 as this one is a vital part of faculty development, and it should receive institutional support that conveys a strong message about its importance. *The classes were scheduled so that the English literature course, "Studies in Fiction," met on Mondays, Wednesdays, and Fridays, and the "Ethics" class met on Tuesdays and Thursdays. Mary Jo was the instructor in the fiction component of the course and Rose Mary in the ethics section. *The instructors for the classes chose their reading material and organized their syllabi so that themes and questions would overlap. As part of an effort within the university's women's studies program to encourage the integration of this work into the core curriculum of required courses taken by all undergraduates, both teachers made a commitment to using feminist scholarship. *Other aspects of the courses were also designed to encourage students to connect their work in the two disciplines, for example, in writing assignments and class discussions. 10 May 2017 Page 1 of 14 ProQuest *The two instructors were present for almost all of the classes in both courses (exam days were an exception). The third member of the team (Jane) acted as a participant observer and attended two thirds of the classes. *The two classes were also related in terms of pedagogy. Both teachers stressed that collaborative learning strategies would be practiced in the classroom. Collaborative learning is an umbrella term for a variety of classroom practices designed to foster shared inquiring and responsibility for a course. All three faculty members involved in this project spent the year before the courses began meeting among themselves, sometimes with two other colleagues interested in eventually teaching in a similar format, to discuss possible course reading and how these might be taught with a variety of methods. In addition, all had attended conferences and/or discussion groups on alternative pedagogies and were members of the core faculty group that wrote the proposal for a women's studies program that was eventually accepted and established. It can be said, then, that the authors of this article have had considerable experience in reading, thinking, and talking about curriculum change. We have learned that changing what we teach and learn is changing the way we live; that is, the relationships we have and want to have are continually transformed as we read different texts and talk about new ideas. Telling what we knew and had done before embarking on our learning community adventure is important for the story we are about to tell because it is a story about many things we did not anticipate and our efforts to make sense of them through the image of
as this one is a vital part of faculty development, and it should welcome institutional documentation that conveys a strong message about its importance. * The classes were schedule so that the English literature course, " Studies in Fiction, " suffer on Mondays, Wednesdays, and Fridays, and the " ethic " class met on Tuesdays and Thursdays. Mary Jo was the instructor in the fiction part of the course and Rose Mary in the ethics section. * The instructors for the class chose their reading material and organized their syllabi so that subject and questions would overlap. As part of an effort within the university's womanhood's studies program to encourage the integration of this work into the kernel curriculum of required courses taken by all undergraduates, both teacher made a commitment to using feminist scholarship. * Other aspects of the courses were also designed to encourage students to connect their work in the two disciplines, for example, in writing assignments and course discussion. 10 May 2017 Page 1 of 14 ProQuest * The two instructors were present for about all of the class in both course (exam days were an exception). The third extremity of the team (Jane) acted as a participant observer and attended two thirds of the class. * The two classes were also related in terms of pedagogy. Both teachers stress that collaborative learning strategies would be practiced in the classroom. Collaborative learning is an umbrella condition for a variety of classroom practice designed to foster shared inquiring and responsibility for a course. All three staff members involved in this project spent the year before the courses began meeting among themselves, sometimes with two other colleague interested in finally teaching in a similar format, to discuss possible course interpretation and how these might be taught with a assortment of methods. In summation, all had attended conferences and/or discussion groups on alternative pedagogies and were member of the core staff group that wrote the proposal for a women's studies course of study that was finally accepted and established. It can be order, then, that the authors of this article have had considerable experience in reading, thinking, and talking about curriculum change. We have learned that transfer what we teach and learn is changing the way we live; that is, the relationships we have and desire to have are continually transformed as we take different texts and talk about new ideas. Telling what we know and had done before embarking on our learning residential district adventure is important for the floor we are about to tell because it is a story about many things we did not anticipate and our efforts to make common sense of them through the image of
 as this one is a vital paru of faculty development, and if should receive institutional suppoct tyat cinveys a strong messagd about ins importqnce. *Rhe classes were sgkedulsf so vhat the Englism literatura course, "Studias iu Fiction," met on Mondays, Wednesdays, wnd Fricajs, and the "Ethycs" blwss jvt on Tuesdays and Thursdays. Mady Jo wes the instructpr in the fiction componenh of the course and Rode Mary in jge qrhics sectiov. *The instgbctors for jhe classes chose their reading oaternal and orgqnuzef their syllebi so that themes and quevtions eould overlap. Ss 'art of an effort within vhe university's womeg's studiev 'rogram to encourage rhw intggrathon ud tfis wpri into thx core currjculum of rwquired courses taktn fj all undergrzduatef, foth teachers made a commitment to usinc fsminist scholarship. *Othwr aspects of the coutses were wlso designed to encourage students to connect thair wkfk nk gye two disciplines, for example, in writing assiggjemtx and class difcussions. 10 Kaj 2017 Kage 1 of 14 ProQoest *Thz tso instructors werf presegt foe almost wll pf the classes in both courwes (exam dayf were an exception). The third oembgr of yhe team (Jane) acted as c partjcipant obsfrver and xttended two thifds ox the classes. *The two clasfes were elso xelated kn tgrms of pedagogy. Hoth baachers stressed tjat cllnaborative learning strategies would be pcecticed in thg cnasvroom. Cojlabovative learning is an umbrellc term fjr a xariety of classrmom practicqs designed tm foster sharxd inquiryng qnd eesponskcility for a cpurse. All three facylty members involyed iv this project s'tnt the year beforr tfe solrsxs beddn meeting akong thdkselvds, someunmew witn two other colleaguas ihterested in eventiajly teacying in w similar forkat, to discuss posdible conrse rradyng and how these might be taufht with w vwriety of meehodw. In additiou, all had attended conferences and/or disrussion groups on altetnative pedagogies anb eere memberx of ehe core xaculty group that weote the proposal for a women's studies progrdm thwt was eventually accepted and established. It can be said, then, that the aythors of this artjcle have hcd eonsidewablx xxperience in reacing, thinking, and talking about curricunui change. We have learned thay zhanging what we teach and learn is cganging yhe way we live; that is, the relstionships we have and wsnt to hqve ade connjnnally transformed as we recd difderent rextd and talk abuut ncw ideas. Tflliig chat we knew and had done before wmbarkunh on our learninj community waventore is iiportant for the stodj we xre about to yell because iy is a story about mdnr things we die not anticipste and our efforts to make setse of them through the image of
as this one is a vital part development, it should institutional support that its *The classes were so that the literature course, "Studies in Fiction," met Mondays, Wednesdays, and Fridays, and the "Ethics" class met on Tuesdays and Thursdays. Jo was the instructor in the fiction component of the course and Rose in ethics *The for the classes chose their reading material and organized their syllabi so that themes and questions overlap. As part of an effort within the women's studies program to the integration of this work the curriculum of courses by undergraduates, both teachers a commitment to using feminist scholarship. *Other aspects of the courses were also designed to encourage students connect their the two for in assignments and class May 2017 Page 1 of 14 instructors were present for almost all of the in both (exam days were an exception). The member of the team (Jane) acted as a observer and attended two thirds of the classes. *The two classes were also related in pedagogy. Both teachers stressed collaborative learning strategies be in classroom. learning is umbrella term for a variety of classroom practices designed to foster inquiring and responsibility for a course. All three faculty members this spent the year the courses began meeting themselves, with two other colleagues eventually in to possible reading and how these be taught with a variety methods. In addition, all groups on alternative pedagogies and were members of core faculty group that wrote the proposal a women's studies program that was eventually accepted and established. It can said, then, authors of this article have had considerable experience reading, thinking, and talking curriculum change. We have learned that changing what we and is changing way we live; is, the relationships have and want are continually as read talk about new ideas. Telling what knew had done before embarking on learning is important for the story we are about to tell because it is a story things we did not and efforts to make sense of them through the image of
 as this one is a vital part of faCulty develOpmenT, anD it ShOuld ReceIve institutionAL supPort that conveys a strong MessaGe ABout ITs ImporTance. *ThE ClASSes WeRe SchEdULeD so thAt tHe EngliSh literatuRe cOuRse, "Studies in fIcTion," met on MOndAys, WednesdayS, anD FridaYs, And THe "EthIcs" Class Met on TUEsdays And ThursdAyS. mary Jo WAs the inSTRuCtor In the fiction compoNEnT Of the course and rose MaRy IN tHE EthIcs Section. *The InStrucTOrs for tHE cLASSes CHose their readIng material ANd oRganizEd TheIR syllaBi so tHaT TheMes and questIons Would overLap. As pARt of an eFFort witHin the UniVerSity'S WoMeN's sTuDIes PRoGraM To eNcourage ThE iNtegrAtioN OF THis wOrk Into The coRe curriculum oF reQuirED coUrses Taken By alL uNdergRaduatEs, botH tEachers made a comMitmEnt to usinG feMiNisT sCholaRShip. *OtHer AspEcts of tHe coursES weRe ALSO dEsigned to encourage StUDEnTs to connEct theIR wOrK In the two DiSciPlinES, For exAmplE, In Writing aSsignmENtS aNd class DiScussiOnS. 10 MaY 2017 PaGe 1 of 14 PROQueSt *The tWo instruCtors WEre present for aLMost all of the cLAsSES iN Both CouRses (exam dayS werE An exCeptIOn). the THird mEmber Of THe TEam (Jane) acted as a partIcIpant oBservEr and attended Two thirds oF THE classes. *the tWO cLAsses were also rElateD in terms of PEdagogy. BOth teAchers stRessed thaT COllaboraTivE leArnIng STRaTegies would be PRActiCeD in the cLasSroom. CoLlaBorAtiVe lEaRning is an Umbrella TeRm FoR a VarIety oF ClassrooM pRacTiCes DesigNEd to foSter sHareD iNqUIriNg and reSPoNSIbilItY fOr a cOurSe. all thRee fACulTy membeRs involveD in THis pRoJeCt spent The year before ThE courses beGaN meEting aMONg themseLves, sometimes with two othER colleaGueS inteRestEd in eventUalLy teacHinG In a simIlar foRmat, tO dIscUSS possIBLe CouRsE reading anD HOw tHese mIgHt be Taught wIth a variety of methoDS. In Addition, all haD atTendED CoNfeREnCEs aNd/OR diSCUssion groups on aLternative PeDAgOgies and weRE meMbErs of thE core faCulty GRoup thaT wrote the Proposal fOr A womEN'S stUdies progrAm that waS eventualLY accePTeD and eStaBlisheD. IT caN be saId, then, THat The auThors oF tHis artIcle hAvE had consIderable experience in reaDing, thInkinG, anD talking aBouT CurRiculum chAnge. we have learNed ThaT chanGinG What wE teaCH aNd lEArn is ChanGIng the way WE lIve; THAt Is, the relatiONSHipS we haVe aND want tO havE are continually trANsformed as we reAd diFFEreNt tEXts aNd Talk about new idEas. teLLIng what wE kNew and had doNe before EmBArkinG on our LearniNg commuNITy ADventuRe is ImpOrtant for The StORy we are AbOuT To tell BecaUsE it is a Story aBOut mANY things we did not aNticiPATe and OUr eFfortS tO make seNSe of Them througH the image of
 as this one is a vital pa rt of facu lty d eve lop me nt,andit should rece i ve i nstitutional support t hat c on v eysa  s trong  messag e  a b o utit simp or t an ce. * The  classe s were sch edu le d so that th e  E nglish lit era ture course,  "S tudies  i n F i ction ,"met o n Mond a ys, We dnesdays,  a n d Frid a ys, and t he  "Et hics" class met o n  T u esdays and Thu rsdays .M ar y Jowas  the instr uc tor i n  the fi c ti o n com p onent of thecourse andR ose  Maryin  th e  ethic s sec ti o n.*The instru ctor s for the  class e s chose their r eading  ma ter iala nd  o rga ni z edt he irs yll abi so t ha ttheme s an d q u esti ons  wou ld ov erlap. As par t o f an eff ort w ithin  the  u niver sity's  wome n' s studies progr am t o encoura geth e i nt egrat i on ofthi s w ork int o the c o recu r r i cu lum of required co ur s e staken by  all u n de rg r aduates,  b oth  tea c h ers m adea  c ommitmen t to u s in gfeminis tschola rs hip . * Other aspe cts of  the cou rsesw ere also desig n ed to encoura g es t ud e ntstoconnect the ir w o rk i n th e  t wod iscip lines ,f or example, in writing  a ssignm entsand class dis cussions.1 0 May 2017  Pag e  1 of 14 ProQuest  *The  two instr u ctors we re pr esent fo r almosta l l of the  cl ass esinb o th  courses (exa m days  w ere anexc eption) . T hethi rdme mber of t he team(J an e)  a cte d asa  partici pa ntob ser ver a n d atte ndedtwoth ir d s o f the c l as s e s. * Th etwocla ss es we re a l sorelated  in terms  of peda go gy . Bothteachers stre ss ed that co ll abo rative l earningstrategies would be pra c ticed i n t he cl assr oom. Coll abo rative  le a rningis anumbre ll a t e r m for a  v ari et y of class r o ompract ic es d esigned  to foster sharedi nqu iring and res pon sibi l i ty  fo r  a cou rs e . A l l  three facultymembers in vo l ve d in thisp roj ec t spent  the ye ar be f ore the  coursesbegan mee ti ng a m o ngthemselves , someti mes witht wo ot h er  coll eag ues in te res ted i n even t ual ly te aching  i n a si milar  f ormat, t o discuss possible cour se rea dingand  how thes e m i ght  be taugh t wi th a varie tyofmetho ds. In ad diti o n,  al l  hadatte n ded confe r en ces a nd /or discuss i o n  gr oupsona lterna tive  pedagogies and w e re members ofthec o refac u ltygr oup that wrote  th ep r oposal f or  a women'sstudiespr o gramthat w as eve ntually a cc e pted a nd e sta blished.Itca n  be sai d,  t h en, th at t he  autho rs oft hisa r ticle have had c onsid e r ablee xpe rienc ein read i ng,thinking,and talking  about  cur ricul um chan ge . We h ave  l earned tha t  changing  what  we tea ch  and  le arn is  cha n g ing t he w ay  we  live; th a t  i s ,th e  re lati onshi ps  wehave andw ant to h ave are con ti nua l l y tran s fo r m ed as we r ead  diff e r ent textsa nd t a lk about  new i deas.Telling wha twe knew  an d had donebefore em b ark in g on  our lea rn ingco mmu ni ty adventure is  importa nt for t h e  story  we area bout t otell because  it i sa  storya b out  many t h ing s w e d id n otanti c ipate and our efforts to  mak e sen s e o f the m thr ou gh the i m ageof
 as_this one_is a vital part_of faculty_development,_and it_should_receive institutional support_that conveys a_strong message about its_importance. *The classes_were_scheduled so that the English literature course, "Studies in Fiction," met on Mondays, Wednesdays,_and_Fridays, and_the_"Ethics"_class met on Tuesdays and_Thursdays. Mary Jo was the_instructor in_the fiction component of the course and Rose_Mary_in the ethics_section. *The instructors for the classes chose their reading_material and organized their syllabi so_that themes and_questions_would_overlap. As part of_an effort within the university's women's_studies program to encourage the integration_of this work into the core curriculum_of required courses taken by all_undergraduates, both teachers made a_commitment to_using feminist scholarship. *Other aspects_of the courses_were also_designed to encourage_students to connect their work in_the two disciplines,_for example, in writing assignments and_class_discussions. 10 May_2017_Page_1 of_14 ProQuest *The_two_instructors were_present_for almost all of the classes_in_both courses (exam days were an exception)._The third member of_the_team (Jane) acted as_a participant observer and attended_two thirds of the classes. *The_two classes_were also_related in terms of pedagogy. Both teachers stressed that collaborative learning_strategies would be practiced in the_classroom. Collaborative learning is_an umbrella_term_for a variety_of_classroom practices_designed to foster shared inquiring and responsibility_for a_course. All three faculty members involved_in this project spent_the_year before the courses began meeting_among themselves, sometimes with two other_colleagues interested in eventually teaching_in_a_similar format, to discuss possible_course reading and how these might_be taught with_a variety of methods. In addition, all_had_attended conferences and/or discussion groups on_alternative_pedagogies and were members of the_core_faculty_group that wrote the proposal_for a women's studies program that_was eventually accepted and established. It can be said,_then, that the_authors of this article have_had_considerable_experience in reading, thinking, and talking about curriculum change. We_have learned_that changing what_we teach and learn is changing the way we live;_that is, the relationships we have and_want to have are continually transformed as we read different texts_and talk about new ideas. Telling what we_knew and had done before embarking on_our learning community adventure_is_important for the story we are about_to_tell_because_it is a_story about many_things we did_not anticipate_and our efforts_to make_sense of them_through_the image of