Faculty Development for Teaching International Students

A Seminar Series Approach

Authors

DOI:

https://doi.org/10.32674/jis.v10i3.1168

Keywords:

faculty development, international students

Abstract

This paper describes and reflects on a seminar series in linguistically responsive instruction across academic disciplines, providing faculty in different institutions a model for faculty development in working with international students.

Author Biographies

  • Zoe Burke, University of Dayton, USA

    ZOE BURKE, MA, is an adjunct instructor in the English Department at Cincinnati State Technical and Community College. Her major research interests include composition pedagogy, instructional design, and literacy studies.

  • Jennifer Haan, University of Dayton, USA

    JENNIFER HAAN, PhD, is an Associate Professor in the Department of English at the University of Dayton. Her major research interests lie in the area of linguistically responsive instruction and second language writing.

  • Colleen Gallagher, University of Dayton, USA

    COLLEEN GALLAGHER, PhD, is an Associate Professor in the Department of Teacher Education at the University of Dayton. Her major research interests lie in the area of teacher education for linguistically responsive instruction and content-based instruction for emergent multilinguals.

References

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De Jong, E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52(2), 89–97.

Ferris, D., Jensen, L., & Wald, M. (2015). Writing instructors’ perceptions of international student writers: What teachers want and need to know. The CATESOL Journal, 27(2), 55–72.

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Haan, J., Gallagher, C., & Varandani, L. (2017). Working with linguistically diverse classes across the disciplines: Faculty beliefs. Journal of the Scholarship of Teaching and Learning, 17(1), 37-51. doi: 10.14434/josotl.v17i1.20008

Institute of International Education. (2018). International student enrollment trends, 1948/49-2017/18. Open Doors Report. Retrieved May 20, 2019 from http://www.iie.org/opendoors

Lucas, T., Villegas, A., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361–373.

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Sorcinelli, M. D. (2007). Faculty development: The challenge going forward. Peer Review, 9(4). https://www.aacu.org/publications-research/periodicals/faculty-development-challenge-going-forward

Tardy, C. (2009). Building genre knowledge. Parlor Press.

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Published

2020-08-15

Issue

Vol. 10 No. 3 (2020): 10th Anniversary Series

Section

Cross-Border Narratives

License

Copyright (c) 2020 Journal of International Students

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

Faculty Development for Teaching International Students: A Seminar Series Approach. (2020). Journal of International Students, 10(3), 776-781. https://doi.org/10.32674/jis.v10i3.1168