As DePaul’s international student population is increasing, faculty now face a more global classroom--one with diverse linguistic and cultural backgrounds. Given the increase in international and English as an additional language (EAL) students, reexamination of and reflection on the assignments and feedback we provide our students and their implications is now more important than ever.The work students do and how it allows them to express and test their knowledge and then the feedback they receive on that work is crucial for students’ learning.
This asynchronous online workshop invites faculty to explore the ways in which they develop assignments that foster an inclusive and productive learning environment for all students and then to explore how they respond to international and EAL students’ work. Specifically, this workshop will focus on:
-Process-based assignments and feedback, encouraging faculty to incorporate such practices.
Drawing from theories in the fields of Composition and Rhetoric as well as Second-Language Writing, faculty will reflect on various pedagogies and models for approaching assignment design and response to EAL student work.
-Through various hands-on activities, reflections, and applications to their courses, faculty will redevelop their strategies for assignment design and effective response. While the emphasis will be on redeveloping our work for a global classroom, the workshop will apply to faculty who do not yet face a global classroom.
Presented by: Mark Lazio (University Center for Writing Based Learning and Writing Discourse- Academic Affairs)
Monday, December 4, 2017 at 9:00am to 11:30pm
D2L Chicago, IL