|Kim Loudermilk,co-chair||Senior Lecturer, ILA, Emory College|
|Maeve Howett,co-chair||Associate Clinical Professor, School of Nursing|
|Cheryl Crowley||Associate Professor, REALC, Emory College|
|Harvey Klehr||Professor, Political Science, Emory College|
|Drew Kohlhurst||Assistant Director, Center for Science Education, Emory College|
|Aaron Stutz||Associate Professor, Oxford College|
|Jessica Sales||Assistant Research Professor, Behavioral Sciences and Health Education, School of Public Health|
|Steve Levy||Professor, Psychiatry, School of Medicine|
|Morgan Cloud||C.H. Candler Professor, Law School|
|Shehzad Mian||Associate Professor, Finance, Business School|
|Lynell Cadray||Associate Dean/Chief Diversity Officer, School of Nursing|
|Maureen Sweatman||Director of Operations, Center for Community Partnerships|
|Sally Gouzoules||Associate Dean for International and Summer Programs, Emory College|
|Cora MacBeth||Assistant Dean, Student Affairs, Laney Graduate School|
|Carol Newsom||CH Candler Professor, Old Testament, Theology|
|Daniel Lim||Undergraduate student, Emory College|
|John Boyles||Graduate Student, Religion, Laney Graduate School|
We provide a set of more specific questions and ideas as a starting point for your discussions. Committees are encouraged to seek information from key stakeholders as they engage in their discussions. Committees may also decide to divide into working groups, and appoint new members to these groups, but each committee is responsible for coordinating these working groups and providing an integrated summary of the work.
1. Curricular structures and processes
a. Courses and credits
i. Is the semester structure the best model? Do we want to increase flexibility of course offerings through modular credit hours that could include multiple formats (workshops, short courses, etc.) for variable credits?
ii. Should we re-consider a flexible academic calendar?
iii. How can we best allocate teaching “credit” for faculty? Should this be number of courses or number of “teaching credits” allocated for different types and formats of courses? Can we allow faculty to accumulate more teaching credits in a given period of time in order to do less teaching at a later period of time?
iv. How can we allocate teaching “credit” across units to allow more flexible interdisciplinary teaching across units?
v. How can we allocate teaching “credit” for team teaching and for co-teaching?
vi. How can we better integrate undergraduates and graduate and professional students into our teaching mission? Can we better institute models of peer teaching? How do we train and evaluate such teaching?
b. New technologies
i. How can we best integrate new teaching technologies into the residential experience?
ii. How and when are flipped classrooms effective?
iii. Given that Emory is already participating in online course delivery, how can we best leverage this technology to create hybrid models of a residential liberal arts experience?
i. Should we develop university wide principles of mentorship (such as University of Michigan has developed)?
ii. How can we best integrate undergraduates, graduate students and professional students into mentoring relationships?
iii. How do we allocate “credit” to mentors? And how do we evaluate mentoring?