L. Dee Fink’s Guide to Course Design

Fink Alignment Diagram

This self directed guide for course design by L. Dee Fink is excerpted from his  his book “Creating Significant Learning Experiences,” which you can read online. The guide has a fair amount of background that makes a case for backwards design. Toward the back of the guide there are worksheets to help you plan your course in a way that keeps your learning goals, teaching and learning activities, and your assessment aligned.


Scholarly Writing Retreat for Hampshire Staff and Faculty

Join the CTL for a Scholarly Writing Retreat for Hampshire College Faculty and Staff on Monday, June 3 – Thursday, June 6, 2019, 9:30am to 12:30 pm in the FPH Lounge.

Facilitated by local writing coach, Cathy Luna, each three-hour writing session will begin with goal setting and end with a short debriefing and a look ahead. Participants are invited to sign up for a 30-minute individual consultation with Cathy, to take place during one of the morning sessions. Consultations can focus on writing process and/or time management questions, or on your scholarly writing, fellowship applications, reappointment and promotion materials, or any other writing you would like to discuss.  Please sign up at https://www.signupgenius.com/go/30E0B4CABA62CA5F85-scholarly

Please direct questions to Kristen Luschen at kluschen@hampshire.edu.

3 Tips for the Minute Before Class

A brief  video from the Chronicle of Higher Education for the minutes before class:

1) Chat with students

2) Post the agenda

3) Create wonder

These tips are taken from “Small Changes in Teaching” by James Lang. There are more tips and info here.

CTL Teaching Workshops in August

Inclusive Pedagogy:
Digging into Full Participation and Holding Space for Different Viewpoints

Thursday, August 30, Kern 202, 10am-12pm


A Balanced Approach to Accommodations

Thursday, August 30, Kern 202, 2pm-4PM


Lunch will be provided at noon

To register for one or both workshops, email Shannon Thorin, Assistant Dean of Faculty.

Inclusive Pedagogy:
Digging into Full Participation and Holding Space for Different Viewpoints

The first month of class is a critical time to set the tone for the semester and foster student participation in critical discussions. In this session, we will review key inclusive practices that assist with this. Then, we will take a closer look at what it means for students to be full participants in the course, with an eye toward how we hold space for different viewpoints. In this session, we will reflect on our own syllabi and projects, with a full participation lens, and work through particular dynamics that may arise in whole class and small group discussions, from both our vantage points as faculty and from the viewpoints of students.

This workshop will be facilitated by Becky Wai-Ling Packard, professor of psychology and education at Mt. Holyoke College and author of Successful STEM Mentoring Initiatives for Underrepresented Students: A research-based guide for faculty and administrators. Packard has served as the Director of the Teaching and Learning Initiative program, Associate Dean of Faculty, and Director of the Weissman Center for Leadership at Mt. Holyoke College.

A Balanced Approach to Accommodations

Before the fall semester begins, come explore the issues involved in negotiating and holding clear expectations and requirements around student accommodations. Be prepared with a system that meets student need without compromising your course or overly taxing your time. We’ll have a general discussion and include uncovering your concerns, articulating your standards, writing a syllabus statement, and developing strategies/using the OARS Holistic Learning Program toolbox for contingency planning with students.

The  workshop will be facilitated by:

Milo Bezark, Holistic Learning Project Alumni Fellow

Aaron Ferguson, Director of Accessibility Resources and Services, Office of Accessibility Resources and Services

Kristen Luschen, Dean of Multicultural Education and Inclusion and Co-Director of the Center for Teaching and Learning.



Ideas for Class Activities

This column from Chronicle Vitae includes some great classroom activities that help you find out what students already know and what they understand from the reading. These activities also help students make connections across readings and to be prepared for class discussions.


Share Your Research on Public Radio

AAC&U President Lynn Pasquerella is host of the radio segment The Academic Minute, produced by WAMC Northeast Public Radio in partnership with AAC&U. The Academic Minute features faculty and researchers from colleges and universities around the world discussing what’s new in the academy and the ways in which academic research contributes to serving the public good. In addition to being broadcast widely on radio stations around the country, each segment is posted daily on Inside Higher Ed and across The Academic Minute’s and AAC&U’s social media portals.

The Academic Minute is seeking individual submissions for upcoming segments on any topic, and campuses are also encouraged to submit ideas for “weekly takeovers” featuring five separate research segments from a single institution. Recent weekly takeovers featured research from Whitworth University, Cornell College, Lafayette College, and Purdue University (upcoming).

Please send submissions to David Hopper at dhopper@wamc.org, and be sure to tune in daily to The Academic Minute. Thank you for considering this opportunity for public engagement.

Christopher Tinson Reading and Book Signing

Christopher Tinson, professor of Africana Studies and History, will be reading from his new book, Radical Intellect: Liberator Magazine and Black Activism in the 1960s, this Thursday, February 8th at 7:00PM at the Odyssey Bookshop in South Hadley. You can find more information at the attached link, and can read a description of the book below:

The rise of black radicalism in the 1960s was a result of both the successes and the failures of the civil rights movement.

Its victories were inspirational, but its failures to bring about structural political and economic change pushed many to look elsewhere for new strategies. During this era of intellectual ferment, the writers, editors, and activists behind the monthly magazine Liberator (1960–71) were essential contributors to the debate. In the first full-length history of the organization that produced the magazine, Christopher M. Tinson locates the Liberator as a touchstone of U.S.-based black radical thought and organizing in the 1960s. Combining radical journalism with on-the-ground activism, the magazine was dedicated to the dissemination of a range of cultural criticism aimed at spurring political activism and became the publishing home to many notable radical intellectual-activists of the period.

By mapping the history and intellectual trajectory of the Liberator and its thinkers, Tinson traces black intellectual history beyond Black Power and Black Nationalism into an internationalism that would shape radical thought for decades to come.

What is an ePortfolio?

Our ePortfolio template is an organized support for students in tackling their Div II portfolio.  It is also:

  • A more flexible system for storing and sharing their divisional work in which students can curate their work
  • A guide that prompts students to write reflections on their work – helping them and you make meaning of what they have accomplished
  • An interactive showcase for all kinds work
  • An easy way to share their final portfolio with their committee – or the world
  • A system with easy-to-personalize visual style
  • A support in planning their educational path
  • A system with built-in help from Instructional Technology and the Knowledge Commons

Have interested students?  Have them sign up at:


Want more information?

Email us: at portfolios@hampshire.edu

Watch a short (1 min 22 sec) video about our current ePortfolios