Information for SAGES Faculty and Fellows


Information for Prospective Visiting Fellows

Resources for Leading a Seminar

Recommended Readings (Mano Singham)

Resources for Teaching Writing


 Information for Prospective Visiting Fellows

Case Western Reserve University has created two programs for Visiting Fellows wishing to teach SAGES seminars.

Presidential Fellows are distinguished professionals, scientists, and humanists, mostly from the Cleveland area, who design and lead seminars in their areas of expertise. Presidential Fellows teach one seminar in the fall or the spring term of a given academic year.

SAGES Fellows will usually be visiting faculty from other universities, though we also welcome applications from postdoctoral candidates with teaching experience and from distinguished professionals in diverse fields. Appointed by the dean of the College of Arts and Sciences, SAGES Fellows will be recruited primarily from institutions outside the Cleveland area; international scholars are especially encouraged to apply.


Resources for Leading a Seminar
SAGES Guidance on “Fair Use” (Adapted from Copyright@Case – Fair Use Doctrine)

The Fair Use Doctrine Section 107 of the Copyright Law sets forth a statutory exemption that may allow the use of protected material in a manner that would otherwise infringe upon the copyholder’s rights. (The copyright holder has the right to copy, distribute, adapt, display or perform the work publicly.)

The doctrine represents an effort to strike a balance between protecting the copyright holder's interests, contributions, and incentives for future work and furthering society’s interest in allowing for reasonable use by others so as to promote the progress of knowledge. A common misconception is that “fair use” covers any use so long as the purpose is academic. This is not the case.

The characterization of a use as “fair use” depends on the result of a four-factor balancing test, with each factor tilting the scale in favor of or against a “fair use” exemption. All four factors must be weighed with respect to each use:

  1. Nature of the protected work. Use of published/factual/nonfiction work is more likely to fall under the fair use umbrella than use of unpublished or highly creative work.
  2. Purpose of the use. Teaching, criticism, research, etc., are more likely to be acceptable than commercial use.
  3. Amount and substantiality of the work used. Use of a small quantity in relation to the whole, use of material that is not considered the heart of the work, and use of an “appropriate” amount for educational purpose will all favor a determination of fair use.
  4. Effect of use on the market or potential market for the protected work. Use of only one or two copies is more likely to fall under the fair use umbrella than repeated long-term use, measures that make the material electronically accessible, or use that looks like an effort to circumvent the purchase of the copyrighted work.

If you have any questions about applying the fair use doctrine, please contact Peter Poulos at the Office of General Counsel, (216) 368-0661.

SAGES Learning Outcomes

Mission: The SAGES program is a seminar-based, writing-intensive learning experience that emphasizes collaboration, transformative thinking, and scholarly inquiry. Students and faculty work together to explore the ideas, individuals, and innovations that have shaped human inquiry in a variety of fields. Each SAGES course invokes the power of seminar discussion and foregrounds writing and public speaking to promote the learning of all participants. The program’s developmental sequence deliberately moves from general forms of inquiry, writing, and oral presentation to those practiced in individual scholarly disciplines. Because oral and written presentation skills are fundamental to the SAGES curriculum, the following Learning Outcomes serve as the critical “common thread” throughout the program.

I. First Seminar introduces students to the CWRU academic community, including the unique opportunities for collaboration with the University Circle Institutions and the city of Cleveland, and emphasizes modes of inquiry, writing, and speaking used throughout the University.

At the end of First Seminar, students should be able to:

  • - Engage in thoughtful, productive discussion with peers, faculty, and other professional;
  • - Give and receive criticism respectfully and constructively- Establish a personal voice in oral   and written expression;
  • - Present concepts and beliefs in clear, precise, and graceful language;
  • - Frame substantial arguments, first by making interesting claims and then by marshaling and interpreting relevant evidence;
  • - Assess whether an argument (including their own) is properly supported according to basic academic standards;
  • - Demonstrate awareness and engagement with different perspectives or positions in their own writing (opposing positions, alternative proposals, etc.);
  • - Recognize their responsibilities—as writers and speakers, readers and listeners— in promoting scholarly dialogue, and then meet those responsibilities; 
  • - Analyze and assess different kinds of writing from a variety of sources; and,
  • - Refine their phrasing, analyses, and arguments through a rigorous process of revision.


II. University Seminars build on the common experiences in the First Seminar and focus on academic modes of thinking and writing specific to scholarly discourse about the natural and technological world, the social world, and the symbolic world. These topical courses offer cross-disciplinary insight and attention to effective inquiry and presentation.

Students in University Seminars continue to develop the skills and dispositions emphasized in First Seminar. In addition, they should be acquiring the ability to:

  • - Pose a relevant, narrowly focused research question;
  • - Construct extended arguments that incorporate quotations and ideas from multiple sources;
  • - Analyze and evaluate a variety of sources and forms of evidence; and,
  • - Demonstrate thorough familiarity with one method of citation and follow its conventions—not mechanically, but with full appreciation of their ethical significance.


III.  Departmental Seminars introduce students to disciplinary modes of inquiry and presentation.

Students in Departmental Seminars continue to develop the skills and dispositions emphasized in First and University Seminars. In addition, they should be acquiring the ability to:

  • - Articulate a question or problem of interest to the discipline;
  • - Skillfully employ research methods to address that question or problem;
  • - Produce clear, precise academic prose in appropriate modes (e.g., lab report, close reading, analytical argument, persuasive argument, quantitative analysis); and,
  • - Provide useful, relevant criticism to others—and respond constructively to criticism—within a disciplinary context.


IV.  Senior Capstone Projects encourage students to pursue independent research and scholarship, with the guidance of faculty from their chosen major or discipline.

In their Senior Capstone Projects, students demonstrate their ability to:

  • - Articulate a problem or question that is both interesting and relevant to their chosen field(s) of study;
  • - Identify an appropriate research method or analytical response to the question or problem, and present the method/approach in discipline-specific modes of writing (such as a project proposal);
  • - Conduct sustained research—designing and conducting experiments, exploring an archive,  analyzing data, reading publications in their field—sufficient to draw conclusions significant to their discipline; and,
  • - Produce a substantial presentation in response to the question or problem.


Resources for Teaching Writing

English Department Recommended Writing Outcomes

By the end of First Seminar, students should be able to:

  • - Engage critically and considerately with the written ideas of peers;
  • - Identify and summarize the main points of a published piece of writing supplied by the instructor;
  • - Respond critically in writing to scholarly ideas from a variety of perspectives or positions;
  • - Craft a specific question that can form the basis for sustained inquiry on a topic;
  • - Identify representative University and University Circle resources to support writing projects;
  • - Write in a consistent, clear, and grammatical personal voice;
  • - Reflect critically on their own ideas;
  • - Describe Case's Academic Integrity Policy;
  • - Explain the role of and significance of differences among various citation formats (MLA, APA, Chicago, etc.); and,
  • - Refine phrasing and ideas through directed revision.

By the end of a University Seminar, students should be able to:

  • - Identify, summarize, and respond critically to an array of scholarly ideas and texts gathered through independent research;
  • - Develop a focused, informed, and specific research question (appropriate to the topic of the course and to the context of a scholarly problem);
  • - Define a scholarly position in a clear, grammatical voice that is characteristic of an academic community;
  • - Draft persuasive and/or analytical arguments of appropriately delimited scope for a 10-12 page paper. These arguments should include strong and clear claims, appropriate presentation and interpretation of evidence, and substantial exploration of the warrants/backings that authorize them;
  • - Cite consistently and comprehensively a variety of print and electronic resources using a citation format appropriate to the area of inquiry;
  • - Demonstrate a facility with the sentence structures and rhetorical moves most common to academic writing; and,
  • - Demonstrate a capacity for self-directed revision of writing for effective argumentation and for stylistic clarity.

Information about the University's writing programs, the Writing Resource Center, and resources for student writers and their teachers can be found at the English Department's Writing@Case website.

SAGES Peer Writing Crew

The SAGES Peer Writing Crew offer tutorial assistance to their fellow undergraduates— fostering habits of reflection, cultivating awareness of audience, and modeling strategies for composition and revision. The ten members of the Crew are all SAGES veterans who were recommended for the program by their seminar instructors. Your students can make appointments with the Crew by logging in at

Writing Support Models

SAGES offers in-class writing support for First and University Seminars. Seminar leaders can choose from different models, depending on the level of support they wish to receive from the writing instructor assigned to their course. Descriptions of the models are available here. If you have questions or would like advice, please contact Erika Olbricht, the SAGES Instructional Coordinator (

Recommended Readings

   Mano Singham, Director of the University Center for Innovation in Teaching and Education (UCITE), has written a brief guide to help students read scholarly works perceptively and critically.  Click here for a pdf version.  On a related topic, Mano recommends an article titled "Teaching Critical Thinking: Some Lessons from Cognitive Science" (College Teaching, Winter 2005, vol. 53, No. 1, p. 41-46). Online the article can be found at:

    Mano has also published his thoughts on this article: Why Religious and Other Ideas are So Persistent. 

    Finally: Mano published a three-part series in April 2006 on the genesis and purposes of SAGES:

     The Genesis of the Program

     Implementation Issues 

     The Difficult Task of Changing Education