Category Archives: teaching

Rapid Fire Thoughts

Posted on August 15, 2007 by insignificantwrangler@gmail.com

I’m sitting in one of Purdue’s undergrad computer labs to work on my teaching portfolio (the draft of which is below–I’m going to play around with that Dali-esque scheme). The reason I’m using a gen-pop lab: the new Adobe Creative … Continue reading →

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Content v. Copy

Posted on August 13, 2007 by insignificantwrangler@gmail.com

Here’s one of the problems that comes with creating a syllabus. You carefully arrange each reading and budget out your (and your students’) time. Then, checking up on your RSS feeds, you come across an article far better than most … Continue reading →

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Standards Compliant URLs

Posted on July 27, 2007 by insignificantwrangler@gmail.com

I haven’t put up a technology-oriented post in awhile, but, then again, I haven’t been doing much web design this summer. This week I’ve started working on my course website for the fall, and thought I might share a cool, … Continue reading →

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Smashing Magazine and Networked Research

Posted on May 28, 2007 by insignificantwrangler@gmail.com

As we start planning out our Blogging as Composition syllabus (see also me and Wishydig and Mrxk), I’ve been thinking about what kind of research assignment we could have students work on. The obvious project to me is a two-phase … Continue reading →

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I didn’t make this…

Posted on May 26, 2007 by insignificantwrangler@gmail.com

…but my students did. Here’s the winning project from my “Project Website” design challenge this past semester: a new Indiana Voluntary Organizations Active in Disaster site. Six groups of students redesigned and coded the website of a local non-profit organization. … Continue reading →

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Introductory Blogging… I mean Composition

Posted on May 10, 2007 by insignificantwrangler@gmail.com

This fall a few colleagues and fellow bloggers have decided to network our introductory composition classes (at least four classes). The idea is to structure our course around blogging, having our students write often for “real” audiences, on a specialized … Continue reading →

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