The C3 Team, Roles & Responsibilities

Overview/Description

“When we do this kind of work, especially when we do it in small groups of faculty (with support from students), we also will increase in our capacity to collaborate. . . . The quality of our inquiry and scholarship will increase and we will get better at collaboration.  This becomes a virtuous cycle of great power.”

-President Kim B. Clark

A C3 team is a group of BYU-Idaho faculty with differing perspectives and opinions who come together in scholarly work that is driven by "inspired inquiry and innovation." We will have access to gifts of the spirit as we collaborate, rethink our courses, and design innovative student experiences.

Building an effective C3 team will set up the team for success for the rest of the semester. We encourage the Course Steward to begin building their C3 team as soon as possible. Once you have selected a semester to conduct your C3 lab, we encourage you to begin recruiting your team. Send the names of the team members to David Ashby (ashbyd@byu.edu).

Team Members

Roles Selected by the Dept. Chair

  • 1 Course Steward (team lead, 3 hours PDL)

Roles Selected by Course Steward

  • 2-3 Faculty (1 cross-curricular, 1-3 hours PDL)
  • 1-2 Student(s)

Provided by the C3 Course Council

  • 1 C3 faculty facilitator
  • 1 Curriculum Designer
  • Other support as needed

Responsibilities

Course Steward - The Course Steward is responsible for setting goals for the C3 Team. Goals will be set for topics like course design, course content, and quality experience for students. The Course Steward leads the team and listens to all perspectives. The Course Steward will be the deciding voice when a consensus cannot be reached. 

Faculty Team - Faculty team members are responsible for representing multiple perspectives to the C3 team. They are to provide consultation, advice, and assistance to the Course Steward. It is the hope that they will become experts and advocates for innovations and best practices. 

Course Faculty

  • Research best practices within the course and department.
  • Provide differing viewpoint within the discipline.
  • Liaise with the larger teaching team to improve adoption of C3 innovations.
  • Search for ways to improve the adaptability and scalability of the course. 

Other Faculty -

  • Explore research, literature, and best practices.
  • Add unique perspective in brainstorming and planning.
  • Provide fresh eyes and candid feedback to the course steward.
  • Advocate for a broader view, especially for GE courses.

Students - Students are to represent the voice(s) of students who may take the course in the future. They may provide a non-technical, non-professional perspective that should help faculty anticipate the challenges students may face in the course. 

C3 Facilitator - The Facilitator serves as a team leader responsible for helping the team stay on track to reach the objectives of the C3 Lab and the goals of the C3 Course Team. 

Curriculum Designer - The Course Designer is a resource the C3 Team will rely upon for instructional design expertise, content creation, asset creation, and digital asset management. 

Other C3 Team Resources

Online Course Designers - See Coordinating C3 Lab with Online Development

Librarians - There is a librarian assigned to every content area.

Assessment Services - https://www.byui.edu/testing-and-assessment-services/assessment-services

Institutional Research - https://www.byui.edu/executive-strategy-and-planning/institutional-research 

Professionals in the Field - Consider consulting with former graduates and others who are currently working in careers that require this discipline. 

SCOT - Student Consultants on Teaching

Selecting the C3 Team

We want to have 2-3 instructors on the team that teach this course to be involved in the C3 lab. The goal is to foster a culture of collaboration that lasts beyond the C3 semester. The key is to find a balance between having the right voices at the table while not having too many cooks in the kitchen. Here are some factors to consider:

  • Who else knows this course well?
  • Who do I collaborate with well?
  • Who teaches this course regularly, semester after semester?
  • Who has 1-3 hours of PDL time available during the C3 semester?

Selecting a Team Member from Outside the Department

We hope that each C3 team has at least 1 team member from outside the department. The goal is to avoid "group think." Here are some factors to consider when selecting someone to fill this role:

  • Who do I trust/collaborate with well?
  • Which department(s) have a stake in this course and could offer good feedback?
  • Who else on campus is practicing pedagogies or practices that we’re interested in?
  • Who can offer the most valuable, outsider perspective and cover our inattentional blindness?
  • Who has experience with 1st-year students and understands the challenges a new student might face in this course?

Student Involvement

Considering the perspective of the student is a fundamental part of the C3 experience. 

"As scholars of our teaching, we must attend unremittingly to the responses of our students. We must use what we learn about their learning as data that justify or require us to change our practices..." Pres. Bednar quoting Bender and Gray

Each C3 team should have 1-2 student members on their C3 team. The student(s) you choose should be willing to speak up and actively contribute to the project. If the student(s) will be attending team meetings regularly, they should be paid for their time. If the department cannot pay for them, contact David Ashby for more funding options. Here are a few places you might find students to contribute to the C3 team: 

  • Current or past Teaching Assistants
  • Current or past course tutors
  • Student employees of the Campus Curriculum Design team
  • Students who may have withdrawn or failed the course

Here are a few more ideas to gather the student perspective on your course:

  • Hold a student focus group (recommended early in your C3 experience). 
  • Survey past, present, or future students
  • Use the SCOT program to gather and highlight course strengths and gaps. 
  • Interview individual students

Weekly Team Meetings

The C3 team will meet together 2-3 hours per week. C3 teams are encouraged to meet on Tuesdays and Thursdays from 3:00 - 4:30 pm. However, the C3 team may designate another time that works best for the team. The purpose of the C3 team meetings is to discuss the topic(s) for the week and collaborate as solutions and plans are designed. All topics and meetings may not be relevant to all C3 team members. Each member of the team should work together with the team lead to create a schedule that works best for each member and the team as a whole. 

Team Member Roles

Course Liaison -  A faculty member that teaches the course should take responsibility to communicate back to the whole teaching team regarding the innovations and changes the C3 team makes throughout the course. This person strives to keep those not on the C3 team informed about the changes, seek input from this audience from time-to-time, and help faculty adoption of the improvements made to the course. This person should choose when and how often to communicate with the teaching team throughout the semester. This person should help the team avoid making changes to the course that never get adopted by the rest of the teaching team. 

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