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?

To respond to these questions, feel free to post a response below. (No login is required.)
Or, email your thoughts to vtlc@uwc.edu

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 vtlc@uwc.edu