What process did you follow to wrangle your ideas about readings, assignments,
What process did you follow to wrangle your ideas about readings, assignments, etc. into one document?
EG: I’m particularly interested in workflow habits, so this is my chance to reflect on my own practices! While designing the syllabus in July/August, I had two documents on the go:
- One titled “1CS3 amalgam” where I plopped the reading lists and assignment breakdowns from the last several iterations of the 1CS3 syllabus. I used this to help trace the historical design and feel of the course, and to build up a list of texts, units, and assignments I wanted to include. I also included syllabi from other institutions with a similar focus.
- Another, called “Pedagogy Resources,” is a long-standing document where I gather articles, ideas, etc. for teaching practice. Many of the remote learning and anti-racist pedagogy resources that (re)circulated in mid-2020 ended up here, and I made bullet point notes under each sources. The document is embarrassingly long, so balance is key: it’s important to not develop your syllabus in a vacuum, but it’s equally important to set limits on the (basically boundless) activities I’ve described.