Core Course Development Workshops - Summer 2016
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.
The workshops are offered in different sessions. Each sessions is half a day long, 9:00am – 12:30pm and 1:30pm – 5:00pm and will take place at the CTE. Faculty members can participate in as many sessions as they wish as long as they have confirmed RSVP's.
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.
|8/10/16||am||Interdisciplinary Connections Revisited|
|8/11/16||am||Making the Most of Collaborative Writing Assignments|
|8/11/16||pm||The Power of Peer Review|
|8/12/16||am||Designing and Trouble-Shooting Writing Assignments|
|8/12/16||pm||Teaching Students to Understand Genres|
Breakfast, lunch, and refreshments will be provided. Breakfast will be available at 8:30am for participants in morning workshops. Lunch is 12:30-1:30pm for participants in that day's morning and afternoon workshops. Morning workshops are 9:00am - 12:30pm; afternoon workshops are 1:30pm - 5:00pm.
If you wish to register for workshops w/o applying for a grant please RSVP by sending us an email to email@example.com; if you wish to apply for a grant, please read the instructions below. Workshop participants need to have a confirmed RSVP and are expected to attend the entire session.
Interdisciplinary Connections Revisited (1 module)
Dorothea Herreiner, PhD, CTE
What makes a course an interdisciplinary course? What are the requirement for a Core Course on Interdisciplinary Connections? How can learning outcomes be designed to reflect the interdisciplinary nature of a course? How can assignments be designed to integrate disciplinary knowledge and modes of analysis. During this hands-on workshop we will focus on developing key elements of an interdisciplinary course based on the disciplines participants are planning to integrate in a course. The workshop will be highly interactive and hands-on based on participants course ideas and materials and relying on feedback and suggestions from colleagues as the courses are being fleshed out. Colleagues that have taught Interdisciplinary Connections courses are expressly invited to this workshop to allow for an exchange of lessons learnt, best practices, and reflections and explorations of challenges and opportunities.
Making the Most of Collaborative Writing Assignments(1 module)
Suzanne Lane, PhD, Director WRAP, MIT
Because group writing projects require students to discuss, and thus make explicit, many of their rhetorical strategies, and also to coordinate in planning the writing process, collaborative writing assignments can often accelerate the improvement of students' understanding of audience, structure, and rhetorical problem-solving. Yet, group writing assignments can also be difficult to coordinate, and students often encounter problems in collaborating that can short-circuit the learning process. This workshop will provide background and research about collaborative writing, as well as practical strategies for designing and implementing.
The Power of Peer Review (1 module)
Suzanne Lane, PhD, Director WRAP, MIT
A great deal of research has shown that students gain a more sophisticated understanding of writing processes and strategies through participating in peer review, and that their self-efficacy in writing increases as well. However, many faculty struggle with the logistics of peer review in the classroom—what kind of instruction is necessary to help students do it well? What needs to be taught explicitly? What is the instructor's role in guiding students, and how does peer review relate to instructor comments? How much time does it take? This workshop will provide strategies for teaching students how to analyze other students' writing thoughtfully, and to provide constructive, focused criticism. The workshop will include hands-on experience with peer review, and will address conceptual as well as practical issues.
Designing and Trouble-Shooting Writing Assignments (1 module)
Suzanne Lane, PhD, Director WRAP, MIT
A main goal of the First-Year Seminars is that students will learn to "engage critically and reflectively in scholarly discourse," but what kinds of writing assignments will promote this learning? What do assignment prompts need to explain for students to fully understand the task? How should assignments change and build on each other over the course of the semester? And how should assignments be revised if they're not producing strong results from students? This workshop will help faculty consider the various concepts and contexts that shape student writing, and will offer strategies for constructing both individual assignments and the sequence of writing assignments over a semester. Working with examples from different disciplines, and with both formal assignments and informal, writing-to-learn prompts, participants will gain hands-on experience with thinking through modular, incremental, and cognitive sequencing. A portion of the workshop will be devoted to trouble-shooting and revising participants' assignments, so please bring copies of an assignment that you would like to improve or develop.
Teaching Students to Understand Genres (1 module)
Suzanne Lane, PhD, Director WRAP, MIT
Often, the various forms of writing in different classes are called, generically, "papers," "assignments," or "essays," and students frequently struggle to understand how to craft their texts for different purposes, audience, and disciplines. This workshop will focus on the concept of genre, and explore how explicit teaching of genres such as literary analyses, position papers, policy memos, lab reports, or journal articles, can aid students' understanding of how to write appropriately in different situations. Drawing from research that shows that this kind of explicit teaching can increase students' metacognitive understanding of writing strategies and ability to transfer writing knowledge from one situation to another, this workshop will offer tested strategies for teaching genre awareness and comparative genre analysis.
Participation in the workshops can be combined with a grant for developing a core course. Core Course Development Grants are available for Full-Time Faculty members only.
Part-Time Faculty members are invited to participate in these Core workshops under the Part-Time Faculty Course Development Workshop Grants. Grant support for Part-Time Faculty members teaching Rhetorical Arts classes or working as Writing Instructors for First-Year Seminars is not available; the Core program offers a separate Faculty Development program.
Faculty members can receive grants to develop a new core course - that is for a course that has not yet been taught by that instructor in the new core. If a similar course has been taught before by the instructor (in the old core or elsewhere), then the instructor needs to be substantively revising the course for inclusion in the core to qualify for the grant; it is the instructor's responsibility to clearly and convincingly explain the character and rationale of those revisions and the relevance for the core requirements in the application. Courses with a different title but essentially the same content at a similar level are considered existing courses and do not qualify for the grants.
Faculty members can also receive grants to redesign new core courses - these are courses that were already taught by the instructor in the new core but require additional revisions (for any new core course such a redesign grant can be received only once). These additional revisions need to be substantial, warranted, well documented and need to address core requirements - it is the instructors' responsibility to present a strong and convincing case in their applications.
To receive the Core Course Development Grant, a faculty member has to participate in at least two sessions and submit a final report, a course syllabus, and a copy of the submitted UCCC core course application latest by September 16, 2016 (see below, the UCCC application can have been submitted and, possibly approved, in the past). Faculty members are compensated for participation in up to three additional sessions (five total). Grant recipients are required to submit a course proposal application latest by the course proposal deadline.
Payment of the grant is based on:
- Participation in complete workshop sessions and
- Submission of a final report, syllabus, and a corresponding UCCC course proposal application.
Participation in a workshop session is compensated by $300 per session for new course development and by $100 for substantive course revisions, for up to five sessions. Session payments are likely made in September. Payments are made as taxable supplementary payments (grant recipients needs to be on LMU payroll). Upon submission of a syllabus and a final report as well as a UCCC course proposal application by the deadline, a final payment of $500 is released.
To summarize, upon completion of all requirements, total grant payment for new core course development is
- $2,000 = 5 * $300 + $500 for 5 sessions,
- $1,700 = 4 * $300 + $500 for 4 sessions,
- $1,400 = 3 * $300 + $500 for 3 sessions,
- $1,100 = 2 * $300 + $500 for 2 sessions.
Total grant payment for revision of a core course is
- $1,000 = 5 * $100 + $500 for 5 sessions,
- $900 = 4 * $100 + $500 for 4 sessions,
- $800 = 3 * $100 + $500 for 3 sessions,
- $700 = 2 * $100 + $500 for 2 sessions.
Each faculty member may receive at most one core course development summer grant during the summer of 2016. If funds are exhausted, priority will be given in the following order:
- faculty members who did not receive a core course development summer grant the last four years and are developing a new core course,
- faculty members who did not receive a core course development summer grant the last four years and are revising a newly developed core course,
- faculty members who have received one or more core course development summer grant(s) before and are developing a new core course,
- faculty members who have received one or more core course development summer grant(s) before and are revising a newly developed core course.
- faculty members who have received a core course development summer grant before and did not submit a final report plus syllabus and core course application (the applicant should take special care in explaining how the grant conditions will be satisfied this time).
For qualified applications, funds should be sufficient to award grants not just to first-time applicants but also to faculty members who have received core course development grants in the past (and completed all grant conditions).
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.
All grant applications are automatically forwarded to the faculty member's Department Chair/Program Director and (Associate) Dean, who may provide feedback on the application. Grant approval does not constitute an approval of the course by the Chair or (Associate) Dean (or guarantee that the course can be taught) nor does it replace or guarantee UCCC approval of the course or preempt UCCC review of the course.
Generally, different individuals cannot each receive a grant for developing the same course, whether team-taught or not (grants can be split in equal parts for the same course). Separate grants can be awarded for the development of different versions of a First-Year Seminar or Rhetorical Arts course by regular faculty members (not Writing Instructors or Rhetorical Arts Fellows or Part-Time Instructor); for different versions of any other core course, please contact the CTE Director.
After completion of the grant, the syllabus and final report will be made available on this website to the LMU community.
To apply for grants, please go to the Registration/Application Site an complete the short application HERE (now closed).
A copy of your application will be forwarded to you, your Department Chair/Program Director, your Dean's Office, and the Center for Teaching Excellence.
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 whether previously taught in the core or not, then please explain the substantive nature of the revision (max 200 words).
Do prepare these points in a file, merge them into one pdf, and upload it during registration (preferred method); alternatively, 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.
Grant applications and registrations should be submitted ASAP; applications will be considered on a first-come-first-served basis and are subject to available space.
To receive the last installment of your grant ($500 for independent course instructors), you need to submit a final report by latest September 16, 2016 to firstname.lastname@example.org. Final reports need to be in pdf format and consist of the following:
- 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 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), if applicable;
- If you redesigned an existing course to turn it into a new core course (i.e. the course was not yet a new core course previously), 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 redesigned a new core course (i.e. a course that had already been developed as a new core course), please make clear what the substantial revisions were to this course (compared to your first version of this new core course) as well as what issues these revisions address and how;
- If you submit a final report for a different course than the one initially described in your grant application (possible only after approval by the CTE Director), 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 UCCC core course application has been submitted. For the timeline - see below.
Your final report and syllabus will be made available via a link on this website.
|August 8 - August 11, 2016||Summer Workshops|
|September 16, 2016||Final Grant Report, Syllabus, and UCCC Core Course Application Submission Deadline|
Summer grant recipients need to submit a Course Proposal Application to the UCCC latest by September 16, 2016 - evidence of the submission of such an application or of UCCC approval needs to be provided along with the final report and syllabus; the UCCC approval may pre-date the workshop attendance and grant application.
Grant Reports & Syllabi
|Name||Department||Course Type||Final Report & Syllabus|
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. Final reports and syllabi are provided only for grant recipients that completed all grant requirements.
The syllabi above are the September 2016 or earlier 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: 8/4/2016