Liminal Reframing: Rethinking Assignment Design to Capture Our Ideals

Credit: iStock.com/aimintang
Credit: iStock.com/aimintang
What do you want your students to learn? What really matters to you? I’ll give you an example. William Carlos Williams once wrote, It is difficult to get the news from poems yet men die miserably every day for lack of what is found there.

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One Response

  1. Thanks, Paul. Your article came the same day I am leading a workshop on course design, and your comments resonate soundly with many of my own concerns. In my own world of theological education a friend once quipped “In theological education, the easier something is to assess, the less important that something is likely to be.” I suspect you feel the same way in the field of literature. I always press faculty to consider the central importance of the affective elements of valuing, feeling, admiring, determining, enthusing, and above all loving. The pathway to assessment can be challenging, but what genuinely changes people all too often begins at the affective level. Again, thanks for your great observations on liminal reframing. Very helpful and inspiring.

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