July 9, 2018

Course ReDesign Academy

Join Our Course ReDesign Academy

Our Course ReDesign Academy (CRA) combines a traditional in-person faculty development workshop with self-directed online learning and a Faculty Learning Community to provide guidance, feedback, resources, and ongoing peer collaboration as you design a new course or redesign one that’s been around for a while. Our goal is to provide both initial and ongoing support for your course visions and revisions, adapted to your specific needs and embedded in an engaged peer community.

Course ReDesign Academy helps faculty build or revise engaging, relevant, manageable courses based on matching the best research-based teaching practices with your goals and needs. Whether you’re designing a course for 20 or 200 students, to take place in a classroom or online, for a STEM program or a capstone experience or an introduction to the major, CRA offers faculty support, feedback, and community to enhance your work.

The Course ReDesign Academy has three stages. Faculty can choose to participate in the Stage 2 Workshop only, or add one or both of the other stages to their Academy experience:

Stage 1:

In our self-paced Online Preparation Modules, you identify key goals for your course ReDesign, consider the types and modes of learning you want for your students, and review strategies for planning and assessing course assignments.

Stage 2:

In our face-to-face Collaborative Workshop meetings, you join 10-15 of your Mason colleagues for a set of hands-on, project-based events to ReDesign a cornerstone assignment, explore opportunities and challenges for your course, and create your overall course revision plan in a collaborative, supportive environment.

Stage 3:

In our CRA Faculty Learning Community, you meet twice a semester during the first year of your course implementation to discuss the successes and challenges of teaching your new or renewed course with your CRA cohort, to receive peer feedback on key elements of your course, and to practice additional strategies for supporting and adapting your course goals.
All CRA participants receive stipends for each stage of their participation.

Upcoming Course ReDesign Academies

Summer 2019

Online Preparation Modules
Dates: May 20-June 3, 2019

Collaborative Workshops
Dates: June 5-6, 2019

Faculty Learning Community
Dates: TBD

Proposals due: Friday April 5, 2019

If you’re hoping to teach in Exploratory L-102, our Active Learning with Technology (ALT) room, and are not yet certified, please see the “ALT/TPOD” note below in our FAQs.

Course Redesign Academy FAQs

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Who can participate in CRA?

Any full-time, part-time, or graduate faculty member at Mason who is scheduled to design or revise a course they will teach at least once during the upcoming twelve-month period may apply to participate in CRA. Faculty can work individually or with a partner or team as part of the Academy. Preference is given to faculty whose ReDesign supports a department, program, or university initiative (such as an online program development or a focus on one or more the goals featured in Mason’s strategic plan).

How does CRA prepare teachers for the Exploratory Hall L-102 ALT (TPOD) classroom or other Large Active Learning classrooms?

Research shows us that faculty teaching in Large Active Learning Classrooms (LALCs) — 45 students or more — have a much higher success rate when they have completed a structured program of preparation for both syllabus design and classroom management. Mason’s Active Learning with Technology (ALT) classroom in Exploratory Hall L102 is a signature learning space designed to promote team-focused, project-based learning in a 72-person class. New for Fall 2019, Buchanan Hall D023 will join the ALT classroom as a signature LALC, in preparation for the opening of 10 other LALTs in the Core Campus building in Spring 2021. Since these classrooms not only provides multiple levels of technological enhancement but are carefully designed to support a particular kind of teaching and learning, faculty usually need significant time for course redesign as well as preparation for technology integration in order to be successful. CRA leaders include ALT-experienced facilitators; our activities and discussions provide guidance (and hands-on practice) for faculty designing technology-assisted collaborative learning.

Faculty who have completed Course ReDesign Academy with a focus on preparing for the ALT classroom or another LALC can be added to an ALT/LALC-Certified Faculty list to enable them to request these rooms for their courses. Faculty who would like to be scheduled into an ALT/LALC classroom in the future can make a commitment to complete CRA the summer before they are scheduled to teach there, and be added to the Certified Faculty list. To check on faculty certification status or to request provisional certification, contact the Stearns Center.

  • Note 1: Certification enables but doesn’t guarantee access to these popular rooms.
  • Note 2: All decisions about room assignments are made by the Registrar’s office; once you are certified, please contact your local scheduler to request the room.
  • Note 3: Stearns Center will lend support for reserving this room to faculty who depend on the room to complete a formal scholarship of teaching and learning (SoTL) project or grant-supported endeavor. To inquire about whether your SoTL/grant project qualifies you for special consideration for ALT/TPOD scheduling, contact the Stearns Center.

What sorts of activities are involved in CRA?

All CRA activities are designed to blend time for individual participants to plan, create, or revise their class materials with time to identify options and receive feedback from their peers and the CRA leaders. To review the schedule for the Summer 2019 CRA, please click here.

How does the Stearns Center support CRA participants?

We will provide up to $1000 in direct stipends or professional development funding (to support professional travel or teaching-related supplies) for completion of the Preparation Modules, Collaborative Workshop, and Faculty Learning Community projects. In addition, participants will receive a teaching-related book of their choice from our recommended reading list, as well as lunch and coffee provided for our Collaborative Workshop days.

Participants will receive funding as follows:

  • $500 for completing the two-day Collaborative Workshop (which also includes lunch)
  • $300 for completing the online Preparation Modules prior to the Workshop (about 8-12 hours of self-paced reading and responding)
  • $200 for completing the four Faculty Learning Community Meeting projects that provide follow-up support (90 minutes each, scheduled in September and November for fall and February and April for Summer, and/or the equivalent follow-up projects (e.g. class observation report or assessment plan)

How could my department, program, or unit support or create Course ReDesign events?

We have previously collaborated with units on campus who have specific priorities for faculty development or who have a specific course-design need and wish to develop an in-house CRA sequence. CRA timing and focus can be adjusted to meet local needs and accessibility; however, we ask that the three-stage CRA structure (including online learning and a follow-up Faculty Learning Community during course implementation) remain a baseline for supporting faculty. For this kind of local programming, we ask that units agree on a reasonable stipend or other compensation for participants and designate a local leader/coordinator who can help design and organize the events with a member of the Stearns Center team.

How do I apply to join the CRA?

Complete our online proposal form by Friday April 5, 2019. The proposal asks you to describe the course you will be (re)designing, some of your current plans for that course, and some of your general your approaches to course (re)design. Participants will be notified of their acceptance by the first week in May.