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Stephanie Springgay’s concept of feltness—which emerges from affect theory, queer and feminist theory, and feminist conceptions of more-than-human entanglements—is a set of intimate practices of creating art based on touch, affect, relationality, love, and responsibility. In this book, she explores how feltness is a radical pedagogy that can be practiced with diverse publics, including children, who are often left out of conversations about who can learn in radical ways. Springgay examines the results of a decade-long project in which researchers, artists, students, and teachers participated in events in North American elementary, secondary, and postsecondary institutions. In projects that ranged from children learning to be critics and artists to university students experimenting with building “a public” through art, participants blended participatory art creation with academic research to address social justice issues. Springgay shows how feltness can redefine who is imagined to be capable of complex feeling, experiential learning, embodied practice, social engagement, and intimate care. In this way, feltness fosters learning that disrupts and defamiliarizes schools and institutions, knowledge systems, values, and the legibility of art and research.

Every year, tens of thousands of graduate students walk into a college classroom for the first time with deep subject-matter expertise but little or no formal preparation for teaching. First Day to Final Grade has guided those instructors through three successful editions, offering clear, honest, and immediately usable advice for every stage of a course—from writing a syllabus and preparing a first lecture to running discussions, grading fairly, and handling difficult moments in the classroom. This fourth edition brings that trusted guidance fully up to date with new material on creating classrooms where all students can succeed and teaching with today’s technology. Whether read cover to cover before a first assignment or consulted in the middle of a challenging semester, this book is the practical companion new college teachers need.

In this new edition of First Day to Final Grade, readers will find:

• Equity-focused and inclusive pedagogy woven throughout the text;
• New material on transparency as a core inclusive and equity-focused practice, including explicit attention to surfacing the “hidden curriculum” for first-generation students;
• Advice on AI and generative tools, including designing writing assignments that account for AI, and a section on academic integrity, plagiarism, and inappropriate use of generative AI;
• New syllabus guidance on contemporary classroom management issues, including students requesting to record class sessions;
• Updated and consolidated recommended readings that address AI in teaching, equity-based pedagogy, student belonging, student mental health, teaching writing, and teaching when English is not one’s first language;
• Prescriptive guidance that explains the reasoning behind specific recommendations to help readers understand how particular practices benefit the learning environment and the instructor-student relationship.

Since curriculum planning, development, implementation, and evaluation are closely interconnected, developing conceptual knowledge and practical understanding of these areas is essential for a quality curriculum. Effective curriculum practices examine the teaching and learning experience comprehensively to ensure its readiness, coherence, effectiveness, and consistency in meeting students’ needs. Fundamentals of Curriculum Planning, Development, Implementation, and Evaluation in English Language Teaching provides comprehensive knowledge and resources for English language teachers, teachers-in-training, curriculum developers, and language programs. 

This book offers a systematic guide to navigating the different phases of the curriculum, from its inception to its evaluation. Part I explores the conceptual and theoretical foundations that shape curriculum and instruction. Part II provides practical knowledge and guidelines that programs and individual teachers can adopt or adapt to their specific educational contexts with the goal is to optimize the teaching and learning experience. Elturki draws largely on knowledge from the field of education, particularly curriculum studies, to complement what we know about L2 teaching and learning from Applied Linguistics, Second Language Acquisition, and English Language Teaching. Each chapter begins with pre-reading questions to stimulate thinking and concludes with post-reading questions for reflection, encouraging readers to connect the material to their own context.