Course Re/Design Institutes
Course Re/Design Institutes
Course Re/Design Institutes are cohort-based, collaborative experiences where faculty intentionally design or reimagine their courses and teaching practices.
Grounded in learner-centered teaching and integrated course design, participants explore how to incorporate active learning, motivation theory, self-regulated learning strategies, high-structure techniques, and inclusive practices that support both student and faculty well-being.
Through hands-on, interactive sessions that model evidence-based practices, faculty align learning goals, assessments, and activities with their pedagogical values and teaching contexts. Working within a supportive community, participants leave with a well-developed course plan and a growth-oriented, research-informed approach to fostering curiosity, belonging, and meaningful learning.
Course Redesign Institute for High-Enrollment Courses
To complete the Course Redesign Institute, participants will fulfill all program components and submit all required materials by the designated deadlines. Participants who complete the Institute will receive a $1,650 award, paid in full after all deliverables are submitted.
- Participation in the six‑week hybrid institute (October 7 - November 13)
The Institute includes ten sessions across six weeks, with in‑person meetings on Wednesdays and Zoom sessions on Fridays, plus one scheduled bye week (Week 4 of the Institute).
- Completion of weekly pre‑ and post‑session work
Participants should expect 1–2 hours of independent work per week to prepare for sessions and apply course design concepts.
- Participation in a team consultation with the Teaching and Learning Center
During the bye week, each team meets for a one‑hour group consultation with TLC staff to review progress and refine their emerging course design.
- Submission of required design deliverables during the Institute
Participants will develop and submit:
- Learning goals
- Assessment plan
- Lesson plan
- Course structure, instructional strategy, and course schedule
- Revised syllabus
- Submission of a final Course Redesign Portfolio
After the Institute concludes, participants will submit a portfolio including:
- Final syllabus
- An example lesson plan
- Final reflection/action plan
Course Redesign Institute for High-Enrollment Courses Participants
- Jerry Fagliano, Environmental & Occupation Health, Dornsife School of Public Health
- Reza Farasat, Chemistry, College of Arts and Sciences
- Raymond Favocci III, Mathematics, College of Arts and Sciences
- Jesse Goldman, Physics, College of Arts and Sciences
- Elizabeth Hammond-Ritschard, BSN - Accelerated Nursing, College of Nursing and Health Professions
- Stephanie Hernandez, Epidemiology & Biostatistics, Dornsife School of Public Health
- Monica Ilies, Chemistry, College of Arts and Sciences
- Elizabeth Kaminsky, Communication, College of Arts and Sciences
- Melissa Kaufman, Academic and Faculty Affairs, Dornsife School of Public Health
- Rachael Kratzer, Physics, College of Arts and Sciences
- Javier Lopez-Rios, Community Health & Prevention, Dornsife School of Public Health
- Jamie Ludwig, Chemistry, College of Arts and Sciences
- Julia May, Communication, College of Arts and Sciences
- Daniel Moix, Computing, College of Computing and Informatics
- Michelle Rogers, Informatics, College of Computing and Informatics
- Xiaoming Song, Mathematics, College of Arts and Sciences
- Kevin Sorce, BSN - Accelerated Nursing, College of Nursing and Health Professions
- Jun Xi, Chemistry, College of Arts and Sciences