Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students

Teaching English in the Two-Year College Sep 2020

Feature: Bringing the Community to the Classroom: Using Campus-Wide Collaborations to Foster Belonging for Dual Enrollment Students

Angela Ridinger-Dotterman ; Regina A. Rochford ; Susan Hock

Abstract

This article describes the experience of three professors teaching dual enrollment BTECH Early College High School students at Queensborough Community College, and our incorporation of departmental and campus-wide collaborative learning experiences as an intervention for student success and engagement. We present our collaborative approach to course design, culminating in the Upstanders Project, a multimodal research-based writing assignment incorporating on-campus cultural and learning resources. We argue that this approach led to an immersive learning experience for dual enrollment students that strengthened their ties to the college community.

Journal: Teaching English in the Two-Year College
Published: 2020-09-01
DOI: 10.58680/tetyc202030879
Open Access: Closed
Topics: two-year college curriculum design writing across the curriculum multimodality artificial intelligence

Citation Context

Cited by in this index (1)

Jensen (2024)

Instructional Note: Creating Digital Research Posters in First-Year Writing Classes

Teaching English in the Two-Year College

Cites in this index (0)

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