Wednesday, April 18, 2012

Workshop on Academic Civility - Week Two: Analyzing Dialogic Civility & Cultural Logics

The second part of week two of the Workshop on Academic Civility asks you to consider the role that dialogic civility and rhetorical listening play in classroom environments.

After reading the "angry emails" blog posts by UW Green Bay Psychology professor Ryan Martin, found here and here, consider the following questions.
  • What cultural logics inform the use of email and other technology by students? Faculty?
  • How might you incorporate this kind of dialogue in your course about email, technology, or other "hot button" issues of academic civility?

Feel free to post a comment below or email

Workshop on Academic Civility - Week Two: Identifying the Challenges of Academic Civility

In the second week of the workshop, Marnie Dresser shared a presentation that asked us to consider our role in contributing to classroom civility.

The quotation that she used from Robert Boice's book Nihil Nimus: Advice for New Faculty Members indicated that "students and teachers are partners in creating" classroom in/civility.  Several of the

  • What is your ideal vision of academic civility in your classroom?
  • What problems have you experienced?
  • In what ways may you have contributed to incivilty?
  • What are your “hall of shame” stories as a student?  Professor?  What can you learn from them?
  • How can we cultivate academic civility on an institutional level (as is suggested by Hassel & Lourey's article)?

Feel free to leave a response below, or to email 

Wednesday, April 11, 2012

Workshop on Academic Civility - Week One: An Introduction to Academic Civilty

In week one of the spring 2012 VTLC workshop on civility, you were introduced to the concepts of civility, pedagogical considerations, and best (and worst) practices of civility in the classroom:  Given what you've read and your experiences with teaching:
  • How do you define academic civility?
  • What problems with incivility do you have in your classes?
  • Are there ways in which this behavior extends beyond the classroom to other environments at the university?
  • How can we help students understand when their behavior is interfering with their learning?
  • How do you already do any of these successfully? 
  • Which one(s) do you want to try to improve, and how might you do that?
Feel free to post a comment below or to email your response to