Episode 12- It’s on the Syllabus!

If you haven’t listen to Season 2 yet, then check out Episode 12 here or check out other episodes you may have missed here.

Season 2 is here!!!

Didactic Trio Update:

Rachel managed to get mono (aka– the kissing disease!) as a newlywed and has been sick since the middle of December, so she is a bit under the weather…

Zach happily is enjoying his first non-grad student winter break!

Kristen enjoyed her break more than she should have (since she should have been writing!)

…and we have a new intern… Chadthaniel! (He’s rather TECH savvy if you know what we mean!)

Syllabus Tips!!  

• At the end of the syllabus, Zach asks students to send him a picture of a pug for extra credit (to verify they have read it!)
• Zach’ tends to be a bit shorter but he adds a FAQ at the end (this is where he puts the pug thing).
• Rachel’s tends to be on the longer side, and rather than adding entire assignments she gives them paragraphs or blurbs about each assignment.
• Kristen tends to give them everything and they are very long. I want students to be able to plan their lives and to be able to best manage their time!

How to address students who don’t read the syllabus!!

• Rachel is internally annoyed but externally she asks if they have read the syllabus and helps from there.
• This is not something that bothers Kristen. She answers the questions. She believes sometimes students come to you as a way of opening dialog and maybe they don’t know how. They may want to talk to you or create conversation in some way.
• Zach answers students fully perhaps too much rather than route them back to the syllabus.

Recent ‘Policies’ you may consider using!

• Netiquette! Expectations for interacting online (mainly in online course)
  • Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived to be, must be respected in the tolerant spirit of academic discourse. You can comment, question, or critique an idea but you are not to attack an individual.

• Cell phone policies- Cell phones drive Kristen bonkers. Her policy is harsh! Rachels also has a strict cell phone policy as well because she teaches theater and students are being vulnerable and deserve to know that what they do stays in the course.
  • My cell phone policy is my strictest policy. They bother me and distract me. Therefore, if your phone goes off in class (phone call, ringing, songs, whatever!) I would like you to leave for the day. Quietly pack up your things and leave the room. If my phone goes off during the course, you are all free to leave for the day. I know this seems harsh, but I ask you—why does disconnecting from our phones seem so difficult? (Exceptions in extreme circumstances—labor, care of dependents, etc. In widespread news worthy times- I will nominate one person to update us!)

• Rachels Respect policy
  • TBD

• Zach’s inclement weather policy
  • This class does not “close” when any of the on-ground campuses are closed, so you should look for emails from me instead of the school for how weather will impact the class. Also, everyone in the class is spread over much of the state (and often I get people in other states) where power outages or other hazards can happen without my knowledge. If you lose access to the course due to a severe weather hazard, let me know as soon as you get it back and we’ll work out a way for you to make up any work you might have missed.

• Zach’s Content Warning
  • There is likely to be a good deal of discussion and participation, despite this being a larger class size in a big room. Take care to treat your classmates with respect. Any words or actions inside or outside the classroom that create a hostile learning environment for someone on the basis of race, gender, sexuality, class, geographic origin, immigrant status, or any other characteristic with the potential for discrimination could be grounds for dismissal from the classroom or even removal from the course. No space can be made entirely safe to all views and vulnerabilities, and the best outcome in an offending situation is a response that engages and changes minds rather that retreats and accuses. Normally, I would give a trigger warning whenever a lesson comes up with content that could be potentially troubling to people with related past trauma. This class, however, deals almost every single day with controversial and sensitive topics. Should a topic have the potential for triggering effects for you, you are encouraged to exercise independent decision making about whether you want to attend. You will still be held accountable to the material covered in that lecture but may obtain the notes either by coming to office hours or borrowing them from someone else in the class.

• Family Friendly policies
  • This is a family-friendly course. As such, absences or the late submission of coursework caused by unexpected dependent care obligations will be treated as equivalent to those caused by the documented illness of students themselves. Unexpected dependent care obligations include, but are not limited to, short notice early closing of Public/Private Schools or daycare, sickness of a child or other dependents, complications due to pregnancy or pregnancy-related issues, and complications arising from the birth of a child.

• Grade Appeals
  • Teri suggests having a policy where she will only discuss or allow students to appeal grades within a week of them being posted.

• Campus Resources
  • Location of Restroom/Bathrooms- especially gender neutral or single occupancy. Lactation or prayer rooms.
  • Info about LGBTQ center, counseling centers, black cultural center, etc.
• Preferred Pronouns

On the First Day…

Rather than go over each course policy… Kristen tell students what she likes… Here is her list (this is based on an article from the chronical I think, but sadly can’t find!! If you find it let me know!)

1. I like when students come to class prepared and have read the material. It leads to better discussions.
2. I like when those students critically discuss the discourse because then we all learn even more.
3. I like when students find stuff outside of class.
4. I like students who make eye contact. Speaking in front of people is scary.
5. I like students who make the best of it. The happiest are typically not the people who have the best of everything but make the most of everything.
6. I like students who respect my time. Don’t pack up early
7. I dig the vibe, I like telling students stuff they didn’t know.
8. I like when students change their mind. It’s a sign on intelligence!
9. I like when students get out on those skinny branches– who don’t say that just the way it’s been/ That’s how it will always be. It’s intellectually lazy!

Zach’s questions he asks on the first day!

1. Age
2. Did they grow up in an urban, suburban, or rural area?
3. Gender
4. What Race do you identify with?
5. Have you ever been in love?

Thank you everyone for listening to season 2! We are so excited to be back! And just before season 2 officially aired we reached a HUGE milestone… 5 thousand downloads!!!

We thank you from the bottom of our cold academic hearts!!

Kristen

(NOTE: writing in 3^rd person IS.THE.WORST.)