Course (Re)Design Institute
"Rethink, Reflect, Redesign"
July 14-17, 2026
Tuesday to Friday form 9:00 AM – 4:00 PM
Applications open: March 9- April 22, 2026
Fellowships Available for CGU Faculty
Receive a $4,000 stipend to support your participation
Click here to apply
If you are a CGU student or 5C Faculty
More information
“Just being in a space in which everybody’s engaged in a similar enterprise, but with different ideas about how to approach that enterprise, I think was just generally a very fruitful opportunity for everybody.”
The Course (Re)Design Institute (CRDI) is an immersive professional-development experience that empowers faculty to reimagine their courses through a student-centered, equity-minded lens. During the institute, participants step back from the daily rush of teaching to thoughtfully (re)design their learning outcomes, activities, and assessments in ways that foster deeper engagement and inclusion. Through a mix of guided workshops, collaborative work sessions, and peer feedback, faculty leave the CRDI not only with a redesigned course but also with renewed energy, fresh ideas, and a stronger sense of community around teaching and learning.
Currently, the CRDI community is comprised of:
- CGU Faculty Fellows
- Blais Tandem Partnerships (5C faculty + CGU CAFE students)
- Interested Faculty Members
Each day of the institute centers on a guiding theme and blends structured sessions, collaborative work time, and reflective activities. This rhythm allows participants to set meaningful goals, make real progress on course design, and share insights through rich cross-campus conversations.
More than just a week of professional development, the CRDI is an inspiring space of transformation, where innovative course design meets meaningful connection.
“I definitely think having a more student-oriented approach is what’s changed in my pedagogy… it makes me feel a lot more confident in the delivery. Like I know I don’t have to come in and talk about six things in one class. I only have to talk about two.”
“It reinforced that the act of teaching, the practice of teaching… does not in itself have to be something that is independent of our larger identity as academics. This is not an annoyance or a footnote to who we are, but an integral part of what it means or what we do.”