This semester, I am teaching three classes at Georgia Tech: two sections of ENGL1101/English Composition I and one section of LCC3403/Technical Communication.
My ENGL1101 class focuses on learning about rhetoric and multimodality with the neurosciences and evolutionary psychology. My LCC3403 class focuses on a hands-on and collaborative approach to user-centric research, design, testing, and revision.
In both classes, I have revamped my syllabi to try new things such as new parameters for the first major project in ENGL1101 (Twitter, Storify, Poster, and Essay) and a more guided approach to the first major project in LCC3403 (designing a Lego model, creating instructions, testing instructions, and revising instructions). I made changes in both classes based on my observations and reflections and my students’ course survey (CIOS) comments.
You can see my Spring 2014, ENGL1101 Syllabus and first major project assignment (Writing the Brain for Success with Twitter, Storify, Poster, and Essay) here: ellis-jason-2014spring-engl1101-syllabus and ellis-jason-engl1101-01-assignment.
And, you can see my Spring 2014, LCC3403 Syllabus and first major project assignment (Lego, Haptics, and User-Centric Design) here: ellis-jason-2014spring-LMC3403-syllabus and ellis-jason-lmc3403-unit1-assignment.
It’s the second week of classes and now things are in full swing. I am looking forward to seeing what my students create, do, and learn. If you see me carrying around Yorick to/from ENGL1101 or boxes of Lego to/from LCC3403, ask me how it’s going!
Dynamic Subspace 