What project will you be working on?

A Virtual Exchange (VE) website and database, to establish new partnerships across Middlebury and share curriculum and outcomes for each place-based VE or place-based project, such as  advocacy documents, infographics, or digital storytelling artifacts.

How does your project tie to this year’s theme?

What impact(s) do you hope your project will have on student learning?

• Increasing second language confidence, as reported by Team Tandem
• Increasing students’ global awareness , competencies, and digital literacy, as reported in the vast VE literature
• Engaging students in Project-Based Learning related to issues of local and global nature
• Developing students’ professional skills and international network
• Facilitating intercultural understanding and appreciation of others
• Connecting students with Schools Abroad

What project will you be working on?

I will be creating a series of mini video lectures on key topics that can be used as asynchronous content in our new Intro to Translation and Intro to Interpretation courses.

In addition, I will be working with Renee Jourdenais on a project focused on the Intro to Translation course (for more details, see Renee’s project profile below).

How does your project tie to this year’s theme?

What impact(s) do you hope your project will have on student learning?

I hope the videos will make for more engaging, meaningful digital learning experiences for all students, regardless of modality.

What project will you be working on?

This fall, we’re embarking on a new curriculum in the T&I program, including a new Intro to Translation course which will be taught in both hybrid and online modalities. This new course is designed to be an introductory course for ALL languages of T&I and provide them with basic skills necessary for moving forward. For our project, we plan to collect data this fall related to course design and student learning in the new Intro to Translation courses, and use those data to identify areas that can be iterated on in future courses.

How does your project tie to this year’s theme?

What impact(s) do you hope your project will have on student learning?

We aim to create a course where all students feel that they are deliberately, specifically, included and that they’re learning important professional skills — regardless of instructor, regardless of language, regardless of location, regardless of modality!

What project will you be working on?

a Podcast series which includes interviews with alumni who are working in the anti-FinCrime field

How does your project tie to this year’s theme?

What impact(s) do you hope your project will have on student learning?

My hope is that these podcasts will get prospective students excited, and current students more engaged, thus improving student learning outcomes.

What project will you be working on?

I would like to create an OER textbook to simultaneously serve as the core text, the narrative spine, and the skill-development platform for both the in-person and online versions of my Structure of English course. The in-person class would build off the narrative spine in this OER to have more micro-teachings and small-group based projects.

How does your project tie to this year’s theme?

What impact(s) do you hope your project will have on student learning?

•  I anticipate that the use of an open access resource, particular for the online version of the course, will create a more cohesive narrative spine for the class, and a cleaner, more engaging user experience than sending learners to multiple sources, which sometimes offer conflicting perspectives and seldom apply directly to our MIIS students’ felt needs.
• By focusing on hospitality, real life use, and by emphasizing a wider range of norms than American and British, the realm of grammar teaching – often felt by MIIS students to be a realm of gatekeeping, exclusion, and assimilation – will be brought more in line with the rest of our program goals and the prevailing perspective of our MIIS students.
• A technology-enhanced approach to grammar activities, that allow for as much repetition as needed, and that builds in instantaneous feedback, will go along way to helping students practice in a safe space, stay engaged, and more quickly move onto being able to apply this analytical skill in more complex, real-life, teaching settings. I hope this will increase student engagement and confidence.