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.


WATESOL PLC

Monthly Discussions and Reflections

(PLC: Professional Learning Circle)

FALL 2021 WATESOL Conference Higher Ed SIG Session

Click here to access the 

WATESOL Higher Ed SIG Afternoon Chat: International Students as Culturally Competent Communicators Slides

Click here to access the key takeaways:

TBD

Higher Ed SIG 2021 PLC - Spring 2021

For more information, please click on the PLC title:

The 7 Terms and Conditions of a Robust Learning-Centered Community

Summary of the second topic of The 7 Terms and Conditions of a Robust Learning-Centered Community: Instructors as LEADERS and COLLABORATORS: Advocating for community building, equitable access and diverse student needs.


We discussed the description of the ISTE Standards for Educators: 2 Leader and 4 Collaborator. We looked at tools and digital resources to meet the needs of the diverse students and to promote engaging and inclusive learning. 

Join us for the follow up session (March 04, 2021 at 6:30PM) on Instructors as LEADERS and COLLABORATORS to share teaching tips and best practices, and to let us know how you might have tried to apply the ISTE Standard 2 and 4 in your class(es). If you were unable to attend the first meeting, feel free to watch the recording and read the slides (click on the many hyperlinks  on the slides for additional information), and join us for the follow up meeting:

Meeting recording: Instructors as Leaders and Collaborators
Slides: Instructors as LEADERS and COLLABORATORS: Advocating for community building, equitable access and diverse student needs

Summary of the first topic of The 7 Terms and Conditions of a Robust Learning-Centered Community: Instructors as FACILITATORS: Facilitating class discussions and supporting student achievement.

We discussed the characteristics of Gen Z, the significance of recognizing diversity in our classrooms, the role of technology in reducing the digital divide in education, and ISTE Standards for Educators 6 - Facilitator. We looked at the benefits of class discussions and at how teachers can facilitate class discussions by leveraging technology. 

Join us for the follow up session (March 01, 2021 at 6:30PM) on Instructors as FACILITATORS: Facilitating class discussions and supporting student achievement, to share teaching tips and best practices, and to let us know how you might have tried to apply the ISTE Standard 6 Facilitator in your class. If you were unable to attend the first meeting, feel free to watch the recording and read the slides (click on the many hyperlinks  on the slides for additional information), and join us for the follow up meeting!

Slides: Instructors as FACILITATORS: Facilitating class discussions and supporting student achievement

Meeting recording: Instructors as FACILITATORS

WATESOL Higher Ed Slack chat: https://join.slack.com/t/watesolhigheredsig/shared_invite/zt-m61plgsm-IupOHbpW61zmMNCJtP5nCA

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.

RESOURCES

Web Articles

Journal Articles

  • A GUIDE TO THE FLIPPED CLASSROOM
  • 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

    Ng, 
  • 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
Books
    • 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.  

    Talks/Videos

    Podcasts/Blogs 

    Conference Presentation Material


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