Course (re)Design Institute

The CBB Course (re)Design Institute (CDI) is a place for faculty and instructors to start the design of a new course or rethink the design of a pre-existing course. The CDI is a learner-centered experience that allows each participant to spend time working on the elements of their courses that need the most attention while engaging in conversation with the facilitation team, fellow instructors, and colleagues. Ultimately, this experience will assist faculty and instructors in developing courses that promote deep learning, support academic integrity, meet the needs of diverse learners, and enhance the academic experience for all learners.

“We decreased anxiety about our upcoming courses and developed a more effective assessment plan.”

Past Participant

January 5th – 7th, 2022

Participants engage in a morning webinar followed by remote individual work and discussions with virtual small group. In the afternoon, participants will strategize one-on-one with a small group facilitator, engage with virtual small group activities related to the theme of the day, and participate in a whole group reflection.

Participants should expect to work on CDI activities throughout each day, with breaks for coffee and lunch. All participants will be assigned a small group and a small group facilitator to support progress and share ideas.

The Course (re)Design Institute is entirely virtual.

TimeDaily Schedule
9 – 10amOpening Session
10 – 11:30amIndividual Work on Essential Activity
11:30am – 12:30pmSmall Group Discussion on Essential Activity
12:30 – 1:30pmLunch Break
1:30 – 2:30pm15-Minute Meeting Slots with Facilitators
2:30 – 3:00pmClosing Session

“In 3 days I formalized (1) incorporating student metacognition into class, (2) explicitly building community as a goal, and (3) providing formative feedback (and telling students they are receiving it).”

Past Participant

Each day will have a different focus: learning outcomes, assessment, and pedagogical strategies. The end products that faculty produce are up to them and what they need. Some examples could include: New/revised learning outcomes, revised syllabus, exam questions, homework assignments, rubric, active learning activities, or a technology plan. Facilitators from Bates, Bowdoin, and Colby will provide feedback in small groups and one-on-one.

Information on how to access this virtual institute will be sent via email to registered participants.

“Thank goodness someone kicked me in the butt to start working on this class.”

Past Participant
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