Lynn Ishikawa, DePauw University Collaborators: Jennifer Franz...
Inclusive Classrooms & Student Agency
The premise of this module is that teaching multilingual students academic writing in English is not a neutral or apolitical endeavor.
Instructor & Peer Feedback
The premise of this module is that all writers benefit from receiving feed-back on their written work at multiple stages and in multiple forms.
Vocabulary Develop-ment & Mini-Grammar Lessons
The premise of this module is that students can produce more intentional writing if faculty devote time and attention in class to the words, structures, and usage of their disciplines.
Assign-ment Design & Scaffolding
The premise of this module is that writing mentorship is a successful way to lead multilingual writers to fulfill the critical thinking expectations professors have for students.
Aimee Knupsky (Allegheny College), Soledad Caballero (Allegheny College), and Sarah L. Bunnell (Associate Director for the Center for Teaching & Learning, Amherst, formerly of Ohio Wesleyan) (April 22, 2019). Three faculty discuss their work with the GLCA’s Expanding Collaborations Initiative, a three-year (2015-18) Mellon-funded project designed to create and assess team-taught, interdisciplinary courses and explore the courses that were created in the process.