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This important book answers the growing call for US institutions to
internationalize, create global citizens, and better serve diverse
populations. Faculty are increasingly tasked with simultaneously
encouraging a more inclusive worldview, facilitating classroom
environments that harness the potential of students, and advising
students who may need an array of university services or speak
English as an additional language. Teaching with a Global
Perspective is an accessible, hands-on tool for faculty and
instructors seeking to facilitate global classroom environments and
to offer diverse students the academic, language, and interpersonal
support needed for success. Rich with practical features including
Classroom Strategies, Assessments, Case studies, Discussion
Questions, and suggestions for further reading in bibliographies,
chapters address: developing a working understanding of global
learning and inclusivity; identifying opportunities and barriers to
helping students grow as global citizens; building confidence in
teaching with a global perspective; facilitating courses and
in-class participation that promote global and inclusive learning
and communication between diverse populations; designing curricula,
courses, assignments, and assessments that foster global and
inclusive learning and support students with varied needs; and
providing facilitative responses to students' academic work.
Teaching with a Global Perspective bridges an important divide in
discussions about globalizing curricula by developing readers'
content knowledge while also helping them to develop more effective
global communication strategies.
This important book answers the growing call for US institutions to
internationalize, create global citizens, and better serve diverse
populations. Faculty are increasingly tasked with simultaneously
encouraging a more inclusive worldview, facilitating classroom
environments that harness the potential of students, and advising
students who may need an array of university services or speak
English as an additional language. Teaching with a Global
Perspective is an accessible, hands-on tool for faculty and
instructors seeking to facilitate global classroom environments and
to offer diverse students the academic, language, and interpersonal
support needed for success. Rich with practical features including
Classroom Strategies, Assessments, Case studies, Discussion
Questions, and suggestions for further reading in bibliographies,
chapters address: developing a working understanding of global
learning and inclusivity; identifying opportunities and barriers to
helping students grow as global citizens; building confidence in
teaching with a global perspective; facilitating courses and
in-class participation that promote global and inclusive learning
and communication between diverse populations; designing curricula,
courses, assignments, and assessments that foster global and
inclusive learning and support students with varied needs; and
providing facilitative responses to students' academic work.
Teaching with a Global Perspective bridges an important divide in
discussions about globalizing curricula by developing readers'
content knowledge while also helping them to develop more effective
global communication strategies.
The goal of this collected volume is to explore roles that L2
writing specialists, IEP directors and instructors, writing center
administrators, and others within writing studies might play in
potential cross-campus dialogues on graduate student writing
support. This book is designed both for writing studies researchers
interested in new directions for graduate writing research and for
practitioners or program directors looking for practical directions
for their own programs. It includes a diverse chorus of voices on
graduate writing support--both seasoned, well-known researchers in
second language writing and composition studies and fresh new
voices and perspectives. Part 1, Graduate Writing: What Do We Know?
What Do We Need to Know? looks at graduate writing support
internationally, laying out what these courses and programs look
like currently, what gaps exist in current program design, and what
future work is needed. Part 2, Issues in Graduate Program and
Curricular Design, explores the nuts and bolts of graduate writing
support at both the classroom and program level. While this section
does feature specific programs offered from a variety of academic
units-IEPs, English or communication departments, writing centers,
etc.-the goal is to focus more on principles of design and concerns
(academic, administrative, budgetary, etc.) to consider in one's
own institutional setting. Part 3, Program Profiles, is a response
to the request from many within the graduate writing community for
more published examples of successful program models. The volume
includes five programs from around the world that highlight
particular ways programs were developed to meet specific
institutional needs-the University of Delaware, the University of
Toronto, the University of New South Wales, Chalmers University of
Technology in Sweden, and Yale University. The volume ends with
reflections on some of the emerging themes and strategies and tips
for programmatic responses to graduate student needs.
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