Instructional Design
Overview
Starting in August 2020, I worked for the Department of English at Clemson University as a graduate teacher of record (GTR). While working for the University, I adapted various traditional assignments and prompts to follow a multimodal approach. I created numerous instructional design videos and materials, like the below accessible syllabus and welcome video.
This exhibition documents some of my teaching projects. I will go over the design process, in depth, that occurred during my time as a Clemson GTR.
About the Client
The Department of English at Clemson University focuses on the analysis, creation and history of textual production in its various formats. The English coursework has students analyze and create a wide range of textual representations from an informed historical and international perspective. The Department hopes to instill imagination in their students of new possibilities for themselves and for the world around them. The English Department also hopes the students will then go on to represent these new possibilities in a variety of career and citizenship settings. Over the last few years, the alumni of Clemson University's English Department have been admitted to the American University School of International Service, Cambridge University, the University of Chicago School of Law, the Columbia University School of Journalism, the doctoral program in English at Duke, Harvard Law, the Peace Corps, the Sorbonne and Teach for America.
Exigency
In the fall of 2020, I started working for Clemson University as a GTR. I taught two online sections of ENGL1030 - Composition & Rhetoric. ENGL1030 is primarily a first-year composition course, aimed at teaching students how to compose analysis, research, and argumentative essays. In the spring of 2021, I taught another two online sections of ENGL 1030. During my year of student teaching, I developed multiple instructional design materials, including an accessible syllabus, explanation videos with accompanying scripts, and alternative multimodal assignments. Over time, I formed a teaching philosophy surrounding my alternative course format.
Teaching Philosophy
Though I had prior experience with tutoring and in-class teaching presentations, I had not formally taught a class of my own. Because of this, I somewhat developed a teaching identity and philosophy as I taught. There’s a quote from John Dewey, I believe, that goes something like “we learn by doing.” That’s what I have found to be my most effective learning style. I am learning from my students in the same way they learn from me, so I want to make sure the classroom environment is comfortable and accessible. My main priorities for my classes are the following: accessibility for my students, critical awareness of rhetoric and other course concepts both inside and outside of the classroom, and development of students’ composition—whether that be with research, composing, revision, etc.
To establish a critical awareness of rhetoric, I think it is imperative to look at our students and their many backgrounds. Our students have grown up in a digital age, submersed in a visual culture. Diana George’s article, “From Analysis to Design: Visual Communication in the Teaching of Writing,” discusses the dialogue revolving around visual communication and writing pedagogy. I found some of George’s recommendations for the creation of writing assignments that reflect the culture of the technological age we live in to be very beneficial. She suggests incorporating comics, web design, desktop publishing, and other forms of digital rhetoric into the classroom. One of the questions I aim to answer during my student teaching is one that—as I brought up in my annotated bibliography earlier on in this course—George poses: What would the implications be if we looked at our relationship with all technologies in the same manner we saw the technology of printed words?
Though I am not sure I have something even close to an answer as I approach the end my student teaching, I do know that there are some practical applications of George’s article to the classroom. I plan on doing my best to incorporate as much of today’s technological culture that I can. In the instance of my lesson plan included in this webpage, I incorporate meme development to help students gain an awareness of rhetoric outside of the classroom while still using classroom concepts from our textbook. This helps students understand the practical—and necessary—use of rhetoric outside of academia. I based this lesson plan off of one of my classes from UNCW. We had an Enthy-MEME Day at the very beginning of the semester, but because of our lack of knowledge on argumentation, our memes were not very well-crafted. It is my hope that my students will be able to carefully and precisely craft arguments so that they can become more critically aware of the technological and social culture around them. Crafting memes may just be one way to push them in the direction of being more informed in that way.
Another critical aspect of my focus is on the accessibility of my syllabus. In Anne-Marie Womack’s article, “Teaching Is Accommodation: Universally Designing Composition Classrooms and Syllabi,” she discusses how we must destigmatize our classrooms and make them inclusive for all our students. By including hyperlinks, images, accessible fonts, and other outside resources into our syllabi, we can better convey the information we want while making it easier on our students to understand that information. I feel that my syllabus, though it does not fully meet Womack's level of accessibility, adapts a traditional syllabus into one more focused on making the processing of information easier on the students. By creating an inclusive environment on the very first day of class with the document my students will use the most throughout my course, I am attempting to take part in the de-stigmatization of classroom accessibility as a problem and redefining it as a necessity for inclusivity.
As far as my professional identity goes, I have always wanted to learn new things and experience new things, people, and places. I plan on going into the publishing or graphic design industry after receiving my M.A., but that does not mean my desire for learning or teaching will deplete. In fact, I think that my industrial experience will grow and develop even more with the higher education I receive. When I was at UNCW, I had no desire to study rhetoric, but then I took a course on argumentation and I was hooked on all things rhetoric and related-to rhetorical theory. By studying rhetoric in all its forms, I have an enriched understanding of its use in and out of the classroom. As I plan on going into publishing or graphic design, having a knowledge of rhetoric helps bridge the gap between technology and written culture (especially in relation to graphic identities with design projects). With my background in writing and design, I think my learning and teaching style is influenced by technological and written culture consistently, most likely taking the form of multimodal composition.
Multimodal composition bridges the gap between technology and writing. As there is a concern for accessibility within the classroom—as I mentioned earlier—multimodal composition would help professors and students alike revise their pedagogy and learning styles to enhance critical awareness in the classroom. It is imperative for teachers to help their students understand the implications of rhetoric both inside and outside of the classroom, especially with how influential technology is on society’s culture today, and to also provide a more accessible learning environment for students from all backgrounds and walks of life to succeed in. Student teaching will surely benefit the remainder of my academic future and the entirety of my professional future.
My hope is that by combining my interests in technology and writing together, I can better understand my own professional field and also help my students become more critically aware of their future industry (as no industry field is without rhetorical principles). My teaching philosophy is centered around student awareness and inclusion by exploring student accessibility, applications of rhetoric and other course concepts both inside and outside of the classroom, and enhancement of student’s composition development.
Audience
The teaching projects were directly intended for my students to review, but there were also other viewer/audience levels:
Primary - ENGL1030 Undergraduate Students
Secondary - Dr. Megan Eatman, ENGL8860 Graduate Students
Tertiary - Other ENGL1030 Instructors, Other Canvas Commons Users
Constraints
Throughout the teaching process, I encountered a few constraints, listed below:
All-Remote Completion
Like most of the projects in this portfolio, the COVID-19 pandemic made my first experience teaching an online one. This was both advantageous and disadvantageous. The disadvantages came in a lack of student-instructor interaction and overall difficulty with timeline management. Due to the online nature of the courses, students tended to be somewhat confused by assignments, discussions, etc. By clarifying assignment and discussion criteria through email, Zoom office hours, Canvas announcements, Canvas messages, Slack, etc., most students effectively understood the course material. With timeline management, it was difficult for me to balance my coursework, client project, design internship, and teaching responsibilities. By planning out specific days and times for lesson planning, completing coursework, checking in with my internship supervisor, etc., I was able to create a routine schedule for myself. For the advantages of remote course instruction, see the Reflection section.
Student-Instructor Interaction
My first teaching experience was online and asynchronous. We did not meet in-person and we did not meet over Zoom. The fall course was held completely over Canvas and Slack. I used Canvas to house assignments and course announcements. Slack was used to communicate quickly about announcements, assignment updates, grading contract criteria, etc.—Slack included everything from Canvas and acted as a primary messaging system. The students didn’t interact much outside of when they’d ask a question or when I’d post discussions. Since the fall course didn’t interact much over Slack, I did not incorporate that into my second semester of teaching. The spring course was only on Canvas. I’ve had difficulty getting my students to come to office hours, but even so, I’ve made myself available on Canvas, Zoom, and over email as often as they need me should any questions, comments, or concerns arise.
Along with the interactions, the students and I would sometimes miscommunicate with one another. Because the course was remote, there were times when I would write something in an assignment, discussion question, announcement, etc. that might not come across the way I intended. Something that’s clear to me is not always clear to my students. Especially with the grading contract system I put in place over the fall semester, my students had a hard time understanding what contract grading was. Applying that contract grading to a course during their first semester of college? To them, it seemed almost impossible. To alleviate the miscommunication, I offered prompt documents and prompt videos, sent out weekly announcements about the work schedule for that week, and reminded them of any work due or any upcoming work over Canvas and email.
Timeline Management
I started lesson planning about two weeks prior to the first day of class. I’d have liked to start sooner than that. Ultimately, having the whole curriculum planned out would have left me with more time during the semester to grade, meet with students, send out announcements, etc. Instead, I spent time Fridays through Sundays planning for what I would teach them that Monday. Along with that, I had a rough time balancing out my coursework with my teaching responsibilities. Because I was also a student at the time, I felt my coursework took precedent over the students—which is somewhat pedagogically unsound, I think. To alleviate this, I started planning out specific days and times to work on lesson planning, while working on my own coursework during other days and times during the week. I had entire sections of my planner and calendar devoted to teaching, with other sections devoted to my coursework, internship, client project, etc.
Grading System
Just starting out, the grading system was very intimidating. I didn’t decide on a grading system for the fall semester until about two weeks before classes began. I thought giving my students more control over their grades—through a grading contract—would ease some of the anxiety and discomfort they may have been feeling as incoming freshmen, starting college in a pandemic. It confused them more than comforted them, though. I also felt like it would ease my anxiety as it was my first time teaching. It took some time off grading for me. I’d provide feedback, check to make sure they met the requirements for their contracted grade, and assign a letter grade to the assignment. Students seemed to value the feedback over the grade in this system, though.
Some of them also took advantage of the late work policy in addition to the grading contracts. There was no penalty for late work. As long as they turned it in at some point over the semester, it would count towards their contracted grade. If I had spent more time on my contract requirements, I think I would have come up with a better flushed out system.
For the spring, I switched my grading system to a traditional, holistic scale. The students seem to be more comfortable with that, don’t argue with me about their grades, and complete their work in a more timely manner because of the late work penalty (-5 points for each day it’s late). It takes more time for me to grade their work, but overall, the benefits of their comfort and success outweigh my time spent grading.
Instructional Design
This section details design phases, informed theories, and collaborative work efforts of the instructional design projects I made as a GTR. The deliverable files are included within this exhibition.
According to the Association for Talent Development, instructional design is the “creation of learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills.” Instructional design is all about assessing learning needs, designing an appropriate process to fit those needs, developing materials for that process, and then evaluating the effectiveness of those materials. Essentially, instructional design is about effectively designing a teaching curriculum. Though it’s often thought of in the workplace environment, it was essential to the development of my course.
Design Phases
My course went through the following design phases: (1) Research, (2) Sketch, (3) Iterate, (4) Refine, and (5) Deliver.
Research
The research phase of this project occurred mostly during my composition theory course and subsequent composition practicum. Both of these courses were designed to prepare GTRs to teach ENGL1030. We read articles like Lamott’s “Shitty First Drafts” and Womack’s “Teaching is Accommodation.”
During that time period, I focused heavily on the articles and theories revolving around alternative class assignments, discussing design methods to ease student understanding, and designing a class based on a backward design curriculum.
One key article was McTighe and Wiggins’s “Understanding by Design Framework” (UbD). Unlike conventional education, UbD starts with identifying specific results educators want their students to understand or get out of their lessons. Based on those outcomes, educators then plan their course material and instruction around those outcomes. UbD framework incorporates three key steps:
Identify desired results
Determine assessment evidence
Plan learning experiences and instruction (2-6)
I started my course in the fall by reflecting on what I wanted my students to get out of it. Instead of teaching English in a normative way, I wanted my students to see just how creative and innovative English could be. We are moving further and further into our technological age, so why wouldn’t I incorporate technology into my classroom? I found a passion in digital arts and English—my own version of multimodality involving how visuals and text interact with each other in a rhetorically-charged manner—and wanted to share that versatility with my students. I hoped to create a passion within them like my professors and mentors did for me.
Sketch
After articulating what skills I wanted my students to learn, I then moved on to determining assessment criteria. I chose to follow a grading contract system, similar to how Elbow defines his contract in “A Unilateral Grading Contract.” Dependent on the assignment, I put certain requirements in place. Most of the requirements involved the use of some kind of non-traditional textual element. For instance, even in traditional essays, I required at least one image, video, sound, etc. to be incorporated in order for the student to receive full credit. This can be seen in the Landmark Analysis assessment criteria of my prompt.
The main requirement, though, was for my students to show some kind of progress—what Elbow calls “thinking” (8). After asking a deeper question, finding something they might be unsure about—Elbow’s “perplexity”—I wanted my students to figure things out, “[m]ake some intellectual gears turn...move or go somewhere...have a progression of thinking” (8).
My focus was not on the form of that thinking but on the thinking itself. As long as my students could express their thoughts and articulate their ideas in a clear and consistent manner, they could use whatever format they felt comfortable or interested in to express those thoughts and ideas. If they were interested in podcasts like Serial, they could make their own podcast. If they were interested in going into marketing and making infographics, they could create those too.
To help my students understand my goals—which most of them were not used to—I created prompt explanation videos. Since I was teaching remotely and asynchronously, I had to find creative ways to help my students better understand the assignments and course goals. Using Camtasia, I screen recorded the prompt and scrolled through it, explaining different aspects of it as I went. I then added lower-thirds where necessary and input captions for accessibility. I also included the script in Canvas.
Alongside the prompts, I would create weekly assignments aligning with the goals for that week. For instance, during the Landmark Analysis assignment, I wanted to illustrate how text interacts with visuals, creating new meaning, by having my students make memes and analyze them rhetorically. If I had been in an in-person classroom, the assignment would have looked like this:
Iterate
Throughout my course, I iterated many different assignments, videos, discussion questions, etc. For each week, I created something new. Instead of focusing on all of those iterations, I’ll focus on the concepts behind those iterations: (1) Grading system and (2) Assignment format.
From the fall semester to the spring semester, I changed my grading system. Contract grading was very appealing to me, as it seemed to focus more on content than form. At least, I could make the contract state that. It became apparent that my fall students had a lot of power over the course, and for some of them, it was overwhelming. It seemed to have the opposite effect of Elbow’s sense of control (11). Instead of being more productive and certain about their results, they felt even more uncertain. They had control over their grades and were responsible for their success, completely contradictory to what they’ve learned from preliminary schooling up to that point. After having students take advantage of the contract grading system through various methods, I decided to change my evaluation for the spring to a traditional format. I would still focus on content over form, but this gave the students a little less control.
Along with the grading system, I also changed my assignment format submissions. I originally intended for all of my major assignments to be available in any submission format. As the fall semester progressed, I realized that most students were more comfortable with traditional essays. They weren’t taking advantage of the different formats I had available for them, and I think this was partly due to the freedom I gave them. Like the contract grading, these students weren’t comfortable with having the power to decide what format they would compose in. Reflecting back on the project formats, I felt that the visual rhetorical analysis and argumentative project could still be composed in multiple formats; however, the research paper situated between those two would have been better off as a podcast or traditional essay. I limited those formats for my spring ENGL1030 course, taking away some of the uncertainty my students were feeling.
Refine
After changing my grading system and major assignment formats, I began to refine what I had from my Sketch (or lesson plan) phase.
The fall Landmark Analysis prompt focused on physical spaces. Specifically, the prompt was supposed to be about Clemson. All of the major assignments were meant to teach students about Clemson’s history, diversity, campus life, etc. Since some of my fall students were taking their courses from their hometowns and were unable to access the University's facilities, I decided to change the prompt for my spring students, as most of them would still be transitioning to in-person courses by the time the spring semester rolled around.
Instead of focusing on Clemson or even focusing on a physical space, I emphasized that their space could be somewhere virtual. If they wanted to focus on a certain hashtag within the TikTok community, they could do that. If they wanted to focus on a Reddit forum, they could do that. I wanted them to expand what “space” was in their minds. Along with that, I felt that analyzing websites and social media would give them a better understanding of how we use English and encounter rhetorical situations in our daily lives.
My prompt explanation videos were not supplemental this semester. They provided details that the prompts did not necessarily disclose. I made this clear to my students. Instead of moving through the prompt like I had in the fall, I used Camtasia to screen record a Microsoft PowerPoint I made. The presentation went through the prompt phases—from the assignment basics through the evaluation—but taught them with visuals. I wanted the videos to parallel my syllabus. I incorporated images, icons, text, and hyperlinks to course documents—all in an accessible PowerPoint template. I added lower-thirds in certain parts, but due to the short timeline I had to get this to my students, I did not add captions. I did provide the script in Canvas, though.
One thing that did not change was my requirement for students to show some form of Elbow’s “thinking” (8). I still wanted them to make their intellectual gears turn and move their thoughts somewhere.
My weekly assignments changed completely. Instead of having my students analyze arguments from their daily lives, I offered them two options per week. They could create something more traditional, like a research report or memo, or they could create something more creative, like an infographic or logo design. Instead of making up most of the assignments from online sources, I adapted discussion questions from the course textbook into assignments. For instance, in the week that we talked about digital analysis, I adapted a question about mapping out a logo design progression (Morey, 111) into two submission options: (1) map out the logo design progression, or (2) create your own version of the logo.
Deliver
Though I delivered content to my students in both courses, I don’t think this phase is ever really finished. For me, over the past year, I’ve constantly been refining and taking notes. I've delivered content to my spring ENGL1030 course up through spring break, but the course content for after the break could change. I'm always thinking of new things, new learning techniques, new teaching methods. Teaching is never finished, I think.
Informed Theories
I mentioned a lot of theories above, but one of the main theories that helped form my course came from Canvas: using modules to clarify information. The Utah Education Work has a Canvas page that discusses six reasons why educators should include modules in their courses:
Block and chunk your content into sections that can be completed sequentially.
Quickly create new pages, assignments, discussions, quizzes, and other resources with a couple clicks.
Quickly add previously created content into modules.
Easily import content by module from other courses. Easily export content by modules to Canvas Commons.
Rearrange content and materials with simple drag and drop interface.
Control the pace of student progress by scheduling publishing dates. (UEN)
Much of my course content was unfamiliar to students. To “keep it simple,” as UEN suggests, and make students more comfortable, I utilized a modular course format. Information was provided sequentially, on a week-by-week basis. I labeled the weeks as what week we were in of the semester and included the dates of that week.
I also provided a welcome module and a resources module. The welcome module housed course materials like the syllabus, a course introduction video and script, and basic assignment prompts. The resources module housed helpful links, project sample files, and more. It was continuously updated throughout the semester.
This parallels how most students have previously been taught in preliminary schooling. I didn’t release modules until Monday at 9AM. The assignments and discussion questions would not be due until the following Monday at 11:59PM. It was very similar to how most high school seniors experienced work, I think. That’s what we were taught in our composition practicum as GTRs, at least.
To guide students through the sequential modules, I provided an overview of each week, which would be available in the module itself and in a weekly announcement sent out on Mondays at 9AM. I would also order the assignments and files based on priority, relevance, and due date.
UEN says that Canvas modules “are the course skeleton…[they] create the framework for your course.” Since I was focused on framing my course around desired results—students understanding elements of an argument, analysis of an audience, proper mode for delivery, etc.—a modular format made the most sense. Each module, which was developed a week prior to its release, worked towards teaching my students my desired course outcomes.
In developing my course, I also used resources from online databases and websites. Additionally, I was observed during my fall semester by another professor. That professor gave me course materials and teaching resources that informed some of my own course material. Everything retrieved from the above theories and research methods were technically and visually represented in my course.
Collaborative Efforts
Most of the materials I started with came from my practicum in composition theory. In an effort to streamline ENGL1030 courses, the Department provided a plethora of resources and materials for the GTRs on Slack and Canvas, including sample syllabi and prompts that each GTR could edit until it fit their desired course outcomes.
Along with the materials, I suggested to Eatman that the GTRs in the practicum could submit a sample assignment, prompt, lesson, module, etc. on Canvas Commons for first-year GTR use. For instance, I had experience using Adobe Creative Suite products and meme generators, so I submitted my Enthy-MEME Day assignment.
The GTRs had a vast amount of knowledge on an array of subjects. I wasn’t as familiar with literature studies, literature reviews, etc., as some of the MAE students. In the same way, some of the MAE students weren’t as knowledgeable about multimodality, UX design, etc. To be able to log onto Canvas and pull from a depository of my peers' expertise, I thought, would be incredibly beneficial. Our students would be learning from us, but also learning from our peers if the GTRs chose to use the peer-taught modules. I thought it would be a very collaborative learning/teaching experience.
Eatman created the Canvas Commons repository which allowed all of the GTRs to submit their assignments, prompts, lessons, modules, etc. I found that by seeing my fellow colleagues’ work, my courses were more informed and better taught. Whether we were teaching fully online or in a hybrid format on Zoom, we all had access to collaborative materials and efforts of fellow GTRs.
All of my course materials were informed one way or another by repository materials.
Competencies
These projects examine the following MAWRM competencies, which align with and demonstrate an understanding of writing, rhetoric, and media:
Visual communication theories
Research and design methods
Classical and modern rhetorical theory
Professional communication practices
Technological and media production literacies
Writing and editing skills
Skills
Collaboration
Interpersonal communication
Email writing
Zoom meeting
Review and feedback
Content Creation
Course content
Module development
Syllabus planning
Lesson planning
Video production
Video editing
Software
Adobe Creative Suite
Camtasia
Google Suite
Zoom
Canvas
Canva
Other Soft Skills
Creativity and innovation
Attention to detail
Understanding of college learning environment
Deadline-oriented
Reflection
Reflecting back on this project, there are a few areas that I’d like to discuss: (1) Project Strengths, (2) Different Outcomes, (3) My Weaknesses, and (4) My Strengths.
Project Strengths
I feel like my teaching has been successful so far. At first, I was hesitant about teaching remotely. After almost a year, I’ve come to realize that remote completion allows for students to work at their own pace. By offering the modules in sequential order, students can see what they’ll be completing each week. I do have weekly assignments that are due by the beginning of the next module, but should students need to, they can ask for extensions. Course materials and resources are offered in multiple formats. Through alternative assignment formats, prompt explanation videos, and a modular Canvas format, I think I’ve effectively shown my students just how diverse English and rhetorical theory are in our technological age.
Different Outcomes
If I could start teaching over again, I would do a lot more planning on the front-end. I’d iron out my grading system. I still don’t feel as confident in my grading system since I’ve spent one semester working with contract grading and another semester with holistic grading. I’d also offer my office hours at different times, probably, since I rarely had students show up. Along with those, there are a few assignments I’d update if I was to teach ENGL1030 again. Instead of offering the MTC as a traditional essay or podcast, I’d change the podcast option to an infographic or scientific presentation—similar to a report from a biology or chemistry course.
There are also other things I would change, like housing my discussion questions on Yellowdig, using an IM channel (that’s not Slack) to communicate faster with students, incorporating more accessibility into my course layout, etc. The list is endless. I’m constantly thinking of new things to try in class—whether that’s assignment formats, discussion topics, or lesson delivery.
My Weaknesses
The weaknesses I’ve experienced in teaching are rooted in a lack of confidence, I think. Being thrown into teaching without any prior experience—other than tutoring and in-class presentations—was incredibly intimidating. I was constantly sending my fellow GTRs my assignments and asking if what I was saying made sense. As I learned more and gained experience in teaching, I found that I became more confident in myself and my teaching ability. I even received emails from students saying I was a “great resource” and that they’d “never forget the writing techniques from this ENGL1030 course.”
My Strengths
My flexibility and availability have been huge strengths in my teaching, I think. I’ve messaged students at all hours of the day. If I receive an email from a student at 12AM—I’m usually awake at that time—I’ll respond to their question, comment, or concern. Some of my students could not meet until afternoon or early evening hours due to prior class engagements, mental health concerns, etc., so my office hours did not work for them. To accommodate their schedules, I’ve met later in the day, when it’s convenient for them, to help clarify any questions, comments, or concerns they might have.
The most valuable strength I gained from teaching was learning. I learned as much from my students as they learned from me, I think. Yes, they learned more about rhetorical situations and techniques, but I learned how to teach and how to adapt. I learned about maintaining confidence not just in your students and their work, but in your work as a teacher. I learned how to articulate my assignments and coursework well. I learned that not everything that’s clear to me is clear to others (and I learned how to resolve that with better communication). I learned that there is no such thing as overcommunication. The most important thing I learned is that what separates a good teacher from a bad one is letting your students know that you care. I can’t express how many messages or emails or meetings I was in that started with “I’m sorry...I know you don’t think I care about this class…” By showing my students I had been there—I still was a student and sometimes missed my deadlines—I connected with them and alleviated their anxiety not just in coming to college but in coming to college during a global pandemic. They did their best, and I did my best. As teachers, that’s all we can do and be for our students. We try, just like we teach them to try.
References
Articles
Lamott, Anne. “Shitty First Drafts.” Language Awareness: Readings for College Writers. Ed. by Paul Eschholz, Alfred Rosa, and Virginia Clark. 9th ed. Boston: Bedford/St. Martin’s, 2005: 93-96.
Womack, Anee-Marie. “Teaching Is Accommodation: Universally Designing Composition Classrooms and Syllabi.” College Composition and Communication. NCTE, vol. 68, no. 3, 2017: 494-525.
Elbow, Peter. "A Unilateral Grading Contract to Improve Learning and Teaching [co-written with Jane Danielewicz]" (2008). College Composition and Communication. 3. Retrieved from https://scholarworks.umass.edu/eng_faculty_pubs/3
Wiggins, Grant P., and Jay McTighe. “Understanding by Design.” Association for Supervision and Curriculum Development, 2008.
Books
Before & After: How to Design Cool Stuff, John McWade
Websites
Clemson University: About the English Department, www.clemson.edu/caah/departments/english/about/index.html
What is Instructional Design?, www.td.org/talent-development-glossary-terms/what-is-instructional-design
Six Reasons to Use Modules in Your Canvas Course, uen.instructure.com/courses/404288/pages/six-reasons-to-use-modules-in-your-canvas-course
