News

Announcing Sewanee’s first Course (Re)design Experience

course design experience

**Please signup by July 1** 

From 8:00am-4:00pm each day with breaks and some built-in work time; breakfast, snacks, lunch, and modest stipend included. Participants are required to attend all sessions both days to receive the stipend.

Participants will:

  1. Learn and practice basic principles of course design.

  2. Discuss inclusive course design and strategies for inclusive teaching.

  3. Learn strategies for leading discussion and promoting dialogue across difference.

  4. Learn more about a specific area of focus chosen from a menu of options (see below).

  5. Draft and receive feedback on a syllabus + learning artifact.  

 

Breakout options:

You will choose one option from the list below as your main area of focus, plus one more to explore in a shorter session. 

The Scholarship of Engagement
The goal of this workshop will be to clarify how to develop a course that incorporates the scholarship of engagement. Participants will begin with a discussion of the scholarship of engagement, which addresses social and professional issues by integrating research, teaching, and service to serve one's academic discipline, students, and/or society. Attention will be given to how to 1) engage professional and community organizations that need scholarly support, 2) prepare students for such engagement, 3) develop community-based scholarship, 4) produce and disseminate deliverables, and 5) assess such scholarship. Finally, faculty will consider ways in which they can revise their syllabi to use these strategies, and for those who wish to do so, use the deliverables and success of this engaged scholarship in promotion and tenure review. Note: faculty who are also interested in civic engagement pedagogy should consider this track.

Getting Experimental: Open-Access Writing Assignments and Syllabus Planning
In this module, we will consider how to think about writing assignments and syllabus-planning from an “Open Access” perspective. In essence, this means creating assignments (and classes) that help students construct narratives about their identities and goals as academic writers, taking into account the increasingly wide range of assumptions and contexts they are bringing to the college writing classroom. This approach is designed to challenge some of our long-held assumptions about what writing assignments might look like in courses across the curriculum, and how innovations in syllabus structure can change how students (and faculty) see elements like grammar, revision, and grading to more creative and effective ends.

Place-based Learning: Global and Local
Participants will begin with a discussion of intercultural knowledge and competence, including cultural rules and norms, perspective taking, empathy, worldview, personal self-responsibility, and suspension of value judgments. The group will discuss various techniques used to help students to deepen their understanding of, and facility in dealing with, these values. Finally, faculty will consider ways in which they can revise one (or more!) of their syllabi to deploy the techniques discussed in the workshop and to advance intercultural knowledge and competence.

Facilitating Dialogue in the Classroom
Participants will: 1. Discuss what we mean by "dialogue" in the classroom, the role of a facilitator in the classroom, and how this complements and/or may be in tension with how faculty typically understand their role. 2. Workshop case studies, e.g., a time when conversation broke down, or when a difficult topic came up in the classroom. 3. Receive training and practice with dialogue facilitation models. 4. Identify potential applications to the classroom and to course design.

INTERESTED in this unique experience? PLEASE CLICK HERE TO SIGN UP!

Funded by a grant from the Jesse Ball duPont Foundation
 
We hope you will join us!