Hi.S:
Checking back in with you to see if you have any information
re: this email so that the department can plan and be ready for deadlines and
paperwork, as needed. Thanks for letting us know.
Hi…S:
Welcome back! Hope summer was good and that you are ready(?)
for fall. As we all experiencing some incredible time crunches, I wanted to
check in our …work for the term.
….Thanks for your direction. We want to sty on track ad meet
the deadlines needed so we appreciate your response.
Sending warm wishes for carefree, summer days to you all!
On the odd chance that you might be addicted to your email, I thought I'd
share this posting.
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〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉〉
I have some quick feedback on the proposed revisions to the…
First, I am perfectly fine with including …in core. That
makes sense given the way the field is changing and I would guess more than
half of our majors are already taking … either as an elective or to complete
the IMS minor.
Second, I’m OK with requiring both advanced video production
and advanced radio production. It is one way of ensuring that our students have
adequate audio and video production skills since they will now have to take two
production courses in each medium (as well as completing practicums in
both). What are the course caps for
those two courses? If the cap is relatively low, as I think it might be, we may
need to offer additional sections of one or both of these classes.
Third, j.., weren't we talking about including News Writing (MDS 220) in the core? I'd like to advocate for requiring that course. One of the problems L has consistently identified in our students who come to work for her at N is their poor grasp of news values and general lack of familiarity with ...norms and style. Besides, if the students had News Writing under their belts BEFORE taking news it might be possible to accomplish a lot more in that course.
Fourth, I am not sure 389 belongs in the core. Not that I think it is a trivial or unimportant course. As the person who normally teaches it, I can say that it is the course that I teach that students seem to enjoy and benefit from the most. However, the students in the course as it stands now are very much a self-selecting group. It is enormously popular with GWS minors and Comm students interested in feminism and queer theory. I worry that requiring it of all B students will dramatically change the classroom dynamic by including a lot of (potentially resentful)students with no interest in such content. Moreover, 389 is always over-enrolled and is currently offered every year. If we require it, we will need to offer it at least once a year, maybe more. I could see making it an option for fulfilling that " one additional course" requirement but pls don't put it in the core.
Fifth, we need to talk about the "Media Institutions" course we discussed in our self-eval for program review. I am piloting this class as a wildcard this year and our plan was originally to substitute it for “media criticism" in the B curriculum. Essentially a course in the economics of media, media policy and critical approaches to media labor, it is an upper-level media studies course that I suspect will be more relevant to an perhaps also more accessible to the majority of our students than "Media Criticism" course with its grounding in contemporary, jargon-laden critical theory (semiotic..) If we as a group decide that we want to stick with "MC" then I wont object. But i do think we need to weigh the advantages and disadvantages of each.
Finally, I am still in favor of a "capstone" Portfolio class. More and more Media and Mass Communications departments are requiring portfolio courses. the course can aid in the " professionalization" of our students. And the portfolios the students produce in it can also be used in assessment. Our external reviewer strongly endorsed the proposal to add such a course to the B major and most of the students I have talked to about the idea were very supportive. I think even if we decide to nix, say "the M institutions" course, we should press ahead at least with this element of our plans from last year for revising the B major. I'd even be willing to teach the class if no one else wanted to do it.
Anyway, those are y initial thoughts about the draft curriculum revision.
I hope the first week of institute classes went well. As you know, we will all get together for the ice cream social this coming Tuesday please read the following information carefully and communicate it to your teaching team. If we want to make the ice cream social a tradition, we al need to contribute to make the event a success on Tuesday.
For most classes the event is during class time and we would like all students to be there. They will be accompanied by their instructor and it would be great if the entire teaching team were present. Please take 10 minutes in class on Monday and Tuesday to integrate the social into your curriculum and try to make the way to the event a fun outing rather than a cumbersome walk on a hot day. I suggest some ideas at the end of this email, but you and your instructors may have their own ideas.
What follows are a few more details about the event.
Where: Lawn between...
When: Tue, June22, between 12:00 and 1:00
Logistics of arriving at the event: all groups should aim to arrive at... this may create a bit of a wait if a few classes arrive at once, but he idea is that everybody gets together to socialize and hang out. So we don;t want the first group to leave when the second group arrives..
Other details we had talked about each group wearing a label to identify their language.
Here are some other ideas how you can integrate the ice cream social into the class.
You can print out campus maps and virtually walk..while teaching students directional vocabulary such as left, right, turn, corner.
You can teach students vocabulary related to the ice cream social and how to order an icecream. flavors.
I look forward to a fun eent on Tue
Also, I have set up Blackboard so that you can see your grades for each assignment. Every day is a day closer to China
Third, j.., weren't we talking about including News Writing (MDS 220) in the core? I'd like to advocate for requiring that course. One of the problems L has consistently identified in our students who come to work for her at N is their poor grasp of news values and general lack of familiarity with ...norms and style. Besides, if the students had News Writing under their belts BEFORE taking news it might be possible to accomplish a lot more in that course.
Fourth, I am not sure 389 belongs in the core. Not that I think it is a trivial or unimportant course. As the person who normally teaches it, I can say that it is the course that I teach that students seem to enjoy and benefit from the most. However, the students in the course as it stands now are very much a self-selecting group. It is enormously popular with GWS minors and Comm students interested in feminism and queer theory. I worry that requiring it of all B students will dramatically change the classroom dynamic by including a lot of (potentially resentful)students with no interest in such content. Moreover, 389 is always over-enrolled and is currently offered every year. If we require it, we will need to offer it at least once a year, maybe more. I could see making it an option for fulfilling that " one additional course" requirement but pls don't put it in the core.
Fifth, we need to talk about the "Media Institutions" course we discussed in our self-eval for program review. I am piloting this class as a wildcard this year and our plan was originally to substitute it for “media criticism" in the B curriculum. Essentially a course in the economics of media, media policy and critical approaches to media labor, it is an upper-level media studies course that I suspect will be more relevant to an perhaps also more accessible to the majority of our students than "Media Criticism" course with its grounding in contemporary, jargon-laden critical theory (semiotic..) If we as a group decide that we want to stick with "MC" then I wont object. But i do think we need to weigh the advantages and disadvantages of each.
Finally, I am still in favor of a "capstone" Portfolio class. More and more Media and Mass Communications departments are requiring portfolio courses. the course can aid in the " professionalization" of our students. And the portfolios the students produce in it can also be used in assessment. Our external reviewer strongly endorsed the proposal to add such a course to the B major and most of the students I have talked to about the idea were very supportive. I think even if we decide to nix, say "the M institutions" course, we should press ahead at least with this element of our plans from last year for revising the B major. I'd even be willing to teach the class if no one else wanted to do it.
Anyway, those are y initial thoughts about the draft curriculum revision.
I hope the first week of institute classes went well. As you know, we will all get together for the ice cream social this coming Tuesday please read the following information carefully and communicate it to your teaching team. If we want to make the ice cream social a tradition, we al need to contribute to make the event a success on Tuesday.
For most classes the event is during class time and we would like all students to be there. They will be accompanied by their instructor and it would be great if the entire teaching team were present. Please take 10 minutes in class on Monday and Tuesday to integrate the social into your curriculum and try to make the way to the event a fun outing rather than a cumbersome walk on a hot day. I suggest some ideas at the end of this email, but you and your instructors may have their own ideas.
What follows are a few more details about the event.
Where: Lawn between...
When: Tue, June22, between 12:00 and 1:00
Logistics of arriving at the event: all groups should aim to arrive at... this may create a bit of a wait if a few classes arrive at once, but he idea is that everybody gets together to socialize and hang out. So we don;t want the first group to leave when the second group arrives..
Other details we had talked about each group wearing a label to identify their language.
Here are some other ideas how you can integrate the ice cream social into the class.
You can print out campus maps and virtually walk..while teaching students directional vocabulary such as left, right, turn, corner.
You can teach students vocabulary related to the ice cream social and how to order an icecream. flavors.
I look forward to a fun eent on Tue
Also, I have set up Blackboard so that you can see your grades for each assignment. Every day is a day closer to China
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