These posts are specific to people who may not teach what I teach (e.g. who aren’t in the public policy, public administration, political science or human geography fields).
Syllabus-writing as storytelling.
This is a piece I wrote upon request from University Affairs Canada (the premiere magazine for higher education in the country) on how I use storytelling techniques to create a syllabus. It’s important to note that this method works better when you already know the topic or have at least taught the course once.
I used this method to create my new courses’ syllabi. Instead of trying to tell a story that I actually can’t tell because I haven’t taught the course at least once, I try to answer specific questions that *I* myself may have about the course. The post explains the logic behind this process.
One of my goals is to always teach my students new tools, software and techniques. I find Evernote incredibly useful (although they recently requested that you upgrade to the paid Premium version to be able to sync across devices beyond 2 pieces of equipment). Still, it’s a great tool, and here I explain how I use it to teach my students about data storing and management.
I invest a lot of time preparing my slide deck, but it might be of interest to readers.
One of my biggest frustrations with modern academia is that the “seminal readings” tend to be by old white men. I have actively countered this with gender-balanced syllabi, and integrating minorities, scholars of color and queer professors’ work into my syllabi. This explains why I do this.