The work of teaching happens long before we arrive in the classroom with an individual section of an individual course. For that individual instance to be meaningful it needs to be a well-integrated component in a whole degree program. Below are examples of my work over the years to help those degree programs evolve and grow in ways that best serve our students.
This grew out of the retreat and planning session I organized in 2007. This endeavor made it much more easy for us as a department to draft our Self Study in 2010, as we had already been thinking about our program goals and learning objectives.
This retreat has provided a template for multiple additional one day off-site and on-site curricular retreats for the department including on such topics as our approaches to language teaching and how to respond to Pathways.
In 2013 there was a push by many departments on campus to shift from 3 credit courses to 4 credit courses as standard, with some departments proposing 4 credits, 3 hours with the fourth hour justified by the grading burdgen. This created tensions in Faculty Council and beyond. In order to contextualize these matters, I wrote this ad hoc report on how 4 credit courses fit into the Classics major and help us provide progress through the degree.
This new course has been used on an off-site by many of our most talented students and has lead to a number of faculty and student publications.
This one of the very first curriculum documents I created. It was the product of a ‘Transformations’ faculty work group sponsored by Academic Affairs. It shows my long term commitment to both general education and making my discipline relevant to our students in their modern lives.
Course and Standing, 2010-2011
Steve Remy (chair), the rest of our committee, and I made many departments very angry because we would only accept petitions for degree exceptions that were justified by an outdated curriculum when they were accompany by proof of the department’s intention to fix their curriculum via A-III, A-V, A-IV and related FC documents. Steve took the brunt of this frustration, something for which I am endlessly grateful. I stand by the work we did together: students shouldn’t have to jump through hoops when departments need to update their offerings. Likewise, we met regularly with VP for Enrollment Services to better understand the issues we and that unit were both facing. Our goal was for systemic change, not band-aids.
One success that has finally come to fruition is the use of technology to streamline the C&S petition process. Below are links to my original proposals for an e-petitions system. A variation of this system went live just this last year!
Serving on this committee made me an infinitely better student advisor and much more thoughtful in my crafting of curriculum.