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.

Essay Structure & Thesis Develop-ment

The premise of this module is that all writers – especially multilingual writers – benefit from explicit instruction in the different types of writing that is expected at a college level.

 CTL Webinars

April16, 2020 GLCA-CTL Webinar on ways to transfer student-generated, active learning methods to an online format. Featuring Beth Benedix (DePauw) and two of her students, Jacob Correa and Emma Houston, who presented at the January 2020 annual meeting of the AAC&U.


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.

Conversation between Beth Benedix (DePauw University) and Steven Volk (Oberlin College) on their recently released book, The Post-Pandemic Liberal Arts College (Belt Publications). Recorded September 30, 2020.

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