- Overview
- “Class Directory” and Goals
- Day One: Course Design Foundations for Student-Centered Classes
- Day Two: Teaching Strategies for Student-Centered Classes
- Day Three: Revising and Redesigning Your Class
- Submit Your Revised Annotated Syllabus
Overview
The CRI is designed to support individual faculty members engage in pedagogical reflection; connect faculty with information and resources for realigning course activities and assessments with course learning outcomes and to effectively revise aspects of an existing course design; and to offer participants time and space for redesigning a course taking into account high-impact teaching practices, pedagogical wellness, and their individual teaching contexts.
Institute Outcomes
Participants who successfully complete the 2026 CRI will
- Evaluate and redesign a course using a student-centered, inclusive teaching framework
- Build a teaching toolbox of activities, policies, and practices that promote classroom community, psychological safety, and personal responsibility among today’s students
- Apply backwards design to align assignments and activities with learning goals
- Revise a current syllabus to fully incorporate evidence-based instructional and assessment strategies for maximizing student participation in the learning process
All sessions will take place in person at 550 Bird Library (CTLE).
Tuesday, May 12, 2026 Course Design Foundations for Student-Centered Classes
8:15 a.m. to 3:30 p.m.
Coffee, tea, light snacks, and lunch provided. Please bring your own water/beverage.
Wednesday, May 13, 2026: Teaching Strategies for Student-Centered Classes
8:15 a.m. to 3:30 p.m.
Coffee, tea, light snacks, and lunch provided. Please bring your own water/beverage.
Thursday, May 14, 2026: Revising and Redesigning Your Class
8:15 a.m. to 3:30 p.m.
Coffee, tea, light snacks, and lunch provided. Please bring your own water/beverage.
Day One: Course Design Foundations for Student-Centered Classes
To prepare for for today’s sessions on May 12, please review the following resources beforehand:
Backward Design, Student Learning Outcomes, and Course Alignment Info Sheet | SU CTLE
Teacher-centered vs. Student-centered Course Design | Stanford University Teaching Commons
Student Engagement in the Classroom | Center for Teaching and Assessment of Learning
Day Two: Teaching Strategies for Student-Centered Classes
To prepare for today’s sessions on May 13, please review the following resources beforehand:
Engaging Students | Instructional Moves
Increasing Student Motivation and Participation | Center for Teaching Innovation
Sustaining Engagement without Laptop Bans | UC Berkeley Center for Teaching and Learning
Day Three: Revising and Redesigning Your Class
To prepare for today’s work sessions on May 14, please review the following resources beforehand:
College Transition Collaborative: Syllabus Review Guide
College Transition Collaborative: Policy Review
College Transition Collaborative: Establishing Expectations
Submit Your Revised Annotated Syllabus
To successfully complete the CTLE Course Redesign Institute (CRI), you’ll need to submit an annotated revised syllabus of your redesigned course, applying the insights you’ve gained during the reflecting, realigning, and revising process at the CRI. The annotations explain the design choices you’ve made and the expected impact on student learning and success. Additionally, the annotations show how you will be able to implement these changes while maintaining your own pedagogical, professional, and personal well-being. Finally, the annotations should note where you will continue reviewing and assessing your course in the future. Participants are strongly encouraged to submit their revised annotated syllabus within two weeks of our last CRI session. To submit your syllabus, email a PDF to ctle@syr.edu.