After reading the activities described in the third part of the workshop on academic civility, consider the different ways in which civility was addressed--in the syllabus and course climate, as part of in-class content, and as part of an assignment for a class.
- In what ways do these approaches to designing with civility in mind reflect rhetorical listening, dialogic civility, or epistemological differences?
- If civility is "collaboratively owned," how can designing for civility contribute to academic civility?
- In what ways do you address in/civility in your classes?
- How can you enhance civility in your classes, from course climate to assessment activities?
- Which of these activities has the most relevance for your own teaching? Why?
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Or, email your thoughts to vtlc@uwc.edu
