Workshop on Academic Civility - Week Three: Academic Civility by Design

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

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 vtlc@uwc.edu