MY SITE
Hey All,
This is the main page for my syllabi library. You can access links to a collection of my past syllabi by following the links below or hovering over 'Syllabi' and clicking on one of the syllabi names that pop up. On each syllabi's page you'll see a breif description of the course and my thought process behind the designs. (The British Literature Survey takes a deep dive into my design process.) Some syllabi are availible to view as a PDF on the page. Others syllabi are published using an app called Book Creator. You can access the full syllabus by clicking on the BookCreator link.
When I design syllabi, I focus on making spaces for creative genres. In my British literature survey course I have designed assignments that draw upon Fanfiction and analysis of more every day genres including resumes and social media profiles. By asking students to either take part in a creative re-visioning of the materials we study or by asking them to connect what they've learned in class to their own writing, my hope is that students will create stronger emotional connections to the text we study. Project 2 and Project 3 of my Tudor and Stuart Ghosts syllabus focus more on working collaboratively in multimodal forms. Finally in my First Year Writing and Teaching Shakespeare syllabi, I have asked students to develop creative products of their choice in order to support student agency and create buy in for our learning goals.
I also strive to create courses that emphasize collaboration. In my First Year Writing and ENGL 1102 course, I do this by putting students into teams that work together on their writing projects and in class group work throughout the semester. In other courses, I have students work on group projects. In practice, when I have students work in groups, I create a value setting day to get team members communitcating their goals, priorities, and barriers early in the project to prevent unproductive conflict and have team members set expectations and accountability measures for each other.
Giving space to express themselves and connect with each other is always a priority for me, no matter the class I teach.
Best,
Savannah
This is the main page for my syllabi library. You can access links to a collection of my past syllabi by following the links below or hovering over 'Syllabi' and clicking on one of the syllabi names that pop up. On each syllabi's page you'll see a breif description of the course and my thought process behind the designs. (The British Literature Survey takes a deep dive into my design process.) Some syllabi are availible to view as a PDF on the page. Others syllabi are published using an app called Book Creator. You can access the full syllabus by clicking on the BookCreator link.
When I design syllabi, I focus on making spaces for creative genres. In my British literature survey course I have designed assignments that draw upon Fanfiction and analysis of more every day genres including resumes and social media profiles. By asking students to either take part in a creative re-visioning of the materials we study or by asking them to connect what they've learned in class to their own writing, my hope is that students will create stronger emotional connections to the text we study. Project 2 and Project 3 of my Tudor and Stuart Ghosts syllabus focus more on working collaboratively in multimodal forms. Finally in my First Year Writing and Teaching Shakespeare syllabi, I have asked students to develop creative products of their choice in order to support student agency and create buy in for our learning goals.
I also strive to create courses that emphasize collaboration. In my First Year Writing and ENGL 1102 course, I do this by putting students into teams that work together on their writing projects and in class group work throughout the semester. In other courses, I have students work on group projects. In practice, when I have students work in groups, I create a value setting day to get team members communitcating their goals, priorities, and barriers early in the project to prevent unproductive conflict and have team members set expectations and accountability measures for each other.
Giving space to express themselves and connect with each other is always a priority for me, no matter the class I teach.
Best,
Savannah