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Graduation calculator – HERI. My fake college syllabus. The following syllabus is for my new class, English 401: The Short Novel, meeting Tuesdays and Thursdays, 1:10-2:50pm. Course Description In this class, we will analyze some of World Literature’s greatest short novels in an attempt to interrogate the essence of plot and character while reading as few words as possible. Each class session will begin with a student presentation of 15 to 20 minutes, so we’re looking at an effective class time of about an hour. I’d love to give you a five-minute break halfway through the period, with the tacit understanding that we actually blow 15, but then I’d have to pretend I didn’t notice when 36% of you didn’t bother to come back.

Or I’d have to pass around the attendance sheet again, which is a major pain in the ass. Books Course books are available at the campus bookstore. Please refrain from contacting me eight weeks from now to say that the book we’re discussing tomorrow is sold out and you are thus unable to do the reading. LAI%20199 %20Information%20Overload %20Cameron. LAI%20199 %20Information%20Overload %20Cameron. Social Media Literacies Syllabus: College/University. Weekly Sked example Finks course 2007. GSU 1010 curriculum. INQR 1000. UWG 1101 Sample Syllabus 2. Index to Syllabus — Journalism 100. FYE 1220: First-Year Seminar | First-Year Experience | Georgia Southern University. FYE 1220 is a two-hour seminar that serves as an academic, theme-based introduction to college-level inquiry and extends the orientation process into a student’s first semester at Georgia Southern. The course in an opportunity to research topics the student enjoys as well as to meet other students and a faculty member with similar interests.

For these reasons, students are encouraged to select their theme very intentionally. Seminar themes for new students in Fall 2015 Catalog Description Thematic seminar designed to promote information literacy skills and support students’ cognitive and affective integration into the University community. Required during the first semester for all students new to the University (except for transfer students with 30 hours or more); students may not withdraw.

Student Learning Outcomes Students will . . . FYE 1220 Syllabus, Chris Caplinger, Fall 2015.doc.

Potential assignments

Syllabus Version 1.0 « History of the Information Age — Fall 2011. Fall 2011 — History of the Information Age — Syllabus–Version 1.0 Check out the newest version of the syllabus.* New features: Discussion Topics are set for each week.Narrowed project choices down to those proposed by the groups Still to be discussed, worked out, finalized starting Tuesday, Sept. 6: Which projects we will actually do. . * Numbers in parentheses next to topics in the syllabus reflect numbers of groups who advocated a particular topic.

September | 2013 | English 101 – Digital Literacies | Page 7. While most people dread being different, I have opted to embrace my uniqueness. I am the proud product of my 3/4 Salvadorean and 1/4 Greek mother, and my 1/4 Italian, 1/4 Irish, 1/4 Spanish, and 1/4 Costa Rican father. Aside from my multicultural background, I am also left handed, have crazy curly hair, dimples, and posses a rather rare sense of humor. However, my ability to adapt and get along with virtually anyone, is probably my most treasured trait. I suspect that my unconventional upbringing played a vital part in developing my “chameleon soul”, as I like to put it. After my parents divorced when I was seven, my mother, brother, and I, began our nomadic life.

Eventually when I was twenty, I moved out and settled with my (then) boyfriend and his three year old son in Hawthorne. Currently, I am living in Westchester and I have a full time job I can’t complain about (I just got a VERY nice raise). Press Play — Press Play. More info: Grading 30% final project30% collaboration, based on assessment of your notes on others’ work20% class participation and demonstrated familiarity with the assigned reading20% smaller assignments I grade based on where you start and where you end. Don’t work on me for a better grade—work on your work and making the work of those around you better. Show industriousness and seriousness and produce surpassing work if you want an exceptional grade. Personal Standards Don’t raise your hand in class. This is an intense, once-a-week immersion on the waterfront of modern media-making. If you text or email during class, I will ignore you as you ignore me. I expect you to behave as an adult and will treat you like one.

Excuses: Don’t make them — they won’t work. If you truly have a personal or family emergency, your welfare comes first. If you are having trouble understanding expectations or assignments or instruction, please speak up. Academic Standards This is a web-based course. Readings. The #swag syllabus — the #swag class.

For your final project, you’ll have the opportunity to pick a topic of your own interest and dive deeper, and produce a 2000-word essay on the topic. Want to finally explain once and for all what in the world everyone that bought a Von Dutch cap in 2004 was thinking? Great. Have a burning desire to tell the world about why Snapchat is both the coolest thing ever and the sign of the Apocalypse? Go for it. Need help coming up with a topic? Let the class know, and we’ll work with you. This will be half of your Assignments grade (so, 30% overall).

For the last three sessions of class, we’ll host a conference, and everyone will do a short, 5–7 minute presentation on their project. You can then take the feedback you get from your presentation and use that to improve your final research project, which will be due during Finals week. All digital communication for this course will be conducted via a piece of collaboration software called Slack. It’s 2015. Well, maybe it is, I don’t know. Whittier Scholars 101 Syllabus — Whittier College, WSP. Whittier Scholars 101 Syllabus Here’s what we’ll be doing this semester. Join us! Read and àWrite before class In class Unit One: Individual: How do you want to learn? Week One In class: Wallace, David Foster: “This is Water” Commencement Speech on Youtube. Abridged (illus) Complete Attention Experiment After class: Update your Moodle profile. Week Two àKeep Attention Log this week to discover your attentional practices Cronon, “Only Connect…” Berlin, “The Hedgehog and the Fox” [Optional: Nussbaum, “Liberal Education and Global Community” AACU Winter 2004 àSummarize Cronon reading (1–2 pgs typed, dbl-spaced) Discuss readings and two types of summaries: 140 character summaries and purposeful summaries for writing.

Read the Terms of Service for Medium.com and Twitter.com. Week Three. David Carr’s Syllabus — Creativity _ Unbound. No one will ever be able to take this course again. But you can still learn from it. Just read the syllabus. Yesterday I re-read David Carr’s syllabus. He taught a course called Press Play at Boston University’s College of Communication where I teach. The Internet had disrupted both of our industries — advertising and journalism. David hung out with him. He was excited about Medium and planned to teach his new class using the platform.

He knew everyone in digital media. He died yesterday. In the pages of the New York Times, where he wrote his Media Equation column, colleagues remembered him. On Twitter, readers expressed their sadness. He taught but 12 or so students in his only class at BU. Often, from what I am told, celebrity professors don’t work all that hard. They can mail it in. James Percelay, a friend of David’s told me David put in many long hours. You can see it in his syllabus. He wasn’t an academic. He was interested in digital content and new ways of storytelling. Grade 11 English. Why am I here? The goal in this course is not so much to memorize information as it is to learn some skills. We want these skills to be useful to you beyond our time together. So if at any point you find yourself asking, “What’s the point of this?” Make your opinion be known. You are as much in the driver’s seat as your teacher. How can I ace this course? An average of 100% is possible in this course — if you’re hungry enough for it.

Please read (and, of course, follow) my list of top ten tips for how to pass this course with flying colours. What should I bring? To every class: the book you’re reading; a pen; a pencil; your binder; an open mind. Breakdown + Grading Reading self-directed reading ……….……………………………………………..20% assignments ……………………………………………………………………5% Writing reader-writer notebook …………………………………………………..10% assignments……………………………………………….………………..10% Oral Communication attendance ……………………………………………………………………5% assignments ……………………………………………………………….…5% Media assignments ……………………………………………………………….….10%

Search. SyllabusFall2009.pdf. Print Culture 101: A Cheat Sheet and Syllabus. Editor's Note: So, people no longer just read ink printed on paper. Now that the electronic word has become embedded in our lives, we have a new perspective on what might have been special and specific about the last few hundred years of information dissemination.

Think of this annotated syllabus from C.W. Anderson (@chanders) as your cheat sheet for the print/digital culture debates. (Oh, and I put a special visual treat the end, so make sure you read to the end.) When I said that I was busy putting a syllabus together for a course on "Print Culture" at CUNY's College of Staten Island this fall, Alexis Madrigal asked me if I'd be willing to share the syllabus development process with the larger online community. I was more than happy to oblige -- and also a little bit scared. (By the way-- if you're interested to get actual page numbers of the readings and occasional pdf's to download, check out my course website, which be be online sometime early next week).

The Books So that's it! History of Print Media (COM 230) (Fall 2014) : C.W. Anderson. History of Print Media (COM 230) (Fall 2014) Dr. Christopher Anderson Monday & Wednesday, 2:30 –4:25 Office: 1P / Room 232A Office Hours: Monday & Wednesday, 9:30 -11:00 Required Texts Nicholas Carr. Course Learning Objectives To understand the evolution of printing as a technological, social, and economic phenomenon.To grasp the nature of “print culture” as a particular moment in modern historyTo understand the transition from an analog to a digital culture, and the .implications of this transition for individuals and society.

General Class Structure In class participation: The second part of each class will consist of some combination of group conversation and weekly structured classroom debates. This is the grading breakdown for the course. Because this is a college-level class, you will have a fairly significant amount of “original” (that is, non-textbook) reading. Participation (15%) In Class Drill Assignments (15%) Quizzes (15%) Midterm Paper (25%) Final (30%) MidTerm Paper Plagiarism October 1. College course syllabi: They’re too long, and they’re a symbol of the decline and fall of American higher ed. Illustration by Alex Eben Meyer When I was an undergrad in the ’90s, there was little more exciting than the first day of class.

What will my professor be like? What books will I be reading? How many papers will I have to write? Answers came readily, in the form of a tidy one-page document that consisted solely of the professor’s name and office hours, a three-sentence course description, a list of books, and, finally, a very brief rundown of the assignments (papers, exams) and their relevant dates. This was a course syllabus in 1996, and it was good. If, like me, you haven’t been a college student since the Clinton administration—but, unlike me, you also haven’t been a professor today—then you might be equal parts impressed and aghast at what is required for a course syllabus now. The texts? Syllabus bloat is more than an annoyance. So how did this happen? So my recommendation is something at which we intellectuals excel: a subtle war of passive aggression. Information Overload.

Course Description Download the full syllabus with course policies [.pdf] Information overload is a contemporary cultural concern with a rich past. This course covers a broad sampling of texts from different time periods and genres to consider how our current confrontation and struggle with digital technologies both is and is not new. We will pay attention to the various forms that information overload takes: a pathological condition, a burden on attention and social bonds, a renaissance of knowledge access and production, and even a non-issue. Most importantly for our purposes, the texts we read and view will help us ask how our understanding of knowledge, literature, and even ourselves evolves alongside technological innovations.

Questions raised in this course include: How do people experience and describe information overload (or a sense of “too much”) across cultures and chapters of technological development? College papers: Students hate writing them. Professors hate grading them. Let’s stop assigning them. Llustration by Robert Neubecker Everybody in college hates papers.

Students hate writing them so much that they buy, borrow, or steal them instead. Plagiarism is now so commonplace that if we flunked every kid who did it, we’d have a worse attrition rate than a MOOC. And on those rare occasions undergrads do deign to compose their own essays, said exegetic masterpieces usually take them all of half an hour at 4 a.m. to write, and consist accordingly of “arguments” that are at best tangentially related to the coursework, font-manipulated to meet the minimum required page-count. Oh, “attitudes about cultures have changed over time”? Nobody hates writing papers as much as college instructors hate grading papers (and no, having a robot do it is not the answer). What’s more, if your average college-goer does manage to read through her professor’s comments, she will likely view them as a grievous insult to her entire person, abject proof of how this cruel, unfeeling instructor hates her.

Get Involved | TED-Ed. Why I Hate Grading | katherine pickering antonova. By The Tango! Desktop Project, via Wikimedia Commons When it’s time to grade papers, I suddenly go into housecleaning frenzies. I start preparing next semester’s courses. I finally get around to reading the most obscure and boring articles on my research reading list. I would rather lick the bottom of a New York subway car than grade papers.

Why is grading so awful? It certainly isn’t because my students or their work bore or annoy me. I think it’s the disappointment. When a course begins, I always feel hopeful and excited about my students. But then I get the first stack of papers, and I have to come to a bunch of disappointing realizations: 1. 2. Between the factors described in point 1 and point 2, I often come to the painful realization that many of the papers were probably written in less time than it takes me to evaluate them. 3. 4. You will inevitably find yourself reading misquotations of your own words, put out of context and misapplied.

I hate grading | I'm Not Your Father's Accounting Professor.

Web history

InfoAge. » Syllabus. Syllabus–0.9 - History of the Information Age -- Fall 2014. IS 209 : Professional Skills Workshop. Syllabus for History of Information. Syllabus | History of the Information Age — Fall 2011. Course Syllabus | American Culture in the Information Age. » Syllabus. Course Syllabus | American Culture in the Information Age.