Keynote Presenters

DAY ONE KEYNOTE ADDRESS

Dr. Kelly Schrum  

Kelly Schrum is director of educational projects at the Center for History and New Media and associate professor in the Higher Education Program at George Mason University. She has worked for more than a decade to create innovative, open digital resources and tools for teaching and learning, including online courses for practicing teachers and the websites Teachinghistory.org and History Matters. Publications include Some Wore Bobby Sox: The Emergence of Teenage Girls’ Culture, 1920-1950, U.S. History Matters: A Student Guide to History Online, and World History Matters: A Student Guide to History Online as well as numerous articles on teaching and learning in the digital age.

 

Keynote SessionIn the Cloud and On the Ground: Practical Approaches to Teaching with Digital Resources 

The higher education landscape is changing quickly, challenging us to think critically about our roles as educators. How can we harness the growing number of digital tools and resources? What questions should we be asking about how and when to use them for teaching? Are we responsible for  teaching digital literacy as well as content? This talk will explore practical strategies for using digital resources creatively — and intentionally — to promote innovation, learning, and student engagement.

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DAY TWO KEYNOTE ADDRESS

Hansun Zhang Waring  

Hansun Zhang Waring is Assistant Professor of Linguistics and Education at Teachers College, Columbia University and the founder of The Language and Social Interaction Working Group (LANSI). As an applied linguist and a conversation analyst, Dr. Waring has primarily been interested in understanding the discourse of teaching and learning in a variety of pedagogical contexts. Her work has appeared in leading applied linguistics journals such as Applied Linguistics, TESOL Quarterly and Language Learning as well as leading discourse journals such as Research on Language and Social Interaction, Text and Talk, and Discourse Studies.

She is on the editorial board of Classroom Discourse and the author (with Jean Wong) of Conversation Analysis and Second Language Pedagogy (Routledge, 2010).

Keynote SessionUnderstanding the Language of Pedagogy: Insights from Conversation Analysis 

Teacher talk has been a topic of abiding interest among scholars and practitioners alike, and central to such interest is the question "how does teacher talk promote or inhibit learning opportunities?" Based on conversation analytic accounts of video-recorded pedagogical interactions, I show how specific methods of elicitation and prompting as well as mundane phrases such as "very good" or "any questions?" can leverage learning opportunities in subtle but important ways. I offer these exhibits as a springboard for further pondering the pitfalls and potentials of our routine instructional practices. 
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Monika Ekiert  

Monika Ekiert is Assistant Professor in the Department of Education and Language Acquisition at LaGuardia Community College, City University of New York (CUNY). She holds a doctorate in Applied Linguistics from Columbia University, and is certified in "Writing in the Disciplines." She has taught academic writing and both undergraduate and graduate courses in second language acquisition for over 8 years. Her research has been published in edited volumes and peer-reviewed journals in the fields of TESOL and Applied Linguistics. Dr. Ekiert is also a regular presenter at national and international conferences.

Keynote SessionThe Challenges of Academic Writing for Multilingual College Students 

One of the best ways for professors to improve students' academic writing is to see literacy and language development as embedded in the practices of individual disciplines, instead of a generic skill that students have failed to develop at school. Working with student writers, specifically those who are multilingual, as well as their texts, demands a special focus on the conventions of disciplinary discourses. I offer insights on how to strategically initiate multilingual student writers into disciplinary academic discourse, zeroing in on rhetorical, sociopragmatic, lexical, and grammatical dimensions of academic writing in English.