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

Participants engage in a morning webinar followed by individual work either remotely or on their home campus with the guidance of a small group facilitator. In the afternoon, participants will engage on their home campus with in-person, small group activities related to the theme of the day, and participate in a whole group reflection. (Virtual afternoon option available.)

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

Please note the dates for your institution

Bates: Tuesday, August 10, Wednesday, August 11 & Thursday, August 12

Colby and Bowdoin: Tuesday, August 17, Wednesday, August 18 & Thursday, August 19

Register by Institution:

TimeSample Daily Schedule
9 – 10amOpening Session (virtual)
10 – 11:30amWork on Essential Activity (individual/virtual)
11:30am – 12pmBreak
12 – 1pmWelcome/Lunch (in-person on your campus)
1 – 2pmDiscuss Essential Activity in Small Group (in-person)
2:15 – 3pmExplore/Work on Bonus Activities and Modules in Small Group (in-person)
3 – 4pmClosing Reflection (in-person)

“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 the virtual components of this institute will be sent via email to registered participants.

Register by Institution:

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

Past Participant
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