Carly M. Lesoski

Learning Innovation Program Manager

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Hello and welcome! I'm Dr. Carly M. Lesoski and I'm the Learning Innovation Program Manager in DCAL. My primary task in this role is to coordinate the Accessible Dartmouth Initiative. I am passionate about accessibility, Universal Design for Learning (UDL), and creating inclusive learning environments that support all students (and instructors!) 

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Contact

Carly.M.Lesoski@dartmouth.edu
HB 6247

Selected Publications

  • Carly's Google Scholar Profile

    *Lesoski, C. M. (Forthcoming.) Multilingual identities and their effect on heritage language learner intercultural education during telecollaboration. In L. Klimanova (Ed.). Identity, multilingualism, and CALL. CALICO monograph series.

    Lesoski, C.M. (2022). Supporting neurodivergent learners online: Strategies and lingering questions. The National Teaching & Learning Forum. Vol 31(3), pp. 3-4. https://doi.org/10.1002/ntlf.30320 

    Lesoski, C. M. (2021). The online cheating conundrum. The National Teaching & Learning Forum. Vol 30(6), pp. 3-5. https://doi.org/10.1002/ntlf.30298 

    *Brunsmeier, S., Goertler, S., & Lesoski, C. M. (2020). Learning from experience: Task design in telecollaborative projects at the university level. In B. Brandt, L. Bröll, & H. Dausend (Eds.). Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis, pp. 92-110. Waxmann Verlag.

    *Goertler, S., Schenker, T., Lesoski, C., & Brunsmeier, S. (2018). Assessing language and intercultural learning during telecollaboration. In: S. Link & J. Li (Eds.). Assessment across online language education. pp. 21-48. Equinox.