Assignment Charrette: A Collaborative Design Workshop

Tuesday, April 19, 2022
11:40 AM - 2:40 PM


Center for Teaching Excellence
Thomas Cooper Library, Room L511

The session is being delivered in a face-to-face format. You'll need to come to the offices of the Center for Teaching Excellence to attend. There is not a virtual option available to attend this presentation.


Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. Thoughtfully designed assignments can support program assessment, as well as learning-centered curricular and pedagogical reform and create clearer, more powerful pathways for students. And for faculty, working together on the design of assignments has turned out to be a powerful professional development experience.

Join us for t
his assignment charrette—a term borrowed from architecture education, denoting a collaborative design process—where you'll engage in a collegial, peer review process of assignment review and design. This workshop will be an opportunity to talk with other faculty interested in trading ideas about the design and use of the various tasks, projects, papers, and performances set for students.

Participation in this hands-on workshop is limited to 16
faculty members; lunch will be provided.

you register, you will be asked to submit a copy of an assignment you would like to share. This might be a draft assignment you are working on and would like to share with colleagues, one that has worked well but may be in need of a “refresh,” one that has not worked as you hoped—or one selected as a measure for program assessment.

Also, please
prepare a brief, reflective overview (one page or less) to accompany the assignment, indicating:

  1. The purpose of the assignment: What outcomes is it intended to foster and elicit?
  2. The context in which it is used—in what course or courses, with what students, at what point in the curriculum, as part of the program assessment measure?
  3. Your experience of the assignment at this point? How have students responded? What do they do well? What do they find especially challenging?
  4. Questions you have about the assignment: What kinds of feedback on the assignment are you hoping for from colleagues attending the charrette?
  5. How do you assess student work in response to the assignment: please include a rubric or evaluation criteria.

The charrette is modeled on a process developed by the National Institute for Learning Outcomes Assessment (NILOA) as part of its
Assignment Library Initiative. The Library is an online, searchable collection of assignments from faculty in a wide range of fields and institutional types, keyed to outcomes in five broad areas of learning.

National Institute for Learning Outcomes Assessment (2018, February). The
assignment charrette toolkit. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).



Registration is limited to faculty only.

** Registration Procedures Update **

In order for attendees to personally track their current registrations and attendance at certificate of completion workshops and events, the Center for Teaching Excellence requires that all registrants create an account in our registration system and login to register for all workshops.


If you have an existing training account with the Division of Human Resources, Office of Organizational and Professional Development, you do not need to create an account. You can login using your HR training username and password. By logging in to register for CTE events, your complete training record for both CTE and HR trainings will be available with a single account and login.


Participants must attend a workshop in its entirety to receive credit for the workshop in their training records. Late arrival and/or early exit from a workshop invalidates receiving credit. If technology issues require rescheduling of a workshop, participants must attend the workshop at the rescheduled time to receive credit. These policies apply to all CTE workshops/events, including workshops that qualify as requirements/electives for a certificate of completion.


Lydia Frass
Program Manager
Assessment and Online Learning
College of Arts and Sciences Office of Undergraduate Studies (CAS OUS)


Lydia Frass is the program manager for assessment and online learning with the College of Arts and Sciences  Office of Undergraduate Studies (CAS OUS). Frass coordinates programming and support for the college’s degree program assessment and online learning initiatives and supervises OUS’s undergraduate student services and advisement assistantsShe serves as the CAS representative to the Office of Institutional Research, Assessment, and Analytics Assessment Advisory Committee; DoIT Flagship Analytics Council; and ODL’s Distributed Learning Working Group. Prior to joining CAS, she worked in the Center for Teaching Excellence as senior instructional designer where she coordinated the Distributed Learning Working Group, consulted with faculty in online course design, and facilitated various online learning workshops. Before joining CTE, Frass coordinated and evaluated the South Carolina Public Health Training Center, which provided online professional develop for public health workers and included developing the infrastructure for virtual professional development. Frass earned her PhD in Adult Education with concentrations in educational leadership and research from the University of Southern Mississippi. While at Southern Miss, she provided assessment and online learning support for the department of Educational Leadership and Research. 

Michelle L. Hardee
TA Training Program Manager
Center for Teaching Excellence

Michelle L. Hardee is the Program Manager for graduate student teaching assistant (TA) programs in the Center for Teaching Excellence. She is responsible for developing CTE’s graduate TA training seminars, managing GRAD 701, the Teaching Assistant Development course, and helping students progress through the Preparing Future Faculty Program. She coordinates regularly with the Graduate School and other university academic partners on graduate student professional development workshops and events. Hardee received her Ph.D. in Marine Science here at UofSC and taught throughout her graduate program. She is currently an instructor in the School of Earth, Ocean and Environment at UofSC, teaching the Honors section of the Oceans and Society course and Environment of the Earth (GEOL 103). Throughout her 25-year teaching career, Hardee has been actively involved in marine science education and teacher training, including at Coastal Carolina University and the College of Charleston.