BOROUGH OF MANHATTAN COMMUNITY COLLEGE

The City University of New York

SYLLABI  What Makes a Good Web Syllabus?

AGENDA | PARTICIPANTS | LINKS | FRIDAYS

TWO SYLLABI

Step One. (Fifteen Minutes) First we will look at two syllabi as presented by Bill Friedheim.

Early American History
Bill Friedheim, BMCC
http://www.bmcc.cuny.edu/acadpts/socscience/billfheim/h200index.htm

Modern American History
Bill Friedheim, BMCC
http://www.bmcc.cuny.edu/acadpts/socscience/billfheim/his250.htm

Together, we will consider the following questions.

• What is the conceptualization of these courses? What is the basic narrative idea or the basic governing structures and categories?
• What do you see as different/similar in terms of possibilities and conceptualization between a web-based syllabus like this and a print syllabus?
• Does this syllabus offer any good ideas to borrow?
• Does this syllabus help you think about what a web-based syllabus might look like in your discipline?

STUDENT AUTHORED WORK USING DIGITAL MEDIA

Step Two. (Twenty-five Minutes) Together, the entire group will look at student-authored work.  We'll start by looking at some of the work of Andrew Meyers' students.  (Andrew spoke to us on Monday afternoon): Birth of Modern Europe

Then we'll go to the virtual Greenbelt.  Read the description. Then go to Student Projects under the heading "Objects."  Then click "Sort by Main Topic." 

Together, we will consider the following questions:

• In what ways do these projects differ from assignments used in more traditional classes?  How do these projects seek to utilize the learning potential of hypertext/hypermedia?
• What kinds of analytical (and perhaps interdisciplinary) skills are apparent in these projects?  What kinds of learning seemed to be taking place?
• What would be (or are) your concerns about student authored projects such as these? How could these concerns be most effectively addressed?
• How might (or do) you make use of student-authored new media projects in your own teaching and discipline? What do you think might be gained? What might be lost?

(Ten Minute Break)

EXAMINING WEB SYLLABI IN YOUR DISCIPLINE

Step Three.   (Sixty Minutes) First, as an individual (or, if you choose, working with a partner), go to the following sites to find syllabi in your discipline.

World Lecture Hall http://www.utexas.edu/world/lecture/

Teaching and Learning on the Web (Maricopa) http://www.mcli.dist.maricopa.edu/tl/

Assorted Other Syllabi click here

Choose one or two syllabi that you find interesting.  Consider what makes a good Web syllabus in your discipline.  What are its components?  How does it differ from a traditional syllabus?

Step Four.  (Forty-five Minutes)  In your assigned group, share the syllabi you chose.  Discuss and develop criteria for good Web syllabi.  To what extent are the criteria you develop specific to disciplines?  To what extent are they generic to most all disciplines?

Step Five. (Twenty Minutes)  Debriefing as a large group on the criteria for good Web syllabi.  

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