| Title: |
Course Design Unbundled: A Trauma-Informed Modality of Faculty Development |
| Language: |
English |
| Authors: |
Mark Capofari; Laura Cruz; Rebekah Dawson; Sagan Friant; Larkin Hood; Adam Smith |
| Source: |
Journal of Faculty Development. 2023 37(3):72-75. |
| Availability: |
Magna Publications. 2718 Dryden Drive, Madison, WI 53704. Tel: 800-433-0499; e-mail: support@magnapubs.com; Web site: www.magnapublications.com |
| Peer Reviewed: |
Y |
| Page Count: |
4 |
| Publication Date: |
2023 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Trauma Informed Approach; Faculty Development; Instructional Design; COVID-19; Pandemics; Coaching (Performance); Thinking Skills; Guided Pathways |
| ISSN: |
2153-1900; 2153-1919 |
| Abstract: |
Course design academies are typically intensive, offered in multi-day format, integrate an explicit backward design framework, and leverage multi-disciplinary participation. This article describes an "unbundled" course design academy model that considers the impacts of COVID-19 on faculty members: trauma, and their increased design expertise gained from their teaching experiences during the COVID-19 pandemic. We describe the key features of our "unbundled" academy: multiple pathways for participants to choose from, and intensive one-on-one coaching. The faculty members describe their experiences of the "unbundled" format, including what they feel are gains: flexibility in how and when they engaged in course design, and thinking in new ways. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Access URL: |
https://www.ingentaconnect.com/contentone/magna/jfd/2023/00000037/00000003/art00012 |
| Accession Number: |
EJ1458933 |
| Database: |
ERIC |