Class Procedures

This course is entirely asynchronous. You will be responsible for completing the work in the course, as the semester progresses.

Structure of each Week

Though you are perfectly welcome to read ahead and complete work early if you chooose, the class is designed to have the following weekly rhtyhm:

1. Mondays – You have readings available that ask you to think about particular aspects of digital authoring. These readings may take the form of a tutorial or may be considered as more textbook in nature.
2. Wednesday – You have a hands-on activity to complete by Friday. This activity will ask you to explore, in some way, the weekly reading.
3. Friday – By the end of the day, you have a reflective blog post due.

Asynchronous Resources

In addition to this syllabus, we will be using Canvas, Microsoft Teams, and a Course Blog to facilitate class activities.

Canvas

Will be used for:

1. Sharing resources, including any .PDF files you need to read.
2. Distributing grades
3. Turning in materials not posted to your blog

Our course shell is located on A&M’s Canvas site.

Microsoft Teams

Will be used for:

1. Communicating about issues that arise in class. This space is for:
   • Me to communicate with you
   • You to communicate with me
   • You to communicate with each other
2. Discussing course materials
3. Coordinating work on the final projects
4. Storing information as we learn it this semester

Check first on Microsoft Teams if you are having issues with some aspect of your weekly work or a problem with a technical issue. Also, if you know the solution to another student’s problem, feel free to help!

Our Microsoft Teams site is linked on Canvas.

Course Blog

The course is posted at https://oncomouse.github.io/460blog.

It will be used for:

1. Your individual recaps of previous posts

FERPA Privacy Notice

The Family Educational Records and Privacy Act gives you a right to privacy in this class. In addition to governing where I can and cannot discuss grades and to whom I can disclose information about your class participation, FERPA also implies that I cannot force you to pubically disclose that you are a student in this class.

This means that if you choose to use your real name on your course blog and as your GitHub account name, you are waiving that portion of your FERPA rights and disclosing that you are a member of this class. If you would prefer to post using an alias or a handle (I’m oncomouse on most platforms, for instance) for the blogging portions of this assignment, you are protecting your right to privacy and are more than welcome to do so.

However, if you use an alias, please email it to me so I know who you are.

If you have questions about FERPA and this class, I am happy to speak with you during Student Visiting Hours.

Posting To Your Jekyll Blog

This will make more sense after the first week of class. It’s posted here for later reference.

We create a new blog post in the Jekyll tutorial (completed during Week 1), but to create additional blog posts, you follow the same general idea. On your blog’s GitHub repo, click “Add File” and select “Create New File” from the dropdown. In the “Name your file” input box, type your version of _posts/YYYY-MM-DD-slug.md, where YYYY is the four digit year, MM is the two digit month (add a 0 for months less than 10), and DD is the two digit month. slug can be whatever you want, but most consist of letters, numbers, and the hyphen character (so my-first-post would be a valid slug; My First Post! would not).

Copy the following code block to get started and paste it in the editor:

---
title: Blog Post
layout: post
---
Post

Any Markdown you post after the second set of three hyphens will be the body of your post. When you are done, click “Commit New File.”

You can also edit posts in GitHub. Click on the file in your repo. Find the pencil icon, in the upper right hand corner, next to buttons saying “Raw” and “Blame.” Clicking this icon loads the same editing interface as we used to create the file. You can make changes and click “Commit” when done.

Next to the pencil icon you click to edit a post is a trashcan icon. Clicking this will start the process of deleting a post, should you need to remove something.

Textbook and Resource Materials

None required for this course

Assignments

Blog Check-In

After completing the Jekyll Tutorial during the first week, you will need to make a first post on your blog, following the prompt below. Additionally, you will need to DM the URL of your blog to me on Microsoft Teams. You must DM me this blog post by the end of the day on the first Friday of class.

If you are having problems with your blog, contact me or ask for help from the rest of the class using Microsoft Teams.

Prompt

The first post on your blog needs to include some information about yourself. Remember to read over the FERPA Privacy Notice before posting any personal information on your class blog.

1. Any “fun-facts” about yourself you feel comfortable sharing with the class, such as:
   • Class standing
   • Home town
   • Favorite movie, music, video games, etc.
   • Fandoms you belong to
   • Favorite taco
   • Anything Else
2. Your reason for taking this course. Interests might include:
   • Wanting to become a better writer
   • An interest in “digital” writing
   • Pursuing a career in writing
   • Anything Else

Weekly Hands-On Activities

This assignment will be completed individually

Each week, after completing the assigned reading, you will be given an activity designed to help you apply what you have learned. The results of these activities will be posted to your Jekyll blog. Instructions for each weekly activity will be linked on the schedule.

For a refresher on posting to your blog, see “Posting To Your Jekyll Blog” above.

Weekly Reflective Blog Posts

This assignment will be completed individually

Each week, I ask you to post to your Jekyll blog (which we will be building the first week of class). These posts need to be substantial (500 words) and respond to the week’s work.

When we are completely course readings, your blog posts should attempt to provide a real-world example of what we have been talking about. This can be a news article, a video, an image, or any other web artifact that you think illustrates your understanding of what we are talking about this week. Your post should explain how your artifact illustrates the principles discussed in your reading. It can also help to flesh out your thoughts on how the web artifact in question could be improved or what is effective about it.

When we are working on our final projects, you should use your blog posts to reflect on the work you are doing, the challenges you are encountering, and any work that remains to be completed.

For a refresher on posting to your blog, see “Posting To Your Jekyll Blog” above.

Semesterly Blog Recap

This assignment will be completed as a class.

Once in the semester, you will write up a recap of every blog post written that week. These posts are intended to synthesize the week’s activities on blogs. What are your classmates writing about? What larger issues can you discern from these patterns? This post will be shared on the course blog.

A recap is not meant to be a complete, point-by-point summary of the week’s blog posts. Hit the high points and provide your own interpretation of the themes you see developing in the week’s assignments. You may quote from your classmate’s blogs and link to them as you see fit. You may be as formal or informal in your voice with these posts as you wish.

These posts need to be roughly 750-1000 words in length.

Scheduling Your Recap

You can sign-up for a week to recap on Canvas, using the Calendar feature. Each slot is for the Wednesday of the week following the week you are to recap. The first due date is September 2 9, which would be for the recap of all blog posts from Week 3. The sign-up slots our for 9:20-10:10, which is when our course would be schedule to meet, but it is not actually due to me until the end of the day.

You can write your blog post initially on your blog. When you are finished, you need to file a new GitHub issue on the course blog’s GitHub repo.

Creating and Submitting Your Recap

To file a new issue, click on the “Issues” tab. Then click on the “New Issue” button. Click the green “Get Started” button next to the label that reads “Recap Blog Post”.

This will load the new issue form with a template for submitting your recap post. You may change the title of the issue to whatever you want and can include any information you need (think of an issue like an email). Where the template says “Paste contents of your posts’s markdown file here,” you will need to paste the contents of the markdown file you created containing your recap.

The animated GIF below shows how to do this:

Final Project

This assignment may be completed individually or as part of a team.

To apply everything we are going to learn this semester, I ask that you make a thing.

While vague, I want you (or your team) to produce an artifact utilizing the skills we have developed this semester. This may take the form of a blog, a site for an organization, a hypertext, or a bot of some sort. The form your project takes is up to you, but you will need to produce something that lets you further explore the principals of digital authoring we have discussed.

Proposal

This portion of the project will be submitted individually or as part of a team.

The first step in this process will be to research audience expectations and produce a proposal.

Who is likely to use your site? What are they likely to need from looking at your site? How can you organize your site to best allow your users find what they need?

What do other sites in the same genre as yours do? What kind of design elements, what kind of colors, what kind of information hierarchies do these other sites use?

As you explore these and similar questions, you will gain a better understanding of your audience and the type of site they need. When you feel confident in your understanding of these issues, you can produce a proposal.

Your proposal needs to clearly state what you propose to do, how you propose doing so, and identify steps needed to complete this task. I would also like to see some other examples of good (or bad) versions of the kind of site you want to use, along with annotations about what you think they do well and what they might improve upon.

Your proposal will be graded both on the quality of your document and on the detail and feasibility of your plan. Be as specific as possible.

Object

This portion of the project will be submitted individually or as part of a team.

This needs to be the completed object you produce. Don’t worry if the result is not as polished as you might have wanted. Webtexts require a lot of polish to get right. I am most interested in seeing how you adapt to the genre conventions you identified in your proposal.

Reflection

This portion of the project will be submitted individually, even if you work as part of a team.

In addition to your object, you (individually if working in a team) will evaluate how the project went. Reflect on the original goals of the proposed project as well as the object you produced. How could things have gone better? What worked well? What skills did you have to acquire? What communication strategies might have been more effective in your group?

Schedule

Course Policies

Student Visiting Hours

This semester, I will be available for visits virtually via Zoom. As always, these will be on a first-come-first-served basis. A Zoom link is posted to the course Canvas shell. It will be active during the time I am available. You will be in the Zoom waiting room until I can see you.

As always, these office hours are your time to get help with anything related to class (however you define that; if you want to ask me for science fiction novel recommendations or graduate school, that counts as “course related”). Though I may be working during this time, these visiting hours are your time, so please come. You will never bother me. It is your time.

Email Hours

I am available to answer email from 9:00am until 5:00pm Monday through Friday. Emails arriving outside of that time will be answered at my earliest convenience, but do not count on a quick answer to emails sent late at night or on the weekends.

Late Work

Under Student Rule 7.4, I am under “under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence.” However, I do accept late work and will take off 5 points for every day late. A paper that would have received an 85% that was 3 days late will receive a 70%.

Extension Policy

Additionally, if you are falling behind on a project and feel that you are not going to finish on time, email me 24 hours before the assignment is due to request an extension. In this email, propose how many additional days you will need to finish the assignment. Requests for extension that do not contain this information will not be honored.

Technology

In the 21st century, it is unreasonable to accept “my computer died” as an excuse for late work. If you are working on assignments on a computer, please back up your work offsite. Sites such as Dropbox and Google Drive provide space for storing copies of your work; even a USB drive can be enough. I have recently started using BackBlaze and found it to be a great and inexpensive online, automated backup. Save multiple times throughout each work session to both your backup and your computer’s copy. In this class, I hold you accountable for making sure your technology is working correctly.

University Policies

Attendance Policy

The university views class attendance and participation as an individual student responsibility. Students are expected to attend class and to complete all assignments.

Please refer to Student Rule 7 in its entirety for information about excused absences, including definitions, and related documentation and timelines.

Makeup Work Policy

Students will be excused from attending class on the day of a graded activity or when attendance contributes to a student’s grade, for the reasons stated in Student Rule 7, or other reason deemed appropriate by the instructor.

Please refer to Student Rule 7 in its entirety for information about makeup work, including definitions, and related documentation and timelines.

Absences related to Title IX of the Education Amendments of 1972 may necessitate a period of more than 30 days for make-up work, and the timeframe for make-up work should be agreed upon by the student and instructor” (Student Rule 7, Section 7.4.1).

“The instructor is under no obligation to provide an opportunity for the student to make up work missed because of an unexcused absence” (Student Rule 7, Section 7.4.2).

Students who request an excused absence are expected to uphold the Aggie Honor Code and Student Conduct Code. (See Student Rule 24.)

Academic Integrity Statement and Policy

“An Aggie does not lie, cheat or steal, or tolerate those who do.”

“Texas A&M University students are responsible for authenticating all work submitted to an instructor. If asked, students must be able to produce proof that the item submitted is indeed the work of that student. Students must keep appropriate records at all times. The inability to authenticate one’s work, should the instructor request it, may be sufficient grounds to initiate an academic misconduct case” (Section 20.1.2.3, Student Rule 20).

You can learn more about the Aggie Honor System Office Rules and Procedures, academic integrity, and your rights and responsibilities at aggiehonor.tamu.edu.

Americans with Disabilities Act (ADA) Policy

Texas A&M University is committed to providing equitable access to learning opportunities for all students. If you experience barriers to your education due to a disability or think you may have a disability, please contact Disability Resources in the Student Services Building or at (979) 845-1637 or visit disability.tamu.edu. Disabilities may include, but are not limited to attentional, learning, mental health, sensory, physical, or chronic health conditions. All students are encouraged to discuss their disability related needs with Disability Resources and their instructors as soon as possible.

Title IX and Statement on Limits to Confidentiality

Texas A&M University is committed to fostering a learning environment that is safe and productive for all. University policies and federal and state laws prohibit gender-based discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic violence, dating violence, and stalking.

With the exception of some medical and mental health providers, all university employees (including full and part-time faculty, staff, paid graduate assistants, student workers, etc.) are Mandatory Reporters and must report to the Title IX Office if the employee experiences, observes, or becomes aware of an incident that meets the following conditions (see University Rule 08.01.01.M1):

• The incident is reasonably believed to be discrimination or harassment.
• The incident is alleged to have been committed by or against a person who, at the time of the incident, was (1) a student enrolled at the University or (2) an employee of the University.

Mandatory Reporters must file a report regardless of how the information comes to their attention – including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Although Mandatory Reporters must file a report, in most instances, you will be able to control how the report is handled, including whether or not to pursue a formal investigation. The University’s goal is to make sure you are aware of the range of options available to you and to ensure access to the resources you need.

Students wishing to discuss concerns in a confidential setting are encouraged to make an appointment with Counseling and Psychological Services (CAPS).

Students can learn more about filing a report, accessing supportive resources, and navigating the Title IX investigation and resolution process on the University’s Title IX webpage.

Statement on Mental Health and Wellness

Texas A&M University recognizes that mental health and wellness are critical factors that influence a student’s academic success and overall wellbeing. Students are encouraged to engage in proper self-care by utilizing the resources and services available from Counseling & Psychological Services (CAPS). Students who need someone to talk to can call the TAMU Helpline (979-845-2700) from 4:00 p.m. to 8:00 a.m. weekdays and 24 hours on weekends. 24-hour emergency help is also available through the National Suicide Prevention Hotline (800-273-8255) or at suicidepreventionlifeline.org.

COVID-19 Temporary Amendment to Minimum Syllabus Requirements

The Faculty Senate temporarily added the following statements to the minimum syllabus requirements in Fall 2020 as part of the university’s COVID-19 response.

Campus Safety Measures

To promote public safety and protect students, faculty, and staff during the coronavirus pandemic, Texas A&M University has adopted policies and practices for the Fall 2020 academic term to limit virus transmission. Students must observe the following practices while participating in face-to-face courses and course-related activities (office hours, help sessions, transitioning to and between classes, study spaces, academic services, etc.):

• Self-monitoring—Students should follow CDC recommendations for self-monitoring. Students who have a fever or exhibit symptoms of COVID-19 should participate in class remotely and should not participate in face-to-face instruction.
• Face Coverings—Face coverings (cloth face covering, surgical mask, etc.) must be properly worn in all non-private spaces including classrooms, teaching laboratories, common spaces such as lobbies and hallways, public study spaces, libraries, academic resource and support offices, and outdoor spaces where 6 feet of physical distancing is difficult to reliably maintain. Description of face coverings and additional guidance are provided in the Face Covering policy and Frequently Asked Questions (FAQ) available on the Provost website.
• Physical Distancing—Physical distancing must be maintained between students, instructors, and others in course and course-related activities.
• Classroom Ingress/Egress—Students must follow marked pathways for entering and exiting classrooms and other teaching spaces. Leave classrooms promptly after course activities have concluded. Do not congregate in hallways and maintain 6-foot physical distancing when waiting to enter classrooms and other instructional spaces.
• To attend a face-to-face class, students must wear a face covering (or a face shield if they have an exemption letter). If a student refuses to wear a face covering, the instructor should ask the student to leave and join the class remotely. If the student does not leave the class, the faculty member should report that student to the Student Conduct office for sanctions. Additionally, the faculty member may choose to teach that day’s class remotely for all students.

Personal Illness and Quarantine

Students required to quarantine must participate in courses and course-related activities remotely and must not attend face-to-face course activities. Students should notify their instructors of the quarantine requirement. Students under quarantine are expected to participate in courses and complete graded work unless they have symptoms that are too severe to participate in course activities.

Students experiencing personal injury or Illness that is too severe for the student to attend class qualify for an excused absence (See Student Rule 7, Section 7.2.2.) To receive an excused absence, students must comply with the documentation and notification guidelines outlined in Student Rule 7. While Student Rule 7, Section 7.3.2.1, indicates a medical confirmation note from the student’s medical provider is preferred, for Fall 2020 only, students may use the Explanatory Statement for Absence from Class form in lieu of a medical confirmation. Students must submit the Explanatory Statement for Absence from Class within two business days after the last date of absence.

Operational Details for Fall 2020 Courses

For additional information, please review the FAQ on Fall 2020 courses at Texas A&M University.

Department Policies

University Writing Center

The mission of the University Writing Center (UWC) is to help you develop and refine the communication skills vital to success in college and beyond. You can choose to work with a trained UWC peer consultant in person or via web conference or email. Consultants can help with everything from lab reports to application essays and at any stage of your process, from brainstorming to reviewing the final draft. You can also get help with public speaking, presentations, and group projects. The UWC’s main location is on the second floor of Evans Library; there’s also a walk-in location on the second floor of the Business Library & Collaboration Commons. To schedule an appointment or view our helpful handouts and videos, visit writingcenter.tamu.edu. Or call 979-458-1455.

Due to the pandemic, the UWC is not currently able to offer face-to-face appointments or walk-ins. All appointments will be conducted online or via web conference using Zoom. Contact us at uwc@tamu.edu or 979-458-1455 if you need assistance.

Diversity Statement

It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexual orientation, disability, age, religion, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. I encourage your suggestions about how to improve the value of diversity in this course.