discourse & language

4) Students read and communicate disciplinary ideas through multiple styles, genres, mediums, and modalities, for a variety of purposes. 

Students read academic scholarship, popular media reporting on research, watch videos, and listen to podcasts. 

• Infographics for assessment Describes a process for students to find, synthesize, and integrate a range of information.

• CREATE protocol for learning how to read journal articles.

Students produce assignments (written, exams, podcasts, posters, infographics, etc.) for different audiences and purposes.

• Read can mean podcasts, videos, online forums, tiktok, blogs, audiobooks, chat apps. 

Students have flexibility, such as choice to submit their assignment as a recorded presentation or a written paper.

• Progressive expectations for students’ ability to read disciplinary literature and write in that style (minimal as first year reading/writing in discussion style as 4th year).

• Podcasts as an assessment tool in higher education blog post by Chris Buddle.

Students respond to real, local and global community-informed issues and problems that require the use of diverse communicative styles. 

• Offer multiple resources for students to learn at their pace/style and provide alternate forms of assessment: discussion, presentation (oral/written), drawing, be creative!

Students have opportunities to build genuine, reciprocal relationships with local and/or global communities to develop their thinking, assignments, activities

• Strategies to engage students in real-world problems in the classroom from InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) has a variety of ideas and resources for improving use of real-world problems in courses.

• Creating Inclusive Assignments and Assessments University of Michigan resource guide with strategies for inclusivity as well as ideas for different modalities.

• Creating community, one relationship at a time describes a student’s experience connecting to community during the COVID pandemic.

• Teaching for Agency: From Appreciating Linguistic Diversity to Empowering Student Writers describes the teaching for agency framework and how authors have applied the framework through authentic writing assignments.

• Reimagining Community Engagement for a post-COVID world Inside Higher Ed article with partnership lessons for colleges.

• Translanguaging Guides from the CUNY-NYS initiative on emergent bilinguals.

• Translingual Communities: Teaching and Learning Where You Don’t Know the Language Article about how communication is negotiated socially across languages.