Core Course Development Workshops - Summer 2013
Summer course development workshops are offered to support the development of new core courses or for substantive revisions of existing courses to meet core course requirements. This summer's workshops are designed for Foundations and Explorations courses as well as Integrations courses: more First-Year Seminar are needed, full-time instructors are strongly encouraged to develop Rhetorical Arts classes, and many Integrations courses need to be added.
The workshops are offered in different modules. Each module is half a day long, generally, 9:00am – 12:30pm and 1:30pm – 5:00pm and will take place at the CTE unless indicated otherwise. Faculty members can sign up for modules in different combinations (unless indicated otherwise). Faculty members can participate in as many modules as they wish; financial support is available only for a limited number of modules per faculty member – for details see below under summer grants.
Workshops are hands-on with opportunities for faculty members
- to explore different implementation models that meet the core course requirements and are compatible with their subject areas,
- to experience and try out different models and pedagogies,
- to be inspired by their colleagues' experiences, ideas, and feedback,
- to discuss and develop their own ideas and classes.
Faculty members will be asked to come with ideas and any material they may have already developed. For some workshops, you will have to do some reading ahead of time. If you are interested in contributing to any specific workshops (beyond just participating), please do let us know at email@example.com.
Workshop Modules Schedule
|5/13/13||am||Jesuit Rhetorical Tradition|
|5/13/13||pm||Rhetorical Principles and Practices|
|5/14/13||am / pm||Immersion - FYS/RA Model: Greenwich Village (2 modules)|
|5/15/13||am||Interdisciplinary Course Design|
|5/16/13||am||Integrating Information Literacy|
|5/17/13||am||Integrating Oral Skills|
|5/20/13||am||From Assignment to Revision: How Instruction and Feedback Shape Student Writing|
|5/20/13||pm||Knowledge and Acknowledgement: Teaching Students to Write with (and Cite) Sources|
|5/21/13||am||Integrating Writing and Speaking to Foster: Critical Thinking and Engaged Learning|
|5/22/13||am||Core Course Design|
|8/12/13||am||Teaching Critical Reading in the Digital Age|
|8/12/13||pm||Critical Reading as the First Stage in the Writing Process|
|8/13/13||am||Integrating Quantitative Reasoning|
|8/13/13||pm||Core Course Learning Outcomes: Planning Your Assignments to Understand and Improve Student Achievement|
|8/14/13||am||Completing Core Course Design|
|8/14/13||pm||First-Year Seminar Course Design|
Breakfast, lunch, and refreshments will be provided. Breakfast will be available at 8:30am for participants in morning workshops. Lunch is 12:30-1:30 for participants in that day's morning and afternoon workshops. Morning workshops are 9:00 - 12:30; afternoon workshops are 1:30 - 5:00.
These workshop modules are designed for specific group sizes. If modules are full, they will no longer be available for registration.
Jesuit Rhetorical Tradition (1 module)
This session will focus on the intellectual and spiritual principles that shape Eloquentia Perfecta the Jesuits' unique and vibrant engagement with the Rhetorical Tradition and its historic and intellectual foundations. We will discuss how Eloquentia Perfecta combines oral and written rhetoric, and in its contemporary form engages other forms of literacy and new media as well. We will also explore how Eloquentia Perfecta's intercultural dimension is contextually bound to its audiences and incorporates Ignatian pedagogical goals by integrating eloquence and critical thinking with moral discernment. - Participation in the Rhetorical Principles and Practices session in the afternoon of the same day and the Integrating Writing and Speaking module on 5/21 is recommended. The other writing modules on 5/20 and the immersion workshop on 5/14 are also relevant.
Rhetorical Principles and Practices (1 module)
This training session will focus on basic concepts and principles of the rhetorical arts, such as invention, genre considerations, and audience analysis. Informed by the course learning outcomes, emphasis will be placed on applying the Jesuit rhetorical principles to classroom activities and syllabus design. - Participation in the Jesuit Rhetorical Tradition session in the morning of the same day and the Integrating Writing and Speaking module on 5/21 is recommended. The other writing modules on 5/20 and the immersion workshop on 5/14 are also relevant.
Immersion -- FYS/RA Model: Greenwich Village (2 modules)
This workshop allows faculty members to experience a shortened version of a highly effective and engaging pedagogy used in a large number of First-Year Seminars and other classes at other institutions. This pedagogy can be used in the form presented or with variations as the unifying experience for a First-Year Seminars or Rhetorical Arts class spanning most of the semester or for a limited number of sessions only. It involves close reading and critical analysis of primary sources, as well as careful writing and several key public speaking activities. The use of this pedagogy in the context of a First-Year Seminar will be discussed based on example syllabi. Detailed documentation and support material will be made available during the workshops. Participants will be provided with individualized material before the workshop as preparation allowing faculty members to experience the FYS/RA model also from a student perspective. The pedagogy showcased in this module is one that can be adapted also to other classes; the module may therefore also be of interest for faculty members teaching other classes (not FYS/RA). The writing/speaking modules on 5/20 and 5/21 may be useful additional workshops.
Interdisciplinary Course Design (1 module)
During this workshop, faculty will develop a basic syllabus for an Integrations course they intend to teach based on the course criteria with particular attention to the opportunities and challenges of an interdisciplinary course. Based on key course design principles, faculty members will develop an outline of their course satisfying the learning outcomes and defining characteristic of a LMU Integrations course. This workshop will offer the opportunity to discuss and work together with colleagues when developing the course outline. If a faculty member plans to co- or parallel-teach an Integrations course with a colleague, it is strongly recommended that all involved instructors attend the workshops.
Integrating Information Literacy (1 module)
This workshop will introduce strategies for incorporating information literacy into classes across academic disciplines to satisfy the flag requirements. Exercises to help students learn how to find, evaluate, and reflect on information sources and online tools to support class assignments and activities will be introduced. Participants will share experiences and assignments and have hands-on time to begin to adapt the material to their disciplines and courses. Instructors will leave with a toolkit of classroom ideas, exercises, and assignments that they can incorporate into their classes, as well as contacts among LMU's librarians who will serve as a resource and as partners for the information literacy components of the new core.
Integrating Oral Skills (1 module)
What options exist for introducing oral skills elements into a class? How can it be done such that all students are engaged and learn? Based on research, this workshop will discuss skills students typically have, lack, or seek as well as the most common obstacles of effective oral communication. During the workshop we will introduce different strategies and a range of assignments to include oral skills activities into a class that satisfy the flag requirements and are relevant for other classes, too. Through the use of rubrics, assignments, and samples, we will discuss how to effectively and consistently evaluate oral skills in class.
From Assignment to Revision: How Instruction and Feedback Shape Student Writing (1 module)
What kind of instruction and feedback will help students understand how to write and revise their essay, report, or article, to hone and extend their thinking, or to write more effectively in their next assignment? This workshop will draw on research on the writing process and revision to explore the range of assignment and responding practices, from rubrics to peer review to individual conferences, and when each is effective. By considering feedback in relation to other forms of instruction, this workshop will discuss how to provide the kinds of comments and strategies that will help students understand how to improve both their essays and their abilities as writers.
Knowledge and Acknowledgement: Teaching Students to Write with (and Cite) Sources (1 module)
Using claims and evidence from published sources to develop new knowledge is a central feature of academic work. Students often struggle with this aspect of academic writing; they find the differing requirements for source use, the practices of citation, and the relationships between claim and evidence hard to navigate as they move from one discipline to another throughout their undergraduate career. Drawing from recent research in writing pedagogy, this workshop will discuss how to teach students to write with sources in ways that help them both to understand the methods of argument and knowledge-making in different disciplines, and to better understand the requirements of academic integrity.
Integrating Writing and Speaking to Foster Critical Thinking and Engaged Learning (1 module)
We often think of essays and oral presentations as separate and discreet assignments, but both writing and speaking can help students to conceptualize and clarify their ideas. This workshop will provide a framework for instructors to think through rhetorical issues of audience, invention, arrangement, articulation, and performance that shape both oral and written assignments. By considering the different ways that written and oral assignments lead students to deepen their understanding, and shape their knowledge for an audience, we can determine when to assign each mode, and how to integrate them for more effective learning.
Core Course Design (1 module)
During this workshop, faculty will develop a basic syllabus for their core course based on the LMU course criteria by modifying an existing syllabus or developing a new one. This workshop will rely on key course design principles to develop course elements addressing learning outcomes for the respective courses. This workshop will offer the opportunity to discuss and work together with colleagues when developing the course outline.
Teaching Critical Reading in the Digital Age (1 module)
In the digital age, students read differently -- reading fewer books, reading on devices like tablets and phones, reading interrupted by frequent distractions. Yet attentive, absorbed, thoughtful reading is still an essential part of a liberal education. What exactly do we mean by "critical" reading? What sort of activities does it entail? How can we help our students develop this skill and practice it in our courses? This interactive workshop will offer concrete strategies for helping students to focus on, comprehend, and respond intelligently to the readings we assign.
Critical Reading as the First Stage in the Writing Process (1 module)
Most college writing requires students to respond to texts -- either assigned texts or texts found in the library or online. In order to write well, students must first read well, hearing clearly what the author is saying as well as generating ideas of their own in response. Many first year students have little experience as critical readers of non-fiction texts, especially scholarly texts. This workshop will offer strategies for helping students become more complex thinkers as they integrate active, dialogical reading seamlessly into a writing process. It will address the different requirements of reading for research papers vs reading for papers about assigned texts. And it will give particular attention to helping students work responsibly and successfully with scholarly articles and books.
Integrating Quantitative Reasoning (1 module)
How do we teach quantitative reasoning to our students when we flag courses accordingly in the Core? How do students best learn quantitative reasoning? What applications, assignments, and exercises work well when we want to reinforce students' ability to apply quantitative, mathematical, statistical and/or computational argumentation in core courses (and beyond)? In this workshop, we will cover best practices and exchange experiences and material. All participants are invited to bring along ideas for assignments, examples of class activities and assignments, and challenges experienced in classes. This hands-on interactive workshop targets faculty with diverse backgrounds from ALL disciplines.
Core Course Learning Outcomes: Planning Your Assignments to Understand and Improve Student Achievement (1 module)
Every course in the new Core has a set of learning outcomes that students are supposed to achieve through completing the course. If you are teaching a Core course, you will need a plan to know if students are learning what they are supposed to.
In this hands-on workshop we will work on planning assignments to understand achievement of outcomes, and talk about how to use what you learn from student performance to help students improve. We will also cover the basics of rubric and test design so that you have the tools you need.
Whatever state your Core course is in (e.g., idea, proposal, syllabus), please bring it with you. If you have started work on your assignments, please bring those along too.
Completing Course Design (1 module)
Based on key course design principles, instructors will analyze each others' course proposals. To participate in this workshop instructors should have a fully or almost fully developed course proposal and syllabus. Instructors need to bring along all assignments, readings, and other material for the course so that they can discuss details of their courses with others.
First-Year Seminar Course Design (1 module)
During this workshop, faculty will develop a basic syllabus for a First-Year Seminar they intend to teach based on the course criteria for FYS. Based on key course design principles, faculty members will develop an outline of their course satisfying the learning outcomes and defining characteristic of a LMU FYS. This workshop will offer the opportunity to discuss and work together with colleagues when developing the course outline. This workshop is targeted towards faculty who are considering teaching a FYS in the future and are in the beginning stages of developing the class; faculty teaching a FYS this coming academic year are also welcome.
To register for workshops, please go to the registration site.
Please read the instructions below before going to the registration site.
To participate in a workshop you need to be registered and participation needs to be confirmed. You are welcome and encouraged to register for workshops also if you do not apply for a grant and are not developing a core course - priority will be given to those developing core courses and full-time faculty (all participating faculty need to be teaching at LMU next academic year). If you participate w/o having applied or and been awarded a core course development grant 2013, you will not be compensated for participation in any modules. You cannot receive a grant for developing a core course for which you received a development grant last year.
Participation in the workshops is combined with a grant for full-time faculty developing a new core course. To receive the summer grant, a faculty member has to participate in at least 2 workshop modules and submit a final report and first version of a course syllabus latest by September 13, 2013. Faculty member are compensated for participation in up to two three additional modules over the summer and are encouraged to consider participation in further modules, if interested. Grant recipients are required to submit a course proposal application, either before the summer, or by the September 13 course proposal deadline.
Payment of the grant is based on:
- Participation in workshop modules and
- Submission of a final report, syllabus, and a course proposal application.
Participation in a workshop module is compensated by $300 per module, for up to four five modules over the summer (faculty members are encouraged to participate in additional modules). The workshop payments are made at the next possible pay date after the workshop participation, once two workshop modules have been attended. Payments are made as supplementary taxable payments. Upon submission of a syllabus and a final report as well as a course proposal application by the September 13 deadline, a final payment of $500 is released.
To summarize, upon completion of all requirements, total grant payment is
- $2,000 = 5 * $300 + $500 for 5 modules,
- $1,700 = 4 * $300 + $500 for 4 modules,
- $1,400 = 3 * $300 + $500 for 3 modules,
- $1,100 = 2 * $300 + $500 for 2 modules.
Each faculty member may receive at most one core course development summer grant during the summer of 2013. If funds are exhausted (unlikely), priority will be given to faculty members who did not receive a core course development summer grant last year, however, also faculty members who received a grant last year are strongly encouraged to apply for summer core course development grants.
Summer grants can be given only for courses that have not yet been fully developed and taught in the new core. Grant applications for existing courses are possible if the course is undergoing a substantive revision to be included in the Core; a detailed, careful, and convincing explanation has to be provided for the grant application to be considered. Courses with a different title but essentially the same content at a similar level are considered existing courses. Flagged courses can be the basis of a grant application if the course is either a new course or the addition of a flag to the course constitutes a substantive revision of the course.
After submission, the syllabus, final report, and course application form will be made available to the LMU community.
To apply for grants, please go to the registration / application website.
Make sure to discuss your grant application with your Chair before submitting an application (no approval required for the grant application). A copy of your application will be forwarded to you, your Chair, your Dean, and the Center for Teaching Excellence.
If you have not yet submitted a course proposal application, to apply for the grant, you will have to provide the following during registration:
- a provisional title for the course,
- a short description of the topic and objectives of the course (max 200 words),
- a short explanation of the rationale of the course (connection to department, core, etc., if applicable, max 300 words),
- if this application is for a substantive revision of an existing course, then please explain the substantive nature of the revision (max 200 words).
You may want to prepare these points in a file and upload a pdf during registration (preferred method), or you can enter them one by one as your register. If you are considering more than one course, you have the option to indicate that.
If you have already submitted a course proposal application, please have a pdf version of the application available to upload during the registration process.
If you already submitted a grant application earlier in the spring and it was approved, then you will not need to re-upload the material. In that case you will only register for the sessions you wish to attend. You can be paid for up to a total of five modules in May and August (e.g. if you did 2 modules in May, then you can include 3 additional August modules in your grant - and you are always welcome to participate in more modules w/o payment).
To be guaranteed consideration, grant applications and registrations are due latest by August 7, 2013.
To receive the last installment of your grant ($500), you need to submit a final report by latest September 13, 2013 to firstname.lastname@example.org. You may submit a final report for another core course than your original course application after consultation with the CTE Director; in that case, you need to address point 8 below. Your final report needs to be in pdf format and consist of the following
- your name, department, course type, and title for the course,
- an updated short description of the topic and objectives of the course in the final version (max 200 words),
- a short description of the workshops attended and their relevance for and input into the core course design (max 200 words),
- a short explanation as to whether this course is designed to be taught by different instructors in the department (or beyond),
- a list of other core courses you are considering to design or have already prepared (please list the course title, the type of course, the stage of development, and when, ideally, you would like to first teach it), if applicable,
- if the course is a first-year seminar, a short description of your preferred writing instructor model (max 200 words),
- if you redesigned an existing course, please make clear how the course you developed turned out to be different from the previous version and how the changes relate to the core (max 200 words),
- if you submit a final report for a different course than the one initially described in your grant application, please explain why you changed course and whether you still intend to develop the course you initially applied for and, if so, when (max 300 words),
- any special requirements or noteworthy aspects of your class(if any, max 200 words),
- a copy of the syllabus of the course (this has to be a complete, carefully developed, and implementable version of the syllabus).
The final grant payment will be initiated only if all points are addressed in a satisfactory manner and a core course application has been submitted.
Your final report and syllabus will be made available via a link on this website.
|April 15, 2013||Core Course Application Submission Deadline|
|April 26, 2013||First Grant Application Deadline|
|May 13 - May 24, 2013||Summer Workshops (see above for details)|
|August 7, 2013||Second Grant Application Deadline|
|August 12 - August 14, 2013||Additional Summer Workshops Possible|
|September 13, 2013||Final Grant Report and Syllabus Submission Deadline|
|September 13, 2013||Core Course Application Submission Deadline|
There will be further course approval submission deadlines throughout next academic year and beyond. Summer grant recipients need to submit a course proposal application latest by September 13, 2013.
Grant Reports & Syllabi
|Name||Department||Course Type||Final Report & Syllabus|
|Bany, James||American Studies||Integrations
Historical Analysis and Perspectives
|Bunker, James||Communication Studies||FYS|
|Dillon, Matt||Classics||Rhetorical Arts|
|Finlay, Chris||Communication Studies||FYS|
|Gebhard, Glenn||Film and Television||Integrations
|Herring, Amanda||Art & Art History||Integrations
|Hoffman, Pete||Urban Studies||Integrations
|Levitsky, Holli||Jewish Studies||Integrations
|Milicevic, Mladen||Recording Arts||Integrations
Nature of Science, Technology, and Math
|Noreen, Kirstin||Art & Art History||Integrations
|Oh, Stella||Women Studies||Rhetorical Arts|
|Parrish, John||Political Science||FYS|
|Radler, Charlotte||Theological Studies||Explorations
Faith and Reason
|Rodriguez-y-Gibson, Eliza||Chicana/o Studies||Flags|
|Seto, Brandon||American Studies||Integrations
|Stackle, Erin||Philosophy||Rhetorical Arts||pdf|
|Wang, Yanjie||Asian and Pacific Studies||FYS|
|Ward, Thomas||Theological Studies||FYS|
These final reports and syllabi are provided for individual academic and research purposes only. They may not be disseminated in any form without explicit written consent by the author and notification of the Center for Teaching Excellence at email@example.com.
The syllabi above are the September 2013 versions. Instructors are free to modify the syllabi at any point. These syllabi do not constitute valid syllabi for any specific class taught by the instructors listed above or by any other instructor - students need to consult the syllabus for the specific class they are enrolled in. The syllabi and final reports are not part of the course approval process. The core course development grant payment and inclusion of a course in the list here do not confer any right to teach this class or to teach it as described in the syllabus. Courses listed here may or may not have been approved in a form compatible with the syllabus included here.
QUESTIONS? Please get in touch with us at firstname.lastname@example.org
Last Updated - 9/15/2013