Tips on Writing an LLI Course Proposal

Thank you for taking the time to propose a course for LLI! The information you supply on the form will be used in different ways by different people—including, the program committee, the schedulers, AV specialists, catalog editors, and potential students. In this walk-through of the form and its questions, we offer a few considerations to keep in mind as you complete the proposal.

1. Course title. Titles have to be short enough to fit attractively within a one-page “Courses At A Glance” grid in the catalog. We also like to feature titles in large bold fonts on the Preview slides—impossible with long titles. Please be sparing in the use of subtitles and limit the whole text of the title to 60 characters (including spaces). The title should generate interest in the subject, and it should be appealing to a general audience. Here are some examples of titles that meet these criteria:
   • Paint with Knives!
   • Appreciating Southern Italian Wines
   • 25 Great American Nature Poems
   • Learn to Juggle
   • Remarkable Women You Should Know
   • Financial Strategies for Retirees
   • Cooking Fusion Foods Inspired by the Silk Road
      
2. Instructor/Coordinator Contact Information
   We will need to reach you at various times in the process of scheduling the course and fine-tuning the catalog copy; it saves time if we have your accurate contact information from the beginning. We do not share this information beyond the program committee.
   
   
3. Brief Background of Instructor
   Usually one or two sentences. Offer basic background with an emphasis on qualifications and experiences related to this course rather than positions held, degrees earned, or awards won.
   
   
4. Course description
   In the published catalog, course descriptions will be edited to no more than 100 words. We must control the word count in this way to make the catalog affordable. These are the most important words in the proposal, however. Since potential enrollees will likely never take another course merely to fulfill a requirement, they read the course descriptions to glean some idea of why they might CHOOSE to take this course. Course descriptions that succinctly provide information while also at least hinting at the value of the course strike the balance we are looking for.
   
    

Succinct/ Informative/Appealing Course Descriptions: A Few Examples

Single-Instructor Courses

What You Should Know About AI
What is a Large Language Model (LLM) Artificial Intelligence?
How does it work, and what can it do for us? This standalone
Zoom course will introduce you to AI chatbots like ChatGPT
and Bard, offer a general overview of how they simulate
human communication, and demonstrate some of their basic
capabilities—from writing complaint letters to planning
meals. We will also consider the cultural implications of
these technologies, asking how they might displace workers,
disrupt schooling, and challenge ethical norms. This session
will focus on the technologies at a broad level–offering only a
basic introduction–but you will leave with the confidence to
experiment with AI in your own writing and daily tasks.

Watercolor Open Studio
LLI’s Open Studio Watercolor Class is a place for everyone and
every skill level, where you learn to let the water do the work
for you. 

Students will work at various skill levels with a weekly design
and art element focus. Class will likely include figures, still
life, outdoor scenes, and photos. More advanced students will
be partnered with beginning students in class activities that
involve networking, peer tutoring, and critique. Individual
and beginning level pull-out sessions will address specific
instructions, as needed.

Courses Built on a Series of Speakers Addressing a Common Subject or Theme

Notice how in the example below, a 100-word overview is given as the description. The speakers’ individual presentations do not require summaries because the titles of their talks clearly indicate the subject and purpose of each.

The Appalachian Trail: A Local Gem
We are fortunate to live near a recreational, environmental
treasure, the Appalachian Trail. In this course, participants
will learn about its history, geology, animal, and plant life,
and management. They will explore how users engage with
the trail and how visitors can participate in its conservation.
Special emphasis will be placed on the hiking and backpacking
opportunities found in the Virginia portion of this scenic
footpath. The series will be of interest to seasoned hikers, but
also to those who have never visited the trail.

• 100 Years of the Appalachian Trail in Virginia
• The Appalachian Trail Underfoot: Geology and Geography of the Trail in Virginia
• Animal Diversity of the Virginia Appalachian Trail
• Appalachian Forest Ecology: Why the Heck Do Those Trees Always Grow There?
• Practical Tips on Using the Appalachian Trail by Experienced Hikers/Backpackers
• Call to Action: Become Engaged in Maintaining or Protecting the Appalachian Trail

5. Specific Topics
   Providing an outline of the topics covered can be helpful to the program committee in understanding the scope and organization of the course, but this information is optional and often not included in the catalog itself.
   
   
6. Preferred class size
   Self-explanatory
   
   
7. Preferred session
   Self-explanatory
   
   
8. Preferred number  of sessions/weeks
   Self-explanatory
   
   
9. Preferred length of each class session
   Self-explanatory
   
   
10. Preferred format
    Self-explanatory
    
    
11. Preferred class time
    We understand that your schedule for the semester the LLI course will be taught may not be known to you at the time you fill out the proposal. This is especially the case for currently employed teaching faculty. It’s fine just to indicate this fact, but please remember to get back in contact with us as soon as your scheduling constraints are known. 
    
    
12. Textbook or readings, if any
    Only required texts will be listed in the catalog. Soon after registration is over, you will be given a class roster with contact information. You can then send out a welcome note with supplemental information.
    
    
13. Materials participants will need to provide, if any
    Required books are not considered “materials.”
    
    
14. Will copying of handouts be needed?
    See limits on proposal form. Contact Lyndsay La Londe (llalonde@vt.edu; 540-231-1725) to request photocopies. Please allow one week’s lead time to process your request.
    
    
15. Room and equipment required
    Self-explanatory
    
    
16. Potential guest speakers
    Self-explanatory
    
    
17. Has this class been offered before?
    Self-explanatory