Higher Ed / Intensive English Programs

The Higher Education SIG is a platform for two- and four-year college professors and language instructors from the greater Washington, D.C. metropolitan area to share their methodology and pedagogy with members of the WATESOL community. These knowledgeable instructors draw on their own experiences with students and in the classroom to provide material for workshops and presentations at the Fall Convention and spring SIG events as well as through the monthly WATESOL newsletter. As a member of the Higher Ed. SIG, you can request workshops of interest or even volunteer to lead one. We are eager to learn from you and your achievements in the field.

Contact Higher Education SIG: higheredsig@watesol.org


Empowering Teachers and Learners 

Best Distance Learning Practices

(Video demo link/screenshot/blurb)

Learning Practice Tip 1:

Accessibility and Inclusion with Mercury Reader + Rewordify + Announcify/Speechify

video demo:

How do the learners in your course read texts? What is the reading process like? With the help of these 3-4 tools, this learning process will become accessible, and fun! Yes, fun... for all your learners!

Click here for Additional material

Learning Practice Tip 2:

Flipping on the Fly Parts I-II

video demo:  

To access more video demos, click here:

WATESOL Flipgrid

Email pd@watesol.org if you want to submit a video demo.

Best In-Class Practices

(Video demo link/screenshot/blurb)

Email pd@watesol.org if you want to submit a video demo.


Monthly Chats and Reflections

(PLC: Professional Learning Circle)

Would you like to run an online discussion about a new book? New research? A new podcast? An inspirational TED talk or Ignite talk? Would you like to chat about teaching with other Higher Ed SIG members? - Suggest a topic!

Email pd@watesol.org if you want to submit an informal detailed proposal for an online discussion.


Web Articles

Journal Articles

  • Relevant AERA Journal Articles
  • Wendt, J., & Courduff, J. (2018). The relationship between teacher immediacy, perceptions of learning, and computer-mediated graduate course outcomes among primarily Asian international students enrolled in an U.S. university. International Journal of Educational Technology in Higher Education, 15(1), 1–15. https://doi.org/10.1186/s41239-018-0115-0

  • Yakunina, E., Weigold, I., Weigold, A., Hercegovac, S., & Elsayed, N. (2013). International Students’ Personal and Multicultural Strengths: Reducing Acculturative Stress and Promoting Adjustment. Journal of Counseling & Development, 91(2), 216–223. https://doi.org/10.1002/j.1556-6676.2013.00088.x
  • Holland, B. (2017 August 17). Digital Note Taking Strategies That Deepen Student Thinking. Retrieved 25 February 2020, from https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking
  • Hsu, C., & Huang, I. (2017). Are International Students Quiet in Class? The Influence of Teacher Confirmation on Classroom Apprehension and Willingness to Talk in Class. Journal of International Students, 7(1), 38–52. https://doi.org/10.32674/jis.v7i1.244
  • Winkelmes, M. (2019). Transparent Design in Higher Education Teaching and Leadership: A Guide to Implementing the Transparency Framework Institution-Wide to Improve Learning and Retention.
  • Macgregor, A., & Folinazzo, G. (2018). Best Practices in Teaching International Students in Higher Education: Issues and Strategies. TESOL Journal, 9(2), 299–329. https://doi.org/10.1002/tesj.324
  • Day, R. R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294-301. Retrieved from http://proxyau.wrlc.org/login?url=https://search-proquest-com.proxyau.wrlc.org/docview/1750502911?accountid=8285

  • Q. R., Renandya, W. A., & Chong, M. Y. C. (2019). EXTENSIVE READING: THEORY, RESEARCH AND IMPLEMENTATION. TEFLIN Journal, 30(2), 171-186. doi:http://dx.doi.org.proxyau.wrlc.org/10.15639/teflinjournal.v30i2/171-186
  • Teaching Tolerance. Let’s Talk: A Guide to Facilitating Critical Conversations With Students. Montgomery: The Southern Poverty Law Center. (2019). Retrieved 3 March 2020, from https://www.tolerance.org/sites/default/files/2019-12/TT-Lets-Talk-December-2019.pdf

  • How to Hold a Better Class Discussion. (2019). Retrieved 3 March 2020, from https://www.chronicle.com/interactives/20190523-ClassDiscussion
  • Let's Talk About It!. (2019). Retrieved 3 March 2020, from https://www.tolerance.org/magazine/spring-2020/lets-talk-about-it
  • Staehr-Fenner, D., & Snyder, S. (2017). Unlocking English learners’ Potential: Strategies for making content comprehensible. Thousand Oaks, CA: Corwin Press. 
  • Calderon, M., et al. (2019). Breaking down the wall: Essential shifts for English learners’ success. Thousand Oaks, CA: Corwin Press.  



Conference Presentation Material

Gold Sponsors

Silver Sponsors

Bronze Sponsors

Site managed and updated by volunteers.

© 2020 WATESOL, PO Box 25502, Washington DC, 20007-8502

Powered by Wild Apricot Membership Software