Clara Román-Odio (Kenyon College)...
Academic Currency: How Tokens Took (Some) Anxiety Out of Late Work
Searching for a way to ease anxiety over late assignments while maintaining equity in the classroom during the COVID pandemic, Shelley Judge reworked her late policy to used “token,” a project that met with great success.
We asked faculty from our member colleges to ponder the year-and-a-half – the “COVID long year” – gone by (and, in many senses, still under way). Here are some responses.
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.
Teaching Writing to Multilingual International Students
A collaborative project (Allegheny, Wooster, DePauw) designed to provide faculty with new perspectives, tools, and guidance for working with multilingual students in writing classes.
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.