is gained\, if anything\, by having students read the text instead of an LLM summary?</li>\n<li>Is there value in having students read the primary text even if they get less from it than they would have having read an LLM summary of it?</li>\n<li>Are there teaching contexts in which it makes sense to encourage students to use an LLM to either substitute or supplement their understanding of the primary text? Are there any analog or digital learning techniques that would support\, develop\, or encourage student engagement with philosophy texts?</li>\n<li>When we teach/cover primary texts\, in what capacity should we do so?&nbsp\; As whole texts?&nbsp\; Well-chosen excerpts? How do we teach students how to read difficult primary texts and stick with them when the reading gets tough\, given that they can more easily obtain the information from AI?</li>\n</ul>\n<p><strong>FORMAT</strong>: Rather than a traditional paper presentation\, Teaching Hub sessions are expected to be highly interactive. Proposals should indicate how audience members will participate in the session. The primary goal for the Teaching Hub is for attendees to walk away with something concrete to deploy in their own classrooms/teaching context.</p>\n<p>What does the Teaching Hub mean by &ldquo\;highly interactive&rdquo\;? This includes (but is not limited to) the following:</p>\n<ul>\n<li>Presenters focusing less time on arguments for teaching some content or teaching a particular way\, and more time on what it would actually look like to teach that content or teach in that way.</li>\n<li>Presenters thinking of the audience as their students and themselves as the facilitator/teacher. How could you cover the same content in a way that your audience participates in active learning activities during the session time?</li>\n<li>Presenters offering and demonstrating clear\, practical examples of teaching methods\, classroom activities\, policies\, practices\, etc.</li>\n<li>Presenters conceptualizing of themselves as a facilitator\, not giving traditional philosophical only talk-style presentation.&nbsp\;</li>\n</ul>\n<p><strong>DEADLINE for proposals: September 1\, 2026</strong></p>\n<p><strong>SUBMISSIONS:</strong></p>\n<ul>\n<li>Proposals should be sent to Robert Wallace (rhwallac@calpoly.edu) by&nbsp\;<strong>September 1</strong>with the subject line &ldquo\;<strong>Teaching Hub: The Role of Primary Texts in the Age of AI</strong>.&rdquo\;</li>\n<li>In the body of the email\, please include your full name\, institutional affiliation (if any)\, position (if any)\, institutional affiliation (if any)\, and contact information.</li>\n<li>Attached to the email\, please include anonymized submission of 500-750 words (.doc\, .docx\, or .pdf) detailing the following: (1) describe the focus of your session\, (2) an overview of how you plan to use your session time\, including how you will make the session highly interactive (3) what you hope the audience will take away from your session\, and (4) whether you are requesting a 25- or 50-minute session.</li>\n<li>The AAPT is a community of teacher-scholars dedicated to sharing our lived expertise regarding reflective and responsible student-centered teaching and learning. We value authentic\, creative\, and insightful approaches to pedagogy that exhibit what philosophy does best: thinking through problems both independently and collaboratively. At present\, we judge that the use of generative AI conflicts with these values. Therefore the use of generative AI in preparing proposals and in the content of presentations is prohibited. If you believe an exception should be made for your use of generative AI\, please disclose how you have used it and why an exception should be made for your use.</li>\n<li>We aim to ensure representation of a range of voices and expect to select presenters by September 25</li>\n</ul>\n<p>Questions about this session should be directed to Robert Wallace at the above email address. For general information about the AAPT-APA Teaching Hub\, please visit the&nbsp\;Teaching Hub website. For specific information about the Teaching Hub at the 2027 Pacific Division online meeting\, please contact the 2027 Pacific Division Teaching Hub Co-Chairs\, Cory Davia (corydavia@zirkel.us) and Courtney Morris (&nbsp\;courtney.morris@westpoint.edu).</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris;CN=Robert H. Wallace:
METHOD:PUBLISH
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20260901T234500
DTEND;TZID=America/Los_Angeles:20260901T234500
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: "The Varieties of Philosophical Experience"
UID:20260801T061733Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: The Varieties of Philosophical Experience</strong></p>\n<p><strong>SESSION GOALS:</strong>&nbsp\;Many of us philosophy teachers recognize the importance of clearly communicating student learning outcomes and building assessment techniques that reliably track how well a student is meeting those expectations. One thing that can get lost in our focus on such objectively measured standards is what it &ldquo\;feels like&rdquo\; for students to be in our classrooms. What is the phenomenology of learning philosophy? What can a teacher/mentor/instructor do to create meaningful philosophical experiences for our students in the classroom and what constitutes a meaningful/good/valuable experience with philosophy? What constitutes a bad experience with philosophy? We invite submissions that explore these questions concerning these varieties of philosophical experiences and how teachers can deliberately foster (or avoid) them. Proposals might also address the following or related questions:</p>\n<ul>\n<li>What are the types of classroom experiences that attract our students to philosophy and what types of experiences might repel students away from philosophy?&nbsp\;</li>\n<li>Are there pedagogical practices that discourage meaningful engagement with philosophy? Are there pedagogical practices that activate our students&rsquo\; philosophical imaginations\, sharpen their critical thinking skills\, and motivate them to pursue philosophy further?</li>\n<li>How do we structure our classrooms and syllabi in a way that accounts for the types of experiences we want to create or avoid? What is the role of technology in doing so?</li>\n<li>How does a focus on subjective experience align with institutional requirements like grading or other assessment practices? How does it align with articulated student learning objectives?</li>\n</ul>\n<p><strong>FORMAT</strong>: Rather than a traditional paper presentation\, Teaching Hub sessions are expected to be highly interactive. Proposals should indicate how audience members will participate in the session. The primary goal for the Teaching Hub is for attendees to walk away with something concrete to deploy in their own classrooms/teaching context.</p>\n<p>What does the Teaching Hub mean by &ldquo\;highly interactive&rdquo\;? This includes (but is not limited to) the following:</p>\n<ul>\n<li>Presenters focusing less time on arguments for teaching some content or teaching a particular way\, and more time on what it would actually look like to teach that content or teach in that way.</li>\n<li>Presenters thinking of the audience as their students and themselves as the facilitator/teacher. How could you cover the same content in a way that your audience participates in active learning activities during the session time?</li>\n<li>Presenters offering and demonstrating clear\, practical examples of teaching methods\, classroom activities\, policies\, practices\, etc.</li>\n<li>Presenters conceptualizing of themselves as a facilitator\, not giving traditional philosophical only talk-style presentation.&nbsp\;</li>\n</ul>\n<p><strong>DEADLINE for proposals: September 1\, 2026</strong></p>\n<p><strong>SUBMISSIONS:</strong></p>\n<ul>\n<li>Anonymized proposals should be sent to Yashin Voss (yavoss@asu.edu) by&nbsp\;<strong>September 1</strong>&nbsp\;with the subject line &ldquo\;<strong>Teaching Hub: The Varieties of Philosophical Experience</strong>.&rdquo\;</li>\n<li>In the body of the email\, please include your full name\, institutional affiliation (if any)\, position (if any)\, and contact information.</li>\n<li>Attached to the email\, please include anonymized submission of 500-750 words (.doc\, .docx\, or .pdf) detailing the following: (1) describe the focus of your session\, (2) whether you prefer a 25- or 50-minute time slot\, (3) an overview of how you plan to use your session time\, including how you will make the session highly interactive\, and (4) what you hope the audience will take away from your session.</li>\n<li>The AAPT is a community of teacher-scholars dedicated to sharing our lived expertise regarding reflective and responsible student-centered teaching and learning. We value authentic\, creative\, and insightful approaches to pedagogy that exhibit what philosophy does best: thinking through problems both independently and collaboratively. At present\, we judge that the use of generative AI conflicts with these values. Therefore the use of generative AI in preparing proposals and in the content of presentations is prohibited. If you believe an exception should be made for your use of generative AI\, please disclose how you have used it and why an exception should be made for your use.</li>\n<li>We aim to ensure representation of a range of voices and expect to select presenters by September 25</li>\n</ul>\n<p>Questions about this session should be directed to Yashin Voss at the above email address. For general information about the AAPT-APA Teaching Hub\, please visit the&nbsp\;Teaching Hub website. For specific information about the Teaching Hub at the 2027 Pacific Division online meeting\, please contact the 2027 Pacific Division Teaching Hub Co-Chairs\, Cory Davia (corydavia@zirkel.us) and Courtney Morris (courtney.morris@westpoint.edu).</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris;CN=Yashin Voss:
METHOD:PUBLISH
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20270115T160000
DTEND;TZID=America/Los_Angeles:20270115T160000
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: Undergraduate Poster Session
UID:20260801T061734Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: Undergraduate Poster Session &ndash\; Pacific</strong></p>\n<p>The American Association of Philosophy Teachers (AAPT) and APA Committee on the Teaching of Philosophy (CTP) invite abstracts for the Eastern Teaching Hub Undergraduate Poster Session.</p>\n<p>The Teaching Hub Poster Sessions are designed to feature independent work by undergraduate students on any subject in philosophy. If you are an undergraduate&mdash\;or a professor who knows of a student&mdash\;who has a research project to share with fellow philosophers in an informal\, visually engaging and interactive setting\, please consider submitting an abstract of 500 words or less to the Pacific Teaching Hub.&nbsp\;This year\, the Pacific meeting is entirely online\, so we especially encourage submissions to this division meeting to save on costs associated with travel.&nbsp\;</p>\n<p>For some more information about designing\, printing\, and presenting posters\,&nbsp\;please see this resource document&nbsp\;for applicants and faculty advisors.&nbsp\;</p>\n<p><strong>Poster Proposal have an extended submission deadline: January 15\, 2027</strong>&nbsp\;</p>\n<p>(Note: If you would like to present your work in this poster session but don&rsquo\;t have much to show by January 15\, please consider submitting a proposal anyway\, because we are interested in not only finished projects\, but also works-in-progress.)</p>\n<p>You may submit a proposal to more than one poster session.</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris:
METHOD:PUBLISH
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20270324T090000
DTEND;TZID=America/Los_Angeles:20270327T170000
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: "The Role of Primary Texts in the Age of AI"
UID:20260801T061735Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: The Role of Primary Texts in the Age of AI</strong></p>\n<p><strong>SESSION GOALS:</strong>&nbsp\;AI has transformed how many of our students approach assigned reading in the philosophy classroom. Fewer students enter college thinking of themselves as readers and many report that they have never read a whole book. This puts us philosophy teachers in a difficult position\, given that philosophy texts have always challenged even the most dedicated of readers. While there exists much literature on how to teach students how to read philosophy properly\, we now face a different question concerning the value and purpose of reading a philosophy text when the student can easily rely on an LLM to summarize the reading for them. We invite submissions that address the following or related questions:</p>\n<ul>\n<li>What is the role of primary texts in the age of AI when students can quickly ask an LLM to summarize the reading for them?&nbsp\;</li>\n<li>What (if anything) can a primary text teach us that is not given or found in an LLM summary of it?&nbsp\; What is gained\, if anything\, by having students read the text instead of an LLM summary?</li>\n<li>Is there value in having students read the primary text even if they get less from it than they would have having read an LLM summary of it?</li>\n<li>Are there teaching contexts in which it makes sense to encourage students to use an LLM to either substitute or supplement their understanding of the primary text? Are there any analog or digital learning techniques that would support\, develop\, or encourage student engagement with philosophy texts?</li>\n<li>When we teach/cover primary texts\, in what capacity should we do so?&nbsp\; As whole texts?&nbsp\; Well-chosen excerpts? How do we teach students how to read difficult primary texts and stick with them when the reading gets tough\, given that they can more easily obtain the information from AI?</li>\n</ul>\n<p><strong>FORMAT</strong>: Rather than a traditional paper presentation\, Teaching Hub sessions are expected to be highly interactive. Proposals should indicate how audience members will participate in the session. The primary goal for the Teaching Hub is for attendees to walk away with something concrete to deploy in their own classrooms/teaching context.</p>\n<p>What does the Teaching Hub mean by &ldquo\;highly interactive&rdquo\;? This includes (but is not limited to) the following:</p>\n<ul>\n<li>Presenters focusing less time on arguments for teaching some content or teaching a particular way\, and more time on what it would actually look like to teach that content or teach in that way.</li>\n<li>Presenters thinking of the audience as their students and themselves as the facilitator/teacher. How could you cover the same content in a way that your audience participates in active learning activities during the session time?</li>\n<li>Presenters offering and demonstrating clear\, practical examples of teaching methods\, classroom activities\, policies\, practices\, etc.</li>\n<li>Presenters conceptualizing of themselves as a facilitator\, not giving traditional philosophical only talk-style presentation.&nbsp\;</li>\n</ul>\n<p><strong>DEADLINE for proposals: September 1\, 2026</strong></p>\n<p><strong>SUBMISSIONS:</strong></p>\n<ul>\n<li>Proposals should be sent to Robert Wallace (rhwallac@calpoly.edu) by&nbsp\;<strong>September 1</strong>with the subject line &ldquo\;<strong>Teaching Hub: The Role of Primary Texts in the Age of AI</strong>.&rdquo\;</li>\n<li>In the body of the email\, please include your full name\, institutional affiliation (if any)\, position (if any)\, institutional affiliation (if any)\, and contact information.</li>\n<li>Attached to the email\, please include anonymized submission of 500-750 words (.doc\, .docx\, or .pdf) detailing the following: (1) describe the focus of your session\, (2) an overview of how you plan to use your session time\, including how you will make the session highly interactive (3) what you hope the audience will take away from your session\, and (4) whether you are requesting a 25- or 50-minute session.</li>\n<li>The AAPT is a community of teacher-scholars dedicated to sharing our lived expertise regarding reflective and responsible student-centered teaching and learning. We value authentic\, creative\, and insightful approaches to pedagogy that exhibit what philosophy does best: thinking through problems both independently and collaboratively. At present\, we judge that the use of generative AI conflicts with these values. Therefore the use of generative AI in preparing proposals and in the content of presentations is prohibited. If you believe an exception should be made for your use of generative AI\, please disclose how you have used it and why an exception should be made for your use.</li>\n<li>We aim to ensure representation of a range of voices and expect to select presenters by September 25</li>\n</ul>\n<p>Questions about this session should be directed to Robert Wallace at the above email address. For general information about the AAPT-APA Teaching Hub\, please visit the&nbsp\;Teaching Hub website. For specific information about the Teaching Hub at the 2027 Pacific Division online meeting\, please contact the 2027 Pacific Division Teaching Hub Co-Chairs\, Cory Davia (corydavia@zirkel.us) and Courtney Morris (&nbsp\;courtney.morris@westpoint.edu).</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris;CN=Robert H. Wallace:
METHOD:PUBLISH
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20270324T090000
DTEND;TZID=America/Los_Angeles:20270327T170000
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: "The Varieties of Philosophical Experience"
UID:20260801T061736Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: The Varieties of Philosophical Experience</strong></p>\n<p><strong>SESSION GOALS:</strong>&nbsp\;Many of us philosophy teachers recognize the importance of clearly communicating student learning outcomes and building assessment techniques that reliably track how well a student is meeting those expectations. One thing that can get lost in our focus on such objectively measured standards is what it &ldquo\;feels like&rdquo\; for students to be in our classrooms. What is the phenomenology of learning philosophy? What can a teacher/mentor/instructor do to create meaningful philosophical experiences for our students in the classroom and what constitutes a meaningful/good/valuable experience with philosophy? What constitutes a bad experience with philosophy? We invite submissions that explore these questions concerning these varieties of philosophical experiences and how teachers can deliberately foster (or avoid) them. Proposals might also address the following or related questions:</p>\n<ul>\n<li>What are the types of classroom experiences that attract our students to philosophy and what types of experiences might repel students away from philosophy?&nbsp\;</li>\n<li>Are there pedagogical practices that discourage meaningful engagement with philosophy? Are there pedagogical practices that activate our students&rsquo\; philosophical imaginations\, sharpen their critical thinking skills\, and motivate them to pursue philosophy further?</li>\n<li>How do we structure our classrooms and syllabi in a way that accounts for the types of experiences we want to create or avoid? What is the role of technology in doing so?</li>\n<li>How does a focus on subjective experience align with institutional requirements like grading or other assessment practices? How does it align with articulated student learning objectives?</li>\n</ul>\n<p><strong>FORMAT</strong>: Rather than a traditional paper presentation\, Teaching Hub sessions are expected to be highly interactive. Proposals should indicate how audience members will participate in the session. The primary goal for the Teaching Hub is for attendees to walk away with something concrete to deploy in their own classrooms/teaching context.</p>\n<p>What does the Teaching Hub mean by &ldquo\;highly interactive&rdquo\;? This includes (but is not limited to) the following:</p>\n<ul>\n<li>Presenters focusing less time on arguments for teaching some content or teaching a particular way\, and more time on what it would actually look like to teach that content or teach in that way.</li>\n<li>Presenters thinking of the audience as their students and themselves as the facilitator/teacher. How could you cover the same content in a way that your audience participates in active learning activities during the session time?</li>\n<li>Presenters offering and demonstrating clear\, practical examples of teaching methods\, classroom activities\, policies\, practices\, etc.</li>\n<li>Presenters conceptualizing of themselves as a facilitator\, not giving traditional philosophical only talk-style presentation.&nbsp\;</li>\n</ul>\n<p><strong>DEADLINE for proposals: September 1\, 2026</strong></p>\n<p><strong>SUBMISSIONS:</strong></p>\n<ul>\n<li>Anonymized proposals should be sent to Yashin Voss (yavoss@asu.edu) by&nbsp\;<strong>September 1</strong>&nbsp\;with the subject line &ldquo\;<strong>Teaching Hub: The Varieties of Philosophical Experience</strong>.&rdquo\;</li>\n<li>In the body of the email\, please include your full name\, institutional affiliation (if any)\, position (if any)\, and contact information.</li>\n<li>Attached to the email\, please include anonymized submission of 500-750 words (.doc\, .docx\, or .pdf) detailing the following: (1) describe the focus of your session\, (2) whether you prefer a 25- or 50-minute time slot\, (3) an overview of how you plan to use your session time\, including how you will make the session highly interactive\, and (4) what you hope the audience will take away from your session.</li>\n<li>The AAPT is a community of teacher-scholars dedicated to sharing our lived expertise regarding reflective and responsible student-centered teaching and learning. We value authentic\, creative\, and insightful approaches to pedagogy that exhibit what philosophy does best: thinking through problems both independently and collaboratively. At present\, we judge that the use of generative AI conflicts with these values. Therefore the use of generative AI in preparing proposals and in the content of presentations is prohibited. If you believe an exception should be made for your use of generative AI\, please disclose how you have used it and why an exception should be made for your use.</li>\n<li>We aim to ensure representation of a range of voices and expect to select presenters by September 25</li>\n</ul>\n<p>Questions about this session should be directed to Yashin Voss at the above email address. For general information about the AAPT-APA Teaching Hub\, please visit the&nbsp\;Teaching Hub website. For specific information about the Teaching Hub at the 2027 Pacific Division online meeting\, please contact the 2027 Pacific Division Teaching Hub Co-Chairs\, Cory Davia (corydavia@zirkel.us) and Courtney Morris (courtney.morris@westpoint.edu).</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris;CN=Yashin Voss:
METHOD:PUBLISH
END:VEVENT
BEGIN:VEVENT
DTSTAMP:20260731T230118Z
DTSTART;TZID=America/Los_Angeles:20270324T090000
DTEND;TZID=America/Los_Angeles:20270327T170000
SUMMARY:2027 Pacific AAPT-APA Teaching Hub: Undergraduate Poster Session
UID:20260801T061737Z-iCalPlugin-Grails@fe80:0:0:0:301f:e8ff:fe7d:e0af%3
TZID:America/Los_Angeles
LOCATION:Hilton Portland Downtown 921 SW 6th Avenue\, Portland\, United States\, 97204
DESCRIPTION:<p><u><strong>Pacific Division Meeting</strong></u></p>\n<p>The American Association of Philosophy Teachers (AAPT) and the APA Committee on the Teaching of Philosophy (CTP) seek presenters for the following sessions at the AAPT-APA Teaching Hub at the 2027 APA Pacific Division meeting\, March 24&ndash\;27\, in Portland\, Oregon. The AAPT-APA Teaching Hub is a collaborative meeting space hosting a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. The Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels.</p>\n<p><strong>SESSION: Undergraduate Poster Session &ndash\; Pacific</strong></p>\n<p>The American Association of Philosophy Teachers (AAPT) and APA Committee on the Teaching of Philosophy (CTP) invite abstracts for the Eastern Teaching Hub Undergraduate Poster Session.</p>\n<p>The Teaching Hub Poster Sessions are designed to feature independent work by undergraduate students on any subject in philosophy. If you are an undergraduate&mdash\;or a professor who knows of a student&mdash\;who has a research project to share with fellow philosophers in an informal\, visually engaging and interactive setting\, please consider submitting an abstract of 500 words or less to the Pacific Teaching Hub.&nbsp\;This year\, the Pacific meeting is entirely online\, so we especially encourage submissions to this division meeting to save on costs associated with travel.&nbsp\;</p>\n<p>For some more information about designing\, printing\, and presenting posters\,&nbsp\;please see this resource document&nbsp\;for applicants and faculty advisors.&nbsp\;</p>\n<p><strong>Poster Proposal have an extended submission deadline: January 15\, 2027</strong>&nbsp\;</p>\n<p>(Note: If you would like to present your work in this poster session but don&rsquo\;t have much to show by January 15\, please consider submitting a proposal anyway\, because we are interested in not only finished projects\, but also works-in-progress.)</p>\n<p>You may submit a proposal to more than one poster session.</p>\n<p><em>Important note: To present at the Teaching Hub\, participants must both join the APA and register for the conference (both at significantly reduced fees for undergraduates). Unfortunately\, neither the APA nor the AAPT can offer funding to Teaching Hub participants for travel or lodging. However\, your home institutions may have funding available for undergraduate research\, so we invite you to speak with your faculty mentors and academic support offices.&nbsp\;</em></p>
ORGANIZER;CN=Cory Davia;CN=Courtney Morris:
METHOD:PUBLISH
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