PROGRAM DESIGN

PROGRAM DESIGN PHILOSOPHY

Today's students and professionals need strong critical thinking and communication skills to thrive. But those skills are meaningless in our quickly evolving multimedia and AI landscape without digital literacies and models for thinking, learning, writing, and working collaboratively with a diverse set of people, perspectives, and tools. I meet this call by designing courses and professional development programs that position learners, whether students or faculty, as both meta-cognitive agents driving their own individual learning and collaborative participants in building an inclusive, equitable learning community.

My course and program designs guide learners to

• apply the metacognition cycle to consciously and constantly re-articulate goals and plans, evaluate, and recursively iterate learning and skill development
  
• hold themselves and one another accountable for enabling the shared learning experience
  
• identify and interrogate the positions, processes, and tools they take up, including when and why they employ different kinds of technology, from low-tech paper and whiteboards to high-tech apps, platforms, and AI
  

This kind of engaged, problem-based learning in a collaborative community dispels the abstraction that frustrates students in other courses and faculty in ho-hum PD workshops. In my programs, learners come to see rhetoric as a meta and dynamic framework that empowers them to make strategic choices propelling concrete actions. Such awareness of choice and process nurtures the growth mindset that produces lifelong learners, communicators, and collaborators.

The Suite of Skills Informing My Course + Program Designs