Shakespeare Association of America
 

Seminars and Workshops

Enrollment in SAA seminars and workshops is open only to members in good standing who are college and university faculty, independent scholars, and graduate students at the dissertation stage. Any member who has been found in violation of SAA policies is ineligible to enroll in SAA seminars and workshops.

Enrollments for 2023 seminars and workshops are accepted beginning on 1 June 2022. All enrollees are required to submit four different choices. Spaces are filled on a first-received, first-enrolled basis. Seminar and workshop leaders, as well as those appearing in panel sessions, are ineligible to enroll in seminars and workshops.

The closing deadline for seminar and workshop enrollment is 15 September 2022.

01. Seminar: The 1623 First Folio


Gabriel Egan (De Montfort University)
Miranda Fay Thomas (Trinity College Dublin)


Participants are invited to take stock of our knowledge of this book on its 400th anniversary and to share new work that sheds light on its creation, reception, significance, and history. How has our understanding of this book changed since the last centennial, when the New Bibliography had begun to dominate the study of early Shakespeare texts? All approaches—bibliographical, theatrical, editorial, critical, economic, linguistic, political, historical, theoretical, statistical—are welcome.

02. Seminar: Abject Science


Pavneet Aulakh (Vanderbilt University)
Jean Feerick John (Carroll University)


Seventeenth-century natural philosophers maligned romance as fictive. But they continually returned to its motifs, suggesting its enduring philosophical value. With romance as but one example of “abject science,” we invite papers that ask: How do literary forms (dramatic, narrative, poetic), stylistic strategies, or tropes model ways of knowledge-making alternative or instrumental to natural philosophy? How might the history of science look if we foregrounded such non-normative practices?

03. Seminar: Adaptation Strategies and Resilience in Early Modern England


Rebecca Totaro (Florida Gulf Coast University)
Mary Trull (St. Olaf College)


Early moderns had a broad and regularly performed range of strategies for adapting to crisis. Early modern drama places these strategies on display, as characters from distinct perspectival vantage points navigate the same crisis terrain—some in the service of communal resilience and others in service of themselves. This seminar invites papers that identify performed strategies of adaptation to crisis and the corresponding community resilience bolstered or thwarted by them.

04. Seminar: Beyond “Formal Limits”: New Frontiers in Theater History


Christopher Matusiak (Ithaca College)
Kara Northway (Kansas State University)


On the centenary of E. K. Chambers’ The Elizabethan Stage and its institution of the “formal limits” of modern theater history, this seminar will integrate twenty-first-century conversations that interrogate or challenge the discipline’s boundaries, borders, and barriers. We welcome papers on race, gender, ability, and other inclusive topics in early theater; previously overlooked archives; innovative digital projects; and other research that charts meaningful new directions in theater history.

05. Seminar: Comic Epistemologies


Laura Kolb (Baruch College, CUNY)
Jessica Rosenberg (University of Miami)


This seminar invites papers that explore Shakespearean comedy as a site at which knowledge is made, tested, circulated, and used. What kinds of knowledge did comedy—with its reliance on confusion and misrecognition, trial and error, tricks and devices—make possible? What understandings of matter, environment, bodies? How did stage comedy engage non-dramatic genres of practical knowledge? What overlooked epistemic settings and subjects does an attention to early modern comic practices reveal?

06. Seminar: Contemporary Poets and Early Modernity


Hannah Crawforth (King’s College London)
Amrita Dhar (Ohio State University)
Elizabeth Scott-Baumann (King’s College London)


This session asks how contemporary poets writing today have responded to early modern texts, images and ideas. We will discuss what it means to write with—and against—a historical period that enshrines ideas about politics, class, race, ability, gender and sexuality that have led to the structural inequalities of today. We will pay particular attention to form: what does it mean to use the forms of early modernity in order to question the presumptions and hierarchies of that historical moment and its often damaging legacies for today?

07. Seminar: Counting (in) Early Modern Drama


Rob Carson (Hobart and William Smith Colleges)
Zachary Lesser (University of Pennsylvania)


Quantificational arguments turn up everywhere in early modern studies from Book History to Theater History, from formalist criticism to authorship studies, from distant reading to the Digital Humanities. And early modern texts themselves are often deeply invested in numerical matters. In this seminar, we hope to forge unexpected connections by focusing on the role that counting plays in our critical practices. What roles (for better and for worse) do numbers play in our criticism?

08. Seminar: Cunning


Suparna Roychoudhury (Mount Holyoke College)
Katherine Walker (University of Nevada, Las Vegas)


We invite explorations of cunning in Shakespeare’s works and time. How do cunning figures wield their knowledge in different social or epistemic registers? Given the interpretative and performative possibilities of cunning, we encourage explorations of how the term and its values are culturally constructed on the Renaissance stage. We welcome investigations that intersect with questions of religion, race/ethnicity, gender/sexuality, disability, or histories of magic, philosophy, and science.

09. Seminar: Dissolving Worlds in Early Modern Literature


Marshelle Woodward (University of Toronto, Mississauga)

This seminar seeks papers exploring global dissolution in early modern texts of all genres. Essays might consider Christian apocalypticism, contemptus or senectus mundi topoi, epicureanism, colonial violence, chymical eschatology, pastoral hellscapes, etc. How might the presence of such dissolving worlds lead us to reassess the optimism around poesis in the early modern worldmaking tradition? To what extent ought the world(s) we have inherited—not golden, but riven, collapsing—prompt the same?

10. Seminar: Early Modern Carceral Studies


Matthew Ritger (Dartmouth College)

This seminar seeks papers that explore connections between early modern literature and drama and pre-modern carceral studies. As contemporary politics and scholarship change our understanding of the history of punishment, prisons, and unfree labor in the early modern period, literary and dramatic texts continue to offer important insights. Topics might include: the prison in or on the stage; prison writing; penal ideology in ballads and broadsides; perspectives from critical prison studies.

11. Seminar: Early Modern Data


John Ladd (Denison University)

This seminar invites papers on early modern data: the early modern obsession with information collected and arranged for later presentation or study. We will examine data as a historical concept alongside today’s data analysis techniques. Topics may include data analysis of literature, explorations of the use of data in the early modern period, the place of data within performance, and the intersection of historical data with conceptions of race, class, gender, sexuality, and disability.

12. Seminar: Early Modern London Historiography and Drama


Janelle Jenstad (University of Victoria)
Mark Kaethler (Medicine Hat College)


London’s historiography and drama meet in civic pageantry, mayoral shows, chronicle comedies, and urban surveys. While much has been said on the power dynamics and forms of nationhood or civic identity, it is time to return to these texts and their politics. Seminar leaders particularly encourage papers on Premodern Critical Race Studies and Premodern Critical Indigenous Studies as well as their intersections with gender, sexuality, and ecocriticism.

13. Seminar: Echoes of Violence


Matt Carter (Clayton State University)
Samantha Dressel (Chapman University)


How do Renaissance plays create echoes of violence? How do modern echoes of that violence distort or add meaning to the original context? This seminar considers the way violence resounds across the Renaissance and into our world. We consider violence broadly, looking at enacted, threatened, imagined, and stifled violence, as that violence appears textually, in performance, and inter- and meta-textually. The seminar encourages a range of critical perspectives.

14. Seminar: Forsaken Plays


Erin E. Kelly (University of Victoria)

This seminar invites participants to introduce to a captive audience the overlooked, neglected, or weird play they think deserves more scholarly attention. (Advocacy for a play that lacks a modern edition is especially welcome.) How would our understanding of literary history, early modern English drama, or Shakespeare be transformed if we focused on such plays? Along the way, expect to wrestle with questions about what qualities might lead a play to have been treated as insignificant or bad.

15. Seminar: Henry VIII: New Directions


Meghan C. Andrews (Lycoming College)
Edward Gieskes (University of South Carolina)


This seminar invites new perspectives on Henry VIII, asking what fresh inquiries we should be making of the play today. How might new approaches to Henry VIII—including but not limited to studies of collaboration, trauma, race, performance and theater history, or formalist, feminist, queer, book historical, or pedagogical approaches—reinvigorate its study? Contributions from all theoretical and disciplinary approaches are welcome, as is work that is new, still in progress, or speculative.

16. Seminar: Imagining Antiquity


Daniel Blank (Durham University)
Heather James (University of Southern California)


This seminar explores the early modern stage’s fascination with the ancient world, from the use of classical texts to the depiction of characters from classical antiquity. We invite papers which seek to broaden traditional ideas of early modern dramatists’ debt to the past. Possible topics include the influence of individual source texts; the relationship between classical texts and early modern representations of identity; legacies of ancient figures both within and beyond early modern drama.

17. Seminar: Intersectional Animality


Holly Dugan (George Washington University)
Karen Raber (University of Mississippi)


Critical animal studies seeks to divest definitions of the human from arguments for ethical, legal, and political rights and protections, yet it remains problematic to connect the place of animals with the treatment of people, especially since metaphors of animality have been weaponized against so many. While acknowledging this tension, this seminar explores how critical animal studies can engage productively with premodern critical race studies, disability studies, early modern trans studies, and more.

18. Seminar: Love’s Labour’s Won: Reimagining Shakespeare Studies


Scott Maisano (University of Massachusetts, Boston)

As we celebrate the 400th anniversary of the First Folio, let’s remember Love’s Labour’s Won. Any Complete Works of Shakespeare that does not contain LLW is incomplete. What might a lost, ecstatic, utopian text make possible for Shakespeare studies? What opportunities does this canonical gap open for queer of color performance, ecofeminism, or postcritique? Could it make comedy, pedagogy, or research more inclusive? What’s in a title? Can imagination play a bigger role in Shakespeare studies?

19. Seminar: Marlowe and Jonson


Judith Haber (Tufts University)

We will consider two of the greatest poet-playwrights of the period. Papers may focus on one text or many, on either author alone or on both together, or on comparisons with Shakespeare and others. Any type of approach is welcome. Questions to be considered may include the following: What is distinctive about the texts of each writer? How do they influence and interact with each other or with Shakespeare? How do newer critical and theoretical approaches alter our view of their texts?

20. Seminar: Metatheater as Rivalry and Dialogue


Daniel Moss (Southern Methodist University)

With Shakespeare’s traditional priority as metatheatrical mastermind beginning to give way to a healthier, dialogic account of metatheatricality, it is time for a revaluation of practices by other playwrights and companies. This seminar explores alternative metatheatrical modes—whether in relation to Shakespeare’s work or independent of it—and seeks to identify new points of contact with recent scholarship on race, gender, queer expression, class, and other key aspects of Early Modern drama.

21. Seminar: Natural History Now


Joseph Campana (Rice University)

Recent attention to creatures relies on a “Renaissance” of natural history in early modern Europe. What is natural is history now? Iconic works or new ones? Relative to poetry, theater, other arts? What models for creaturely stories? Natural history relative to genre? Form? Audience? Media? Global traffic and the Columbian exchange? When does natural history “naturalize” (sex, gender, sexuality, race) or confound? What is an author, what is humanism from this vantage?

22. Seminar: New Approaches to A Midsummer Night’s Dream


Rebecca Bushnell (University of Pennsylvania)

This seminar will focus on how the interpretation and performance of A Midsummer Night’s Dream have evolved in the past few decades, in particular as reflected through the lenses of gender, sexuality, race, post-colonialism, and the environment. Papers are invited that represent many different perspectives and approaches, including performance history, global translations and adaptations, and critical history, as well as interpretations of different aspects and themes of the play.

23. Seminar: Pedagogies of Premodern Disability


Genevieve Love (Colorado College)
Katherine Schaap Williams (University of Toronto)


What are the stakes of attending to critical disability studies in teaching Shakespeare and early modern drama? How do we move from classroom practice to disability justice? This seminar considers the pedagogical methods and practices that illuminate disability representations, disabling conditions, and disability gain in early modern texts. We welcome position papers that pair key theoretical and primary text(s) as well as experimental and reflective forms of writing on disability pedagogies.

24. Seminar: Performance Cultures in and around the Inns of Court


Emma Rhatigan (University of Sheffield)
Michelle O’Callaghan (University of Reading)
Jackie Watson (Oxford, UK)


Performance cultures at the Inns of Court took a variety of forms, from Christmas revels and masques to mooting and sermons. The four Inns of Court were not homogenous or discrete spaces but open and traversed. This workshop will explore performance cultures at the Inns and how they move across and intersect with other playing spaces in London and cross borders to engage with European festive cultures and the wider world, via the movement of people, texts, performances, and objects.

25. Seminar: The Queen’s Gambit


Sarah Crover (University of Vancouver Island)
Elizabeth Hodgson (University of British Columbia)


Queens in early modern English literatures, both as authors and as characters, often embody particular nexes of cultural identity, gender, and racialization, filtered through their distinctively constrained privilege. As monarchs with limits, and as particularly embodied agents of nationalism, queens both historical and imagined mark English and other cultural identities in specifically complex terms. This seminar will examine how queens act out race, gender, and nationalist power in divergent and emergent forms.

26. Seminar: Reassessing Lady Mary Wroth’s Poetry: New Approaches and Future Directions


Paul Salzman (La Trobe University)
Rosalind Smith (Australian National University)


This seminar invites its participants to reassess the poetry of Lady Mary Wroth in the light of new theoretical developments in early modern studies, including critical race theory (with the pioneering work of Kim F. Hall on Wroth still needing to be addressed in detail); queer theory; new formalism; emotions scholarship; and expanded material histories which have taken into account transmission, reception, annotation, and collecting.

27. Seminar: Reconsidering Science and Religion


Aaron Kitch (Bowdoin College)

This seminar invites explorations of early modern science and religion, broadly conceived. How did early modern accounts of anatomy, astronomy, botany, natural history, or medicine, for example, both draw on and reshape theology? How did new empirical efforts to observe nature challenge or reinforce religious ideas and practices? How do we locate Shakespeare’s works in relation to such contexts? Literary, historical, archival, and theoretical approaches equally welcome.

28. Seminar: The Renaissance Project


Tessie Prakas (Scripps College)
Colleen Ruth Rosenfeld (Pomona College)


“Renaissance” is largely taken to identify periods of radical innovation in arts and letters. The chronological borders of those periods shift from region to region (e.g. Italian, English, Ottoman) but it is generally a given that any period the term designates is now closed. But what if “Renaissance” is best conceived not as a closed historical period but as an open historical project? What if our task is to participate or intervene in these historical projects variously called “Renaissance”?

29. Seminar: Scarcity in a Time of Plenty: Early Modern English Writers on Hunger


Andy Crow (Boston College)
Lauren Shook (Texas Lutheran University)


Hunger gripped early modern England. Writers from preachers to playwrights had something to say about it. How was form used to ameliorate systemic hunger in England? How did writers experience food insecurity? How does their literary work relate to this experience? How do race, class, gender, and religion factor into written responses to hunger? How can we leverage the innovations of English writers to think through productive responses to 21st century food insecurity?

30. Seminar: Screen Shakespeares: Form and Technology


Greg Semenza (University of Connecticut)
Garrett Sullivan (Pennsylvania State University)


This seminar focuses on how the formal and technological elements of film, video and television construct interpretations of Shakespeare. Participants are encouraged to think about “screen” Shakespeares broadly—in movies, TV programs, video games, etc.—while prioritizing lighting, framing, sound design, and tracking, as well as other non-traditional production elements that fuse together filmic and non-filmic Shakespeares (CGI and other animation techniques, and computer programming).

31. Seminar: Shakespeare and Early Modern Misogyny


Brian Chalk (Manhattan College)
Shannon Kelley (Fairfield University)
Patricia Wareh (Union College)


This seminar explores how early modern authors represent misogyny in their works. Do the works of Shakespeare and his contemporaries reinforce or undermine the patriarchal worlds that the plays and poems create? How is early modern patriarchy’s goal of maintaining order by devaluing women connected to its implicit belief that whiteness is superior? This seminar also invites work that investigates overlaps between misogyny and de/post/colonial studies, queer theory, disability studies, trans studies, and other intersectional possibilities.

32. Seminar: Shakespeare and Race in Popular Culture


Vanessa I. Corredera (Andrews University)
L. Monique Pittman (Andrews University)


This seminar takes seriously pop culture as an archive for expanding the study of Shakespeare and race. Deploying rigorous theoretical and methodological approaches can assist in illuminating more precisely how pop culture uses Shakespeare to uphold, contest, and (re-)shape existing racial imaginaries. We thus invite papers taking a wide range of disciplined approaches to consider the social and ideological implications of the triangulation between Shakespeare, pop culture, and race.

33. Seminar: Shakespeare and the Public Good


Peter Kuling (University of Guelph)
Wes Pearce (University of Regina)


This seminar explores the public good emerging from Shakespeare beyond the experience of studying the plays or seeing live performances. We seek papers and presentations investigating concepts of the “public good” as it relates to our own scholarship. Does Shakespeare enable us to generate new outcomes for various publics? This seminar aims to collectively debate and define concepts of the “public good” while also identifying the impact of Shakespeare’s contributions to our contemporary world.

34. Seminar: Shakespeare and Writing Instruction


Adhaar Noor Desai (Bard College)

What were the methods and assumptions of poetic writing in early modern England? How might the study of them allow us to critically engage—and potentially reform—the methods of writing instruction practiced in modern literature classrooms? This seminar hopes to fortify a reciprocal relationship between scholarship on early modern poetic practices and the ways literary criticism is practiced and taught in contemporary higher education.

35. Seminar: Shakespeare between Ancient and Modern Thought


Benjamin Parris (University of Pittsburgh)
Steven Swarbrick (Baruch College, CUNY)


How might attention to Shakespeare’s reactivation and transformation of ancient philosophy simultaneously illuminate, clarify, or modify our understanding of his work in relation to modern modes of philosophical inquiry? How might we read Shakespeare between Marx and Aristotle, for example, or between Wynter and Ptolemy? Papers whose triangulation of Shakespeare takes up emergent and timely areas of theoretical concern such as trans studies, critical race, ethnic, and indigenous studies, or ecocriticism are especially encouraged.

36. Seminar: Shakespeare, Bob Dylan, and the Bardic Tradition


Mark Bayer (University of Texas, San Antonio)
Robert Sawyer (East Tennessee State University)


A native of Minnesota, Bob Dylan’s writings are saturated with allusions to Shakespeare. But the similarities between the two writers go beyond simple influence or appropriation. Both are cultural icons whose works transcend popular culture and permeate literary, academic, and political discussions, and who are often seen as secular prophets. This seminar invites papers that consider the multiple lines of intersection between Shakespeare, Dylan, and the bardic tradition they represent.

37. Seminar: Shakespeare on Broadway


Louise Geddes (Adelphi University)
Nora J. Williams (University of Essex)


Broadway and Shakespeare operate as discrete neoliberal cultural ecologies and this seminar will bring them together to consider Broadway as both an historical locale and a big-budget production genre. What is Shakespeare’s relationship to musical theatre? How do the spaces and traditions of Broadway shape Shakespeare? What is the place of Broadway Shakespeare in the larger networks of Shakespearean consumption? This seminar welcomes papers that engage with theatre history, adaptation or performance theory, music theory, or cultural studies.

38. Seminar: Shakespeare, Sex, and Space


Justine DeCamillis (University of Maryland)

How does the sociosexual energy of Shakespeare’s plays shift between places and spaces? Antony’s sexual proclivities are blamed on feminized Egypt, beyond Rome’s sphere of masculine civilization. Iago describes Desdemona as the “supersubtle Venetian,” a sexual identity tied to a particular city. We invite papers that explore these shifts in Shakespeare and his contemporaries’ dramatic works and welcome a diverse array of critical approaches to this topic.

39. Seminar: Shakespeare’s Propositional Third Spaces: Thinking beyond the Binary


Christian Billing (University of Hull)
Susanne Wofford (New York University)


Recent trends in critical theory have pointed to the ways in which normative cultures of oppression frequently use taxonomies and hierarchies based on binary oppositions in order to control and dominate particular groups and/or individuals. This seminar considers how we, as activist scholars, teachers, and artists, can work critically with Shakespeare’s binary-probing imagination in order to provide less-limiting visions of what is ontologically, socially and culturally possible.

40. Seminar: Transitions: Ecologies of Economic Life


Derrick Higginbotham (University of Hawai‘i, Mānoa)

Income inequality, global trade conflicts, booms in ecological extraction and consumerism, increased dispossession: economic forces intimately shape lives, individually and collectively, in both the past and present. How do early modern cultures process and understand economic transformations? Can the insights of queer theory, trans studies, ecocriticism, and critical race studies—especially when these methods overlap—reframe our conceptualization of early modern economic changes?

41. Seminar: The Two Noble Kinsmens: State of the Play


David L. Orvis (Appalachian State University)

The aim of this seminar is twofold: to take stock of previous scholarship on The Two Noble Kinsmen, and to chart new trajectories for future work on this play. Especially welcome are papers that help us see the play afresh through hitherto neglected theoretical perspectives such as critical race theory, affect theory, ecocriticism, posthumanism, disability studies, and performance studies. Papers that shift focus to less-studied characters, tropes, and passages, are also encouraged.

42. Seminar: Winter’s Tales: The Imagined North in Early Modern English Literature


Sophie Lemercier-Goddard (ENS, Université de Lyon)

What did the North mean to Shakespeare’s contemporaries? How did the depiction of northern places, phenomena and identities on the English stage create a geographical but also climatic imaginary? Representations of Northern local or global locations engaged with political and geographical discourses, but on a more intimate level, they also redefined coldness as a symbol of northerliness. Approaches focusing on material history, sensory geography, empire, geohumouralism and ecocriticism are welcome.

43. Seminar: Women and Complaint, from Medieval to Early Modern


Holly A. Crocker (University of South Carolina)
Lynn Enterline (Vanderbilt University)


This seminar asks, what happens to women’s complaint across the conventional divide between medieval and early modern periods? From ballads and lyrics, to epyllia and drama: we invite analyses of complaints that are institutional and ephemeral, formal and fleeting. By taking a long view of complaining women, we hope to begin a conversation among medievalists and early modernists working to dislodge normative trajectories of gender, sexuality, embodiment, and temporality.

44. Seminar: The World Must be Peopled: Biopolitics and Early Modern Sexuality, Labor, and Race


Ari Friedlander (University of Mississippi)

In an age of pandemics and renewed focus on public health, it is time to think about biopolitics. How did the state come to exercise power through the management of biological life? What social, political, and religious factors combined to reconceive nations as populations rather than territories? How did this shift alter ideas about sexuality, disability, race, class, and literature? Papers may examine literary and non-literary texts on poor relief, life under plague, management of laborers, and colonial projects in Europe and around the world.

45. Workshop: Applied Shakespeare: Renaissance Leadership for Transformative Higher Education


Ariane Balizet (Texas Christian University)
Natalie K. Eschenbaum (St. Catherine University)
Marcela Kostihova (Hamline University)


This workshop is designed for Renaissance scholars interested in leadership positions in the academy. How does the field’s frequent consideration of leadership in Renaissance texts make us uniquely qualified for this work? How do Renaissance scholar administrators use their critical/historical perspectives to advocate for the humanities? How do we build skills in areas required for leadership that are not part of our scholarly training? Common readings and reflective writing will be completed in advance.

46. Workshop: Artifact as Text: Object-Based Learning in the Shakespeare Classroom


Jess Hamlet (Alvernia University)
Molly Beth Seremet (Mary Baldwin University)


This interactive pedagogy workshop will give participants new tools to engage their students in close-reading practices. This two-part session will both model best practices for educators using objects as a close-reading exercise as well as give participants the opportunity to share, workshop, and refine their own pedagogical practices, taking skills and methods learned from/during the pandemic and incorporating them into regular teaching practices in person, online, or in a hybrid format.

47. Workshop: The Bard in the Borderlands: Pedagogical, Artistic, and Scholarly Approaches to Shakespeare en La Frontera


Katherine Gillen (Texas A&M University, San Antonio)
Adrianna M. Santos (Texas A&M University, San Antonio)
Kathryn Vomero Santos (Trinity University)


This workshop will facilitate pedagogical, artistic, and scholarly engagement with a set of previously unpublished plays compiled in the forthcoming open-access anthology, The Bard in the Borderlands: An Anthology of Shakespeare Appropriation en La Frontera (ACMRS Press, 2023). Participants will receive advanced access to these plays and will be invited to create a project (pedagogical material, an essay, or a creative piece) related to the growing subfield of Borderlands Shakespeare.

48. Workshop: Engaging Students and Empowering Research with the Digital New Variorum Shakespeare (NVS)


Laura Mandell (Texas A&M University)
Katayoun Torabi (Texas A&M University)


This workshop will introduce participants to the Digital New Variorum Shakespeare (NVS), an open-access, interactive web application that presents the history of Shakespearean editorial scholarship for selected plays through an interface that is intuitive and comprehensive. Participants will learn how the Digital NVS can be used as an effective resource for research and teaching through a series of exercises we created for college courses.

How They Work

Seminar and workshop participation is open only to SAA members in good standing who are college and university faculty, independent scholars, or graduate students at the dissertation stage. If you are a student, your status must be verified by your thesis supervisor. Seminar and workshop leaders, as well as those appearing on panels and roundtables, are ineligible to enroll. If you are found to have violated SAA policies and guidelines, you may also be found ineligible to enroll in an SAA seminar or workshop.

To enroll, you should begin by reviewing the descriptions of seminars and workshops in the June Bulletin.  The online enrollment form requires you to make four selections from the total list, in rank order of preference. If you make fewer choices than four, you will be bumped and your enrollment will be delayed. If you revise your choices, you lose your initial place in the enrollment queue, the date and time of revision serving as the date and time of enrollment. First-choice placements cannot be guaranteed, and spaces are filled on a first-received, first-enrolled basis. You may not take more than one seminar or workshop place, and panel presenters may not enroll for places. The closing deadline for seminar and workshop enrollments is 15 September, after which a no-switch policy obtains.

Placement notifications are issued in early October. You will receive your invitation via e-mail. We have found that formal letters of invitation help SAA members secure conference travel funds from their home universities.

The work of each seminar or workshop is set by its leader(s). By late October you will receive guidelines, directions, and deadlines for work to be completed in advance of the conference.

By mid-February or the deadline assigned by seminar and workshop leaders, you should send your work to other members of your group and receive theirs in return. You should assimilate this work thoroughly so that discussion at the conference can take place at an advanced level. The seminar enrollment cap of sixteen is designed to make this manageable. If you happen to be enrolled in a double-session seminar, you are responsible only for the work of one session. (You are of course welcome to audit the companion session.)

Seminar and workshop leader(s) confirm to the SAA office the names of those who have completed all advance assignments by 15 February. Only with this confirmation are you eligible to be listed in the printed conference program. The schedule of seminars and workshops is announced in the SAA’s January Bulletin. Unfortunately, it is not possible to take into account the scheduling requests of individual seminar and workshop members.

Accepting a place in a seminar or workshop, you agree to produce original work, to engage directly with the topic and scholarly objectives announced by the seminar or workshop leader(s), to attend the seminar or workshop meeting at the annual conference, and to engage with other seminar or workshop members in a professional and respectful way both in advance correspondence and during the meeting.

Guidelines

Purpose: Each seminar and workshop is designed to serve as a forum for fresh research, mutual criticism, and pedagogical experimentation among members with specialized academic interests.

Leader: The work of each seminar or workshop is to be determined and directed by a Leader or Leaders who are responsible to the Shakespeare Association’s Trustees and Executive Director. A Leader who has accepted a place on the program has undertaken a responsibility to attend the Association’s Annual Meeting. If attendance is in question, the Leader should contact the Executive Director immediately.

Enrollment: Membership of the Shakespeare Association of America is required for participation in any SAA seminar or workshop. Enrollment in seminars and workshops is open only to those who are at the dissertation stage of research or who have achieved postdoctoral standing. The Leader(s) of each seminar and workshop may invite up to four participants to join in the work of the group. Remaining places in each seminar are filled through the Association’s open enrollment process. No one may participate in more than one seminar or workshop. No paper presenter may participate also in a seminar or workshop.

Advance Work: As director(s) of the seminar or workshop, Leader(s) determine the extent and nature of work to be done in preparation for these sessions. This may involve common readings, papers (on either a voluntary or an assigned basis), critiques, bibliographies, or any other exercise or project devised by the Leader(s). All written materials used in a session are to be circulated to the full membership of the session and read in advance of the Meeting.

Protocols for Seminar and Workshop Members: Acceptance of a place in a seminar or workshop represents a commitment to complete the work of the seminar or workshop and to attend the Annual Meeting. No member, even if registered in the seminar or workshop, may participate in the session at the Annual Meeting without completing the advance preparation set by the Leader(s). Seminar or workshop members should follow procedures established by their Leader(s), particularly regarding paper length and circulation deadlines. Any seminar or workshop member who has not completed the assigned work by the deadlines specified by the Leader(s) will not be listed as a seminar or workshop member in the Conference Program and may not join in discussion at the meeting. A seminar or workshop member who will not be in attendance should notify the Leader(s) immediately.

Seminar and Workshop Sessions: Seminar and workshop meetings should be devoted to a discussion of major issues raised by work already completed. The sessions are not to involve either reading or summarizing papers. It is assumed that all participants are already familiar with one another’s work by the time the meeting begins. The Leader(s) assume responsibility for the direction and content of the discussion. Workshop sessions may be devoted to exercises organized by the Leader(s) as well as to discussion of major issues.

Auditors: In advance of the Meeting, Seminar Leaders should submit abstracts for seminar papers to the SAA office, for posting on the SAA website. On the day of their session, they should also make available to auditors hard copies of abstracts. At the discretion of the session’s Leader(s), auditors will be permitted to join in the discussion during the final portion of the seminar or workshop.

Academic Integrity: It is assumed that each paper or project submitted to a Shakespeare Association seminar or workshop represents original work that addresses the topic and agenda set out by the Leader(s). Work-in-progress is to be treated with the utmost respect, and members should follow established citation and copyright guidelines in handling the intellectual property of others, including all abstracts, papers, and talks presented at the SAA. No paper should be recirculated in any form or any venue without the author’s permission, and seminar abstracts should be treated in the same way as papers read or circulated. Permission must be obtained before citing unpublished work heard or read at the conference. Also to be observed are the SAA’s Social Media Guidelines for digital distribution, in real time or in retrospect, of the content of panels or seminars.

Professional Behavior: All seminar and workshop members are entitled to be treated with respect and are expected themselves to engage with their fellow enrollees in a respectful manner. This applies to correspondence exchanged in advance of the conference and to participation in the seminar or workshop session. Unprofessional conduct may include disrespectful, dismissive, bullying, patronizing, and harassing behavior.