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Summer Grants and Workshops 2014

Core Course Development Workshops - Summer 2014


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 teachers@lmu.edu.

Please consult the sections below for details on:

Details about core course applications can be found HERE. Details about the new core curriculum are HERE.
Additional Resources can be found HERE.

Workshop Modules Schedule

May 13, 2014
 am + pm
 TBA  2 modules
May 14, 2014  am + pm    TBA  2 modules
May 15, 2014
 am + pm
 TBA  2 module
May 16, 2014
 am + pm
 TBA  2 module
May 19, 2014
Leading with Reading: Strategic Instruction to Deepen Students'
Understanding  of Complex Texts
 1 module
May 19, 2014
Arguing Across the Curriculum
 1 module
May 20, 2014
Text and Context: Helping Students Develop a Rhetorical Awareness of
Audience, Purpose, and Genre
 1 module
May 20, 2014

 1 module
May 21, 2014
Sequencing and Scaffolding Writing and Speaking Assignments  1 module
Aug 12, 2014
 am + pm
 TBA  2 module
Aug 12, 2014
 am + pm
 TBA  2 module
Aug 13, 2014
 am + pm
 TBA  2 module
Aug 13, 2014
 pm + pm
 TBA  2 module
Aug 14, 2014
 am + pm
 TBA  2 module
Aug 14, 2014
 am + pm
 TBA  2 module

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.

Workshop Descriptions

Leading with Reading: Strategic Instruction to Deepen Students’ Understanding of Complex Texts
(1 module) [Event Page]
Suzanne Lane, Director, Writing Across the Curriculum, MIT
Successful academic inquiry begins with careful and thoughtful reading, and students often struggle with this initial stage of learning. Because reading primarily happens individually and outside of the classroom, it can be difficult to teach students more advanced reading strategies appropriate for engaging theoretical or complex texts. This workshop will identify different reading strategies for different genres, and focus on exercises and tools that can be used to deepen students’ attention to and understanding of complex texts, including tools available for working with online texts.

Arguing Across the Curriculum
(1 module) [Event Page]
Suzanne Lane, Director, Writing Across the Curriculum, MIT
Students usually know that they are supposed to have a “thesis” in their papers, but they often do not understand how to craft an arguable claim that they can develop with evidence, reasoning, and analysis, or how to logically structure that evidence and reasoning to support the thesis. In class discussions, also, they often don’t understand how to develop or support claims, how to respond thoughtfully to the claims of other students, or how to use discussion, debate, or argument as a means of inquiry to deepen their understanding of an idea. Indeed, the various kinds of arguments, claims, and evidence that students need to produce in different classes can lead to greater confusion about writing as they enter college and are required to write in many disciplines. This workshop will address some foundational concepts in argumentation, including warrants, qualifiers, stases, and argumentation schemes, that can unify and bring order to some of the diversity that students encounter as they argue across the curriculum. Specific focus will be placed on methods of introducing these concepts to students and integrating them into classroom discussion and writing instruction.

Text and Context: Helping Students Develop a Rhetorical Awareness of Audience, Purpose, and Genre
(1 module) [Event Page]
Suzanne Lane, Director, Writing Across the Curriculum, MIT
Research shows that, in order to adapt their writing for different purposes, students need to develop the ability to analyze audience expectations and to analyze how genres function rhetorically. Writing instruction that begins with these forms of analysis helps students to understand how to generate and structure ideas appropriately for different contexts, and helps them to develop a metacognitive understanding that aids their transfer of writing knowledge from one assignment to another. This workshop will offer both a brief theoretical framework for understanding rhetorical awareness, and many practical ideas for incorporating audience and genre analysis in the classroom. It will also introduce the concept of generative rubrics, which function as both guides to the writing process and as rich tools for feedback.

Sequencing and Scaffolding Writing and Speaking Assignments
(1 module) [Event Page]
Suzanne Lane, Director, Writing Across the Curriculum, 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 in-class activities will promote this learning? What teaching needs to occur before students can fully engage with writing and speaking assignments? How should assignments change and build on each other over the course of the semester? This workshop will help faculty consider the various concepts and contexts that shape student writing and speaking, and will offer strategies for constructing both the sequence of assignments over a semester, and the instruction that will support and scaffold student learning through those assignments. Working with examples from different disciplines, and with both formal and informal assignments, participants will gain hands-on experience with working backwards from the learning objectives, to designing the assignment sequence, to developing the in-class activities that will promote learning.

More workshop descriptions to be added shortly.

Workshop Registration

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 2014, 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, unless you a working on a substantive revision of the core course.

Summer Grants

Participation in the workshops is combined with a grant for full-time faculty members developing a core course. To receive the summer grant, a faculty member has to participate in at least 2 workshop modules and submit a final report, a first version of a course syllabus, and a submitted copy of the core course application latest by September 19, 2014. Faculty member are compensated for participation in up to 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 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 new course development and by $100 for substantive course revisions, for up to 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 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 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.

Total grant payment for revision of a core course is

  • $1,000 = 5 * $100 + $500 for 5 modules,
  • $900 = 4 * $100 + $500 for 4 modules,
  • $800 = 3 * $100 + $500 for 3 modules,
  • $700 = 2 * $100 + $500 for 2 modules.

Each faculty member may receive at most one core course development summer grant during the summer of 2014. If funds are exhausted (unlikely), priority will be given in the following order:

  1. faculty members who did not receive a core course development summer grant the last two years and are developing a new core course,
  2. faculty members who did not receive a core course development summer grant the last two years and are revising a newly developed core course,
  3. faculty members who have received a core course development summer grant before and are developing a new core course,
  4. faculty members who have received a core course development summer grant before and are revising a newly developed core course.
Faculty members who received a core course development grant before are strongly encouraged to apply for summer core course development grants.

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. 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.
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.

Although faculty members are encouraged to collaborate on courses, 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; for different versions of any other core course, please contact the CTE Director.

After submission, the syllabus, final report, and course application form will be made available to the LMU community.

Grant Application

To apply for grants, please go to the Registration/Application Site: LINK.

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.


To be guaranteed full consideration, grant applications and registrations are due latest by April 14, 2014.

Final Report

To receive the last installment of your grant ($500), you need to submit a final report by latest TBA to teachers@lmu.edu. 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

  1. your name, department, course type, and title for the course,
  2. an updated short description of the topic and objectives of the course in the final version (max 200 words),
  3. a short description of the workshops attended and their relevance for and input into the core course design (max 200 words),
  4. a short explanation as to whether this course is designed to be taught by different instructors in the department (or beyond),
  5. 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 or have first taught), if applicable,
  6. 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),
  7. 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),
  8. any special requirements or noteworthy aspects of your class(if any, max 200 words),
  9. a copy of the syllabus of the course (this has to be a complete, carefully developed, and implementable version of the syllabus).
  10. a copy of the submitted core course application.

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. For the timeline - see below.
Your final report and syllabus will be made available via a link on this website.


April 14, 2014
  First Grant Application Deadline
May 13 - May 24, 2014
  Summer Workshops, for details see above
August 1, 2014
  Second Grant Application Deadline
August 12 - August 14, 2013
  Additional Summer Workshops Possible
September 19, 2014
  Final Grant Report, Syllabus, and 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 19, 2014.

Grant Reports and 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 teachers@lmu.edu.

The syllabi above are the September 2014 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 teachers@lmu.edu

Last Updated - 10/31/2013