Design Forward
An emergent exploration of critical instructional design.
Design Forward
Portfolio Part: Jekyll and Hyde (or Silver and Hyde in my case)
Workbook Page: Digital Submission
#wronganswersonly
Jekyll and Hyde (or Silver and Hyde in my case)
In the space below, brainstorm the MOST restrictive, oppressive course policies you can imagine. You can choose to frame these around a course you teach, or you can just come up with a list that could apply to any courses. Be as heavy-handed and authoritarian as you like; it’s okay if the rules you write make you uncomfortable.
Oppressive Course Policies
- Class attendance is mandatory, no exceptions
- Students may not use the restroom during class time
- Lengthly chapters from a dense antiquated textbook will be assigned each week
- There will be a timed quiz on every reading, no notes are allowed; some quizzes will take the form of timed essays with a single prompt related to a topic covered in the reading
- 50% of your grade will dependent on a group project; I will assign the topics and the groups
- Office hours are Friday 7-8am, by appointment only. You must email me a week in advance to set up an appointment
- No electronic devices allowed in the classroom; this includes: laptops, tablets, cellular phones, and smart watches
- The classroom door will be locked at the start of class
- Attendance will be taken at the start of each class. Students must stand and state the name they have on file with the registrar in order to be marked present
- Nothing is allowed on students desks during class time, except for a college ruled notebook, #2 pencil, and water in a sealed bottle with no words on the label/vessel
Oppressive Course Policies Reflection
I had a little too much fun writing the oppressive policies–because they are so far from how I teach. Some of them were definitely inspired by things I experienced as a student, though embellished further. Others were near opposites of policies I have currently. If I was a student and saw any of these on a syllabus today, I would drop the class immediately.
Referring back to the rules you wrote, now write the OPPOSITE of each of them in the space below. Reframe each rule by imagining what it would be if you tried to completely counteract its purpose.
Rewritten Course Policies
[Basic needs language (a whole section about how being human comes first, with links to all sorts of resources on campus), placed before all policies]
- Attendance: If you need to miss class, please communicate with me and an alternate asynchronous lesson will be provided
- If you need to use the restroom during class, go ahead–no need to ask permission
- Suggested reading will be assigned occasionally. All readings will be provided on the classroom management system free of charge. In addition, synopsis’ of the readings will be provided as well as alternative audio and visual media links
- Student choice assignments will accompany each reading. For these assignments you can choose to answer a prompt, take a quiz, or create an artifact related to the reading. Examples for each assignment will be provided
- Students will choose their topic and group for the final project. Projects will be self-graded in conference with input from group members and myself
- I have office hours daily [specific varied hours], and by appointment. Stop by anytime virtually or in-person
- Technology resources [links to repair and procurement of electronic devices that will help you to succeed in class]; headphones welcome
- We will have class outside, weather allowing
- Please fill out this ‘Help me, help you form’ before our first class meeting–this covers things like name you’d like to be called, pronouns, what I can do to support your learning needs, etc.
- I have established a relaxed classroom environment. Eating/drinking are welcome. Desks optional–while there are desks in the classroom; we also have yoga mats, comfy chairs, and acting blocks. Sit where you’d like, or stand if you prefer. Stretch/move/pace as you see fit
Rewritten Course Policies Reflection
The re-written policies are much closer to my current policies–though I did find places to open them up beyond my current practices. I can stand behind all of the re-written policies, most of which I am already doing. Some of which take what I am already doing a step further. There are no comfy chairs in the acting studio–but the rest is true. I even provide canvas stadium chairs with backs to students when I teach outside.
If I was a student reading these rules/anti-rules–I might admittedly feel suspicious of why this teacher is trying so hard to get me to like them.
Reflect upon the experience of writing both sets. How did writing these rules make you feel? How were the two experiences different? In your own courses, are your policies more like one set or the other? Put yourself in the shoes of a student again, and re-read the rules. How do they feel now?
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