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Summer Grants and Workshops 2014

Core Course Development Workshops - Summer 2014

August Workshops have been added below. [Schedule][Descriptions]

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 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

Date Time      
Sessions Module(s)  
5/13/14 am + pm
Core Course Design 2 modules
5/14/14 am Engaged Learning 1 module
5/14/14
5/15/14
pm
am
Designing an Effective and Innovative Interdisciplinary Course 2 modules
5/15/14 pm Practical and Effective Inquiry-Based Teaching Strategies for Engaging Students 1 module
5/16/14 am Integrating Information Literacy into Your Classes 1 module
5/19/14 am Leading with Reading: Strategic Instruction to Deepen Students' Understanding of Complex Texts 1 module
5/19/14 pm Arguing Across the Curriculum 1 module
5/20/14 am Text and Context: Helping Students Develop a Rhetorical Awareness of Audience, Purpose, and Genre 1 module
5/20/14 pm Developing Reading and Writing Assignments for Your Classes 1 module
5/21/14 am Sequencing and Scaffolding Writing and Speaking Assignments 1 module
5/21/14 pm Developing Reading and Speaking Assignments for Your Classes
1 module
8/11/14 am Completing Core Course Design 1 module
8/11/14
pm
Integrating Active Learning 1 module
8/12/14 am First-Year Seminar Course Design 1 module
8/12/14
pm
Designing Information Literacy Assignments
1 module
8/13/14 am
Not Just Skills: Teaching Transferable Writing Knowledge
1 module
8/13/14
pm
Evaluating Students' Writing, and our Writing Instruction
1 module
8/14/14 am
Designing, Sequencing, and Scaffolding Writing Assignments
1 module
8/14/14
pm
From Assignment to Revision: How Instruction and Feedback Shape Student Writing
1 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

Core Course Design
(2 modules) [Event Page (am)] [Event Page (pm)]
During this hands-on workshop faculty will develop a core course through backward design. The morning session will focus on the long-run objectives and context of the course, learning outcomes to be developed and matched to the core requirements, to the development of a basic structure of the course. During the afternoon session participants will further develop the basic course structure, design appropriate assignments and other class activities, and consider different options to assess student learning. 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.

Engaged Learning
(1 module) [Event Page]
This workshop focuses on best practices for integrating engaged learning into the overall course structure , on linking engaged learning to the theories and models covered in a course, and on enhancing critical thinking and long-run engagement by students. Based on examples, we will consider successful approaches, including assignment and in-class activities, and work on implementing them in the courses of the participants. The workshop offers the opportunity to consider different forms of engaged learning, to discuss our courses with colleagues, and to be inspired by their experiences and suggestions. Participants will leave with several developed class activities and ideas for more.

Designing an Effective and Innovative Interdisciplinary Course (2 modules) [Event Page (pm)] [Event Page (am)]
Barbara Tewksbury, PhD, Hamilton College
The purpose of the workshop is to help participants establish a road map for getting from the germ of a good idea for an interdisciplinary course to an actual effective and innovative course. Participants will start by setting goals for students - what students should be able to do at the end of a course. Having set specific goals for students, participants will then work through how to use those goals to choose content effectively to build an innovative course, as well as begin to outline inquiry-based assignments and activities that can help students make progress toward the goals and provide a means for the instructor to assess that progress.
This workshop will be held in two parts: Wednesday night 5:30pm – 9:30pm (including dinner) and Thursday, 9:00am – 12:30pm.

Practical and Effective Inquiry-based Teaching Strategies for Engaging Students (1 module) [Event Page]
Barbara Tewksbury, PhD, Hamilton College
This short workshop will introduce a set of effective inquiry-based strategies along with ideas for how to implement them successfully in the classroom. Participants will have a chance to outline a specific activity that can be implemented immediately. Although this workshop can be taken as a stand-alone, those who participate in the course design portion on Wednesday night and Thursday will outline an activity that specifically addresses one of the course goals developed earlier in the workshop.

Integrating Information Literacy into Your Classes (1 module) [Event Page]
Dorothea Herreiner, PhD, Director, Center for Teaching Excellence
Susan Gardner, MS, William H. Hannon Library
Elisa Slater Acosta, MS, William H. Hannon Library

This workshop will focus on developing assignments and other course elements (lecture, in-class activities, etc.) to integrate information literacy in your classes (satisfying the core flag, First-Year Seminar, Rhetorical Arts, or other class). Starting from the definition of information literacy, we will look at several successful models and examples of integrating information literacy into the Core, and dedicate a significant amount of time to providing you with the time and support to develop fully-fledged information literacy assignments for your class(es).

Leading with Reading: Strategic Instruction to Deepen Students’ Understanding of Complex Texts
(1 module) [Event Page] [Resources]
Suzanne Lane, PhD, 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] [Resources]
Suzanne Lane, PhD, 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] [Resources]
Suzanne Lane, PhD, 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.

Developing Reading and Writing Assignments for Your Classes
(1 module) [Event Page] [Resources]
Suzanne Lane, PhD, Director, Writing Across the Curriculum, MIT
Based on Suzanne Lane’s Workshops on Monday and Tuesday morning, participants develop their own assignment ideas in discussion with other workshop participants and Suzanne Lane. The point of this workshop is to properly develop assignments (not just to sketch them out), i.e. participants should bring their syllabi and have some idea of what they want to achieve with an assignment, where it fits into a class, etc.

Sequencing and Scaffolding Writing and Speaking Assignments
(1 module) [Event Page] [Resources]
Suzanne Lane, PhD, 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.

Developing Reading and Speaking Assignments for Your Classes (1 module) [Event Page] [Resources]
Suzanne Lane, PhD, Director, Writing Across the Curriculum, MIT
Based on Suzanne Lane’s Workshops on Monday, Tuesday and Wednesday morning, participants develop a sequencing and scaffolding structure for their reading and speaking assignments in their class in exchange with other workshop participants and Suzanne Lane. Participants should bring their syllabi and have a solid idea of the structure of the class, planned readings, and what potential assignments are. During the workshop participants will develop these assignment ideas into a coherent and properly sequenced structure.

August Workshops:

Completing Core Course Design (1 module) [Event Page]
During this workshop, instructors will have the opportunity to receive feedback and suggestions on their core course design. Based on key course design aspects, we will consider all relevant aspects of the course, such as learning outcomes, over structure, in-class activities, assignments, quizzes, etc. To participate in this workshop instructors should have a fully or almost fully developed course proposal and syllabus. Instructors should bring along a copy of the syllabus, all assignments, readings, and other material for the course so that they can discuss details of their courses with others and receive feedback and suggestions from other workshop participants.

Integrating Active Learning (1 module) [Event Page]
During this workshop we will explore different active learning elements in a hands-on and immersive fashion and how to best integrate them into our classes. We will consider different levels of course re-conceptualization, role adjustment, and implementation and discuss task design, learning assessment, and integration into the syllabus. We will also consider student resistance to a different learning environment – how to anticipate, detect, and manage it. Participants will leave with ideas and designs for active learning course components adapted to their respective core courses.

First-Year Seminar Course Design (1 module) [Event Page]
This workshop is specifically for instructors who wish to develop or revise a First-Year Seminar based on the Core criteria and with the support and feedback from colleagues. During this workshop, faculty will develop or revise a syllabus and assignment structure for their First-Year Seminar based on key course design principles. We will also be discussing best practices as well as experiences and suggestions from FYS instructors during 2013-14. This hands-on workshop will offer the opportunity to discuss and work together with colleagues when developing the course outline.

Designing Information Literacy Assignments (1 module) [Event Page]
What are the challenges students have with information literacy in our classes? In what areas/aspects of our class does information literacy matter? How can assignments best address these aspects? How can assignments be designed to address information literacy challenges students experience? Guided by these questions and examples, this workshop offers the opportunity to design information literacy assignments at different levels and to workshop them with other instructors and librarians. This workshop will also offer the opportunity to design assignments related to the modules in the library’s FYS Information Literacy tutorial and review that tutorial (whether as part of a FYS or not), as well as the integration of the tutorial into the syllabus. This workshop is designed for all instructors using information literacy assignments (FYS Faculty and Writing Instructors, RA Instructors, and Instructors teaching classes with Core Information Literacy flags or any other classes addressing information literacy).

Not Just Skills: Teaching Transferable Writing Knowledge(1 module) [Event Page]
Suzanne Lane, PhD, Director, Writing Across the Curriculum, MIT
In First-Year Seminars and other writing-intensive classes, we hope not only to provide assignments and give students practice in writing academic essays, but also to teach students writing concepts and processes that they can carry with them to other classes and writing situations. Recent research suggests that, because writing is always situational and domain-specific, students struggle to abstract conceptual knowledge about writing, and to effectively adapt it for new situations. In order to do this, students need to be aware not only of individual “skills” in writing, such as integrating sources, but also of the system of rhetorical choices and constraints that help us shape how we communicate in different disciplines, and for different audiences. Drawing from research on knowledge transfer, as well as on longitudinal studies of writing development, this workshop will focus on how to design writing instruction that will aid students in conceptualizing, abstracting, and adapting their writing knowledge for new situations.

Evaluating Students’ Writing, and our Writing Instruction (1 module) [Event Page]
Suzanne Lane, PhD, Director, Writing Across the Curriculum, MIT
When we assign writing, we have an obligation to evaluate the written work that students produce. We usually think of this task as “grading,” and are primarily measuring whether individual students have produced strong or weak work on the assignment. While this is necessary, this approach in itself cannot differentiate between what students have learned in our class, and what knowledge they brought with them. Various forms of student self-assessment can help us parse these different knowledge bases, and thus gain a better sense of the effectiveness of our teaching. We can also use this combined evaluation process to gain information about what students have collectively understood about writing, and where their writing knowledge overall is stronger or weaker. Evaluating writing in this way helps us to also evaluate our teaching, as this approach to evaluation provides a feedback loop on what students as a whole have learned well, missed, or misunderstood about genre and rhetorical structure, as well as what they understand about the habits and processes involved in academic writing. This workshop will provide a framework for evaluating written work as a reflection of conceptual knowledge about writing, as well as introduce other specific tools for evaluating students’ writing knowledge and our own teaching.

Designing, Sequencing, and Scaffolding Writing Assignments (1 module) [Event Page]
Suzanne Lane, PhD, 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 assignments? How should assignments be designed so that the instruction and the assignment challenges 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 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.

From Assignment to Revision: How Instruction and Feedback Shape Student Writing (1 module) [Event Page]
Suzanne Lane, PhD, Director, Writing Across the Curriculum, MIT
What kind of instruction and feedback will help students understand how to write and revise their essay, report, or article, to hone and extend their thinking, or to write more effectively in their next assignment? This workshop will draw on research on the writing process and revision to explore the range of assignment and responding practices, from rubrics to peer review to individual conferences, and when each is effective. By considering feedback in relation to other forms of instruction, participants will learn to provide the kinds of comments and strategies that will help students understand how to improve both their essays and their abilities as writers.

More workshop descriptions to be added soon.

Workshop Registration

Please read the instructions below before going to the registration site.

To register for workshops, please go 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 can be combined with a grant for developing a core course. Grants are available for Full-Time Faculty members, Part-Time Faculty members, and Writing Instructors. For details for each category, please see below.

Full-Time Faculty Members

To receive the summer grant, a faculty member has to participate in at least 2 workshop modules and submit a final report, a course syllabus, and a copy of the submitted core course application latest by September 19, 2014. Faculty members 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 if applicable.

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, 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 on the website to the LMU community.

Part-Time Faculty Members

Grants for Part-Time Faculty members independently teaching core courses are generally available under the same conditions as those described for Full-Time Faculty members above and under Grant Application below. The courses to be developed under the grants have to be core courses and also be key courses in the program with which the Part-Time Faculty member is associated. These courses have to be projected to be regularly taught in the long run by that Part-Time Faculty member or others in the Department or Program (one-time or occasional upper-level electives do generally not satisfy this requirement even though they may satisfy core course requirements). The course associated with the grant application has to be taught by the applying Part-Time Faculty member during the Academic Year 2014-15. Future support for course development for the same course by other Part-Time or Full-Time Faculty members may be restricted.

Part-Time Faculty members applying for grants to support the course development need to include a letter of support from their Department or Program Chair (or from their Dean or Associate Dean). The letter of support needs to provide the following:
  • a short description of the role, if any, the course plays in the program from a curricular perspective and in terms of course enrollments and graduation requirements;
  • a rationale of why this course is being designed as a core course and why this course is targeted for the specific core course requirements;
  • a short discussion about the relevance of the attended workshops for the course development (those covered by the grant);
  • an explanation of the role that Part-Time Faculty member plays in the Department in general and in developing that course in particular, including information about the coordination between that Part-Time Faculty member and the department about curricular and pedagogical aspects of the course;
  • an outline of the semesters when the course is typically ore expected to be taught and by who (Full-Time or Part-Time Faculty members), including a projection for the next 2-3 years and the first time the newly designed course will be taught and by who;
  • a confirmation that the Part-Time Faculty member is projected (or confirmed, please clarify) to teach the relevant class at LMU during the academic year 2014-15, and possibly beyond.
Consideration of the grant application is based on the receipt of a satisfactory letter of support. Approval of the grant application is subject to the same priorities outlined above (under Full-Time Faculty). Part-Time Faculty members will also be required to submit all developed course material along with their final report in September – this material will become part of their final report.

Writing Instructors

First-Year Seminar Writing Instructors are strongly encouraged to coordinate attendance at core course development workshops with the main course instructor(s) they work with. Writing Instructors are eligible for one-time grant support for attendance for up to five workshop modules that have a clear relationship with their work and role as Writing Instructor, provided they participate in at least 2 such modules. Grants for Writing Instructors are awarded independent of the number of sections and main course instructors they work with. Grant support is provided for the development of significant new writing assignments and activities for the FYS-sections taught in Fall of 2014 (Writing Instructor appointment has to be confirmed by the Administrative Director of the Core). Writing Instructors cannot receive core course development grant support for the development of Rhetorical Arts courses or other classes at the same time. Approval of the grant application is subject to the same priorities outlined above (under Full-Time Faculty).

General grant conditions and application requirement are the same as for Full-Time Faculty members detailed above and below in the Grant Application section. Participation in modules is compensated by $100 per module for Writing Instructors. The final installment for Writing Instructors is $250 subject to the completion of all requirements. Writing Instructors are required to include all developed course material (distinguished by different course sections if they work with more than one) as part of their final report in September and discuss the role of these assignments in the specific course design.

Grant payments can be initiated only once a faculty member or writing instructor has been added to payroll.

Grant Application

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

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.

Writing Instructors need to make sure they discuss their grant application with all main course instructor(s) they are scheduled to work with in Fall 2014. A copy of your application will be forwarded to you, the main course instructor(s), the Administrative Director of the Core, and the Center for Teaching Excellence.

To apply for the grant as an independent course instructor, 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),
  • if you are a Part-Time Faculty member, a letter of support by your Department or Program Chair (or Dean).
Writing Instructors need to provide the following during registration:
  • a list of all First-Year Seminars you are associated with, the main instructor names, and course titles;
  • a careful description of the type of writing instruction and coordination/collaboration with the main course instructor for each course;
  • the type of new assignment and activities that are to be developed during and as an outcome of the workshops (if you have worked as a Writing Instructor before, then you need to carefully explain, how these assignments and activities are different from what you used and did in the past; it is not sufficient to point to a different course topic/title);
  • a short explanation of how the selected workshop modules support your work as Writing Instructor.
  • a statement of support from at least one main course instructor you work with, if possible.

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. 

To be guaranteed full consideration, grant applications and registrations are due latest by August 1, 2014. Later applications will be considered on a first-come-first-served basis and are subject to available space.

Final Report

[Instructions preliminary, final version available in July]

To receive the last installment of your grant ($500 [or $250]), you need to submit a final report by latest September 19, 2014 to teachers@lmu.edu. Specific instructions for each group of instructors will follow.

Details TBD

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.

Timeline

May 9, 2014
  First Grant Application Deadline
May 13 - May 24, 2014
  Summer Workshops, for details see above
August 1, 2014
  Second Grant Application Deadline
August 11 - August 14, 2014
  Additional Summer Workshops
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 
TBA TBA TBA
TBA TBA

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 - 7/22/2014