The fourth and final session in the 2022-2023 GSOLE Webinar Series
This webinar explores how adapting HyFlex principles to writing and reading courses can foster postsecondary literacy development for students who require intensive learning support as they transition to college. Participants will explore strategies for applying HyFlex principles to create inclusive courses for students who benefit from structured asynchronous online resources, interaction, and learning activities in addition to synchronous virtual or in person class meetings. Attendees will engage in interactive workshop activities and examine strategies for creating asynchronous online activities and resources that remove barriers to literacy development for students who face learning challenges in a digital world. This webinar is for literacy educators at community colleges and other open-access campuses, along with graduate students and instructors at teaching-intensive institutions who want to incorporate online support into courses while also maintaining a sustainable workload. Participants will leave the workshop with practical strategies for integrating online components into a literacy course regardless of whether an institution officially designates it as HyFlex.
Joanne Baird Giordano is an associate professor of English, Linguistics, and Writing Studies at Salt Lake Community College. Her research focuses on inclusive teaching, community college students’ literacy development, and the experiences of two-year college literacy educators. Her work has appeared in College English, CCC, TETYC, WPA Journal, Pedagogy, the Journal of Writing Assessment, other journals, and edited collections. She serves as Associate Chair (and Chair starting in November 2022) of the Two-Year College English Association.
Cassandra Phillips is the First-Year Writing and Developmental English Coordinator and a Professor of English for the College of General Studies at the University of Wisconsin Milwaukee at Waukesha. Her research focuses on developing writing programs and pedagogies for access institutions. Her work has appeared in TETYC, WPA Journal, Pedagogy, Peitho, and edited collections. She is co-author with Holly Hassel of the SWR book, Materiality and Writing Studies: Aligning Labor, Scholarship, and Teaching.
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