Course Syllabus

FSEM 100M7: Beyond the Selfie: Exploring Digital Identity

WHEN	8:00 - 9:15 TR
WHERE	ITCC 327
WHO	Dr. Zach Whalen zwhalen@umw.edu @zachwhalen www.zachwhalen.net Office Hours: MWF: Combs 308, 12:00 - 2:00 TR: ITCC 410, 1:00 - 4:00
ONLINE	UMWBTS.com #UMWBtS FB Page Canvas

 

Class Description

This class is an exploration of how digital technologies and networked culture are influencing our sense of self and community, from the crafting and presentation of personal identity, to the empowerment of individual voices to create and effect change, to the building of communal narratives and spaces in an increasingly global and networked society.

Looking through the lens of social media and tools, such as Instagram, Snapchat, Twitter, Tumblr, Facebook, mobile devices and apps, students will explore how their own identity is shaped and changed by their digital activities.  Identity “markers” such as race/ethnicity, gender, and socio-economic class will become topics for deeper discussion around our evolving understanding of online presentations of self. Students will both discuss these issues and participate in activities using the array of social media.

A requirement of this class will be to participate in UMW’s Domain of One’s Own project, which provides a domain name and Web hosting space to each student. Students will use the resources of the project to further investigate, build, and manage their own digital identity. In addition, in this space each student will reflect upon the work of the class through the sharing of their ideas and work.

Course Goals

This course satisfies the general education curriculum’s First-Year Seminar requirement. This course strives to fulfill the FSEM pedagogical goals of participatory and exploratory learning through discussions and workshops.  Readings and videos expose students to multiple viewpoints regarding the creation of identity in and out of the digital world. Projects and presentations expose students to the care one must make when engaging in research, writing, speaking, and media creation.

Student Learning Outcomes

Upon successful completion of this FSEM, students will be able to:

• utilize a variety of research techniques to retrieve information efficiently, evaluate retrieved information, and synthesize information effectively to support their messages or arguments;
• improve development and organization of written arguments;
• demonstrate the ability to edit and revise in the writing process;
• apply the basic theories and principles of oral communication; and
• communicate effectively in a variety of settings, including public speaking and group discussion.

Course Requirements

Students are expected to attend all classes, read/view all assigned texts/videos, take a midterm, create a digital project, present their work, and participate in class.  They are also expected to create a Domain of One’s Own account, and use that space to reflect on their work in the class.

Final Grades

Final grades will be determined based on class participation (35%), on the Canvas-based modules (5%), on the midterm exam (15%), on the research-based, revised script (15%), culminating digital project (15%), and formal presentation on the digital project (15%).   [Unsatisfactory mid-semester reports will be reported for anyone with a grade of D or below on work completed at that time.]  Completion of all assignments is required to pass the class.

Grading Scale

	Min	Max	Definition
A	94%	100%	An A grade is reserved for work that is truly exceptional. Besides meeting the minimum requirements and surpassing the basic goals for the assignment, this work is expressed with a particular elegance, insight or skill that creates something original and compelling.
A-	90%	< 94%
B+	87%	< 90%
B	84%	< 87%	Work that has completed all minimum requirements for an assignment, that demonstrates a good understanding of the assigned tasks or concepts, and that in some way exceeds or surpasses the basic goals for the assignment shall receive a B.
B-	80%	< 84%
C+	77%	< 80%
C	74%	< 77%	Work that has completed the minimum requirements for an assignment and that demonstrates a basic understanding of the task’s conceptual goals or the content’s generic context shall receive a C.
C-	70%	< 74%
D+	67%	< 70%
D	61%	< 67%	Work that is missing required elements, that fails to demonstrate competency with the content or the assigned tasks, or that is incoherent or poorly organized shall receive a grade of D.
F	0%	< 61%	Work that is substantively incomplete, incoherent, or that demonstrates little to no competency with the assigned tasks or material shall receive a grade of F.

Basic Structure of Class

Each week will center around a topic and a set of related readings, videos, sites, or other primary and secondary sources. You will be expected to read and review these resources before the first day of class that week and share an initial blog post responding to a prompt or set of questions. Time will also be set aside each week in class to discuss the topic.

In the second half of the week the class will engage in a workshop or some other “lab” activity intended to explore and apply through digital means the concepts raised in discussion. Finally, at the end of the week, you will be required to write a wrap-up blog post which may include links to work you did as a group, further responses to questions or prompts, or other elements.

Prompts and instructions for both the pre-week post and the end-of-week reflection will be provided for each, as will instructions for completing the group workshop/activity.

Mid-Term Exam

The mid-term exam will be collaboratively created by all members of all six sections of Beyond the Selfie. You will be invited to contribute to a Google Doc with at least two possible short essay questions about topics and ideas we’ve covered so far in the class. Based upon the questions collected from everyone, I will create an exam that you will have to complete and submit online by week 7.

Research Project

Each student in the class will create a research-based digital project (including, but not confined to, digitally enabled essays, documentaries, digital art, and interactive electronic exhibits) on a topic related to digital identity.  The process is broken down into various stages which build on each other and on the other work that we will be doing in class.

1. Topic idea – By the end of week 3, submit the topic and format for your research-based digital project.
   

2. Script – By the first class of week 6, submit a draft of your written script for your research-based digital project.  The format this will vary depending on the format of your final project, but the goal here would be to lay  out the arguments and evidence (including primary and secondary sources) you’ll be using, as well as to describe that project in more detail (including an explanation of what form it will take—is this a documentary? A website? An exhibit? Etc.).  By the end of week 7, you will receive feedback from me. During week 9, we plan to have some time for peer review and in-class workshopping of drafts.   A revised script will be due at the end of week 9.
   

3. Digital project – The final project will be due at the end of week 13.
   

4. Presentation – All projects will be presented to the class during weeks 14 and 15. Presentations will be 5-7 minutes long.

Participation

Part of class participation requires attending class and actively participating in reading discussions and workshop sessions.  In addition, class participation requires weekly engagement in online blogging, tweeting, and other uses of social media.

Since participation is a major part of this class, your presence is required. I expect you to be in class every time we meet. I will, therefore, keep a record of who is present and who is absent. If you are more than 30 minutes late to class, I will consider you absent. I will also consider you absent if you are physically present but spend most of your time in class doing something besides participating in whatever activities are going on (for example, you’re absorbed in a facebook chat or are studying for another class).

I understand that there are legitimate reasons for not coming to class -- sports events, illness, family activity, travel. Things happen. There is, however, no such thing as an “excused” absence. An absence is an absence. However, if you know ahead of time that you will miss class when an assignment is due, let me know so we can make alternative arrangements for you to do what you need to.

Accumulating 4 or more absences will reduce your participation grade by one half. (This is basically equivalent to a full letter in your final grade.) 7 or more absences will result in your failing this course.

Honor Code

This goes without saying, but the UMW Honor Code applies to this course. I believe in the Honor Code as an essential, positive component of the Mary Washington experience. I may authorize specific assignments as collaborative work, but all other work must be your own, as per Article 1, Sections 1 and 2 of the University of Mary Washington Student Honor Code. Academic dishonesty typically boils down to taking credit for someone else’s work. Whether you’ve done so accidentally or maliciously, it’s still an honor violation and it could be subject to sanctions, up including failing this course or worse. Some examples include:

• Including a quote in a blog post without identifying the source of that quote
• Using an image in a blog post without permission from its copyright holder
• Asking another student to “edit” your paper for you
• Creating a blog entry or essay that is mostly quotes, even properly attributed quotes

Attendance

Since participation is a major part of this class, your presence is required. I expect you to be in class every time we meet. I will, therefore, keep a record of who is present and who is absent. If you are more than 30 minutes late to class, I will consider you absent. I will also consider you absent if you are physically present but spend most of your time in class doing something besides participating in whatever activities are going on (for example, you’re absorbed in a facebook chat or are studying for another class).

I understand that there are legitimate reasons for not coming to class -- sports events, illness, family activity, travel. Things happen. There is, however, no such thing as an “excused” absence. An absence is an absence. However, if you know ahead of time that you will miss class when an assignment is due, let me know so we can make alternative arrangements for you to do what you need to.

Accumulating 4 or more absences will reduce your participation grade by one half. (This is basically equivalent to a full letter in your final grade.) 7 or more absences will result in your failing this course.

Status of Student Work

Much of the work for this class will be created online and shared with a public audience. All grades will be in Canvas, only accessible by you and me.

Twitter, Tumblr, Etc.

You are encouraged to use Twitter, Tumblr and other social sites for extending and enlarging the conversation of this class. Use the hashtag “#engl386” wherever possible to, for example, tweet an interesting insight from class discussion, a provocative quote from a reading, or just something that you think we’d all be interested in.

 

Both Twitter and Tumblr are, of course, third-party social media sites, and as such, you should think carefully about your privacy and your audiences. You’ll need a non-private Twitter account, for example, so if you may want to create a new account for this class.

Use of Computing Devices in Class

You are welcome to use computers during class, including tablets, smartphones, whatever -- so long as you do not abuse this privilege. I simply ask you to be responsible with your computer use. Proper uses may include taking notes, reviewing the reading material, or participating in a constructive backchannel conversation such as Twitter. Improper uses include non-related chatting, watching movies, and working on homework assignments.

If what you’re doing is a distraction to me or others, I may ask you to stop. I may even count you absent for the day. If problems and distractions are pervasive, I may modify the computer use policy for the whole class.

Accommodations

The Office of Disability Resources has been designated by the University as the primary office to guide, counsel, and assist students with disabilities. If you already receive services through the Office of Disability Resources and require accommodations for this class, get in touch with me as soon as possible to discuss your approved accommodation needs. Please bring your accommodation letter with you to the appointment. I will hold any information you share with me in the strictest confidence unless you give me permission to do otherwise. If you have not contacted the Office of Disability Services and need accommodations, (note taking assistance, extended time for tests, etc.), I will be happy to refer you. The office will require appropriate documentation of disability. Their phone number is 540-654-1266.

Assignments are due on the date and at the time specified in their description on the blog and on Canvas. Typically, assignments are due at 9:00 AM on the day in question, so work submitted at 9:01 is late and subject to penalties as follows:

 

On the same day before midnight	5%
Before midnight on the following day	15%
Before midnight on the second following day	25%
Before midnight on the third following day	50%

 

(Note: “day” in the table above includes weekends and holidays.)

Topics & Schedule

Week  1 (8/24-8/30): What is Identity?

Week 2 (8/31 - 9/6): A Brief History of Constructing Identity On and Offline

Week 3 (9/7 - 9/13): Theoretical Constructions of Identity: Race

Week 4 (9/14 - 9/20):Theoretical Constructions of Identity: Gender

Week 5 (9/21 - 9/27) : Global Perspectives 

Week 6 (9/28 -10/4): Your identity is for sale: Digital Identity and Consumption

Week 7 (10/5 - 10/11): Representing Ourselves Online And Off: Professional vs. Personal Identity 

Week 8 (10/12 - 10/18): Fall Break/Buffer

Week 9 (10/19 - 10/25): Identity and Archiving One’s Digital Life 

Week 10 (10/26 - 11/1) : What do social media sites want to know about you? And how do they use it? 

Week 11  (11/2 - 11/8): Dystopian Visions 

Week 12 (11/9 - 11/15): Lying about or Hiding about Who We Are

Week 13 (11/16 - 11/22) : Online Communities, Fan Culture, and Digital Identity 

Week 14 (11/23 - 11/29): Presentations

Week 15 (11/30 - 12/7) : Presentations