How does the use of computer technologies change teaching and learning in English Studies? This course is designed to address the growing need for English courses which take full advantage of the resources of electronic scholarship, composing, and communication available via computer-networked classrooms, the Internet, and hypermedia. The course will grow from the theoretical and practical interests of students and faculty in the DRC and the English Department. Graduate students at UT often gain considerable experience teaching in networked classrooms, and some students have played a big role in adapting existing courses for them. This course, however, will help students design, from the ground up, solid courses in their specific areas of interest. In this way they may begin to integrate particular theoretical interests with their application in practice. During the semester, students will have time to design 3-5 courses that they would be prepared to teach, with full documentation, including course descriptions, syllabi, reading lists, and evaluation criteria. They will be well-equipped to demonstrate and discuss their teaching plans during the job search, and to implement interesting courses right away in their new positions.
Existing courses offered by the DRC and the English Department may become subjects for student projects: faculty are invited to submit course materials for adaptation, or to collaborate with students in the course to modify or develop specific courses which will incorporate computer technologies.
Students will work independently based on their particular interests.
Topics for the course include:
Establishing the audience for the proposed course.
Setting course goals: what do you hope students will gain from this course? How does the course coordinate with the department's needs and interests
Course readings: Pitching the reading at the appropriate level. what texts do students need to gain a good grounding in the subject? How much reading is enough? How will students be accountable for the readings?
Course activities: what kinds of activities, both computer-based and otherwise, will engage students actively in the course?
Developing other resources: what other resources can supplement class readings and activities (i.e., guest experts, outside lecturers, field trips for observation, software demonstrations, library workshops, etc.)
Evaluation: what "counts" toward student evaluations? How will students be evaluated?
Preparing a syllabus
Preparing a course proposal to submit to the department
Preparing an appealing course description
Questions? Email Peg Syverson: syverson@uts.cc.utexas.edu