NOTE: this is still in process as far as being an actual syllabus; I’ve only posted it as a demonstration of process!

In that this is an experimental 2-credit readings course for a small group of students, the syllabus will be non-traditional. Below I will outline the structure for this course over the ten weeks of Fall term, articulate the goals, and outline the workload/assignments. Please check back here regularly for any updated scheduling of meetings and/or assignments!

Structure
• We will work together to choose a case study per student, and each student will be responsible for presenting her/his case study via a blog post (see Workload) that outlines critical questions/issues.

• For each case study, we will collectively analyze, evaluate, and extend the issues presented by the “owner” of that case study.

• Our discussions will take place dynamically in the WordPress MU environment, as well as synchronically over coffee after every few case studies.

Goals
• To build a critical vocabulary around the concept of media management
• To become conversant in issues surrounding contemporary media usage in arts administration
• To develop a praxis built on media/cultural theory and arts administration practice

Workload: see “Course Assignments” page for more detailed info on the workload.
• Identify a ‘case study’ or issue that you want to examine; notify me by end of Week 2 (10%)
• Construct a blog post on your case study (to this blog) that outlines its: A) history, B) main issues, and C) stakeholders (30%)
• Contribute substantive and cogent comments and thoughts to each case study discussion (40%)
• Do the readings on each case study—other blogs, white papers, short articles, reviews, etc. (20%)

The following UO policy statement does not directly apply to us, as we’ll be meeting mostly via the blog; however, I’d like you to take it into consideration when we do arrange in-person group meetings:

H1N1 Policy: Students with severe respiratory or flu-like illness must avoid attending class until they are without fever for 24 hours without the aid of fever-reducing medication. Students with absences related to severe respiratory or flu-like illness will be given the opportunity to make-up their assignments and class content without penalty. It is the responsibility of the student to notify the instructor, in advance, when absent due to influenza. Faculty are under no obligation to excuse absences related to concerns of acquiring influenza by coming to class. Pregnant students in clinical areas where direct contact with patients positive for influenza is likely should work with their instructor to prevent exposure. All students should utilize the following precautions to prevent influenza exposure: 1) Frequent handwashing – consider carrying a bottle of alcohol cleanser with you at all times; 2) Cover your cough; 3) Place used tissues immediately in the waste basket followed by washing your hands; 4) Use approved disinfectants on shared surfaces – such as doorknobs, desk tops, etc. and, 5) Stay home if you have severe respiratory or flu-like illness. Call your health care provider if you are experiencing flu-like symptoms AND you have an underlying health condition which increases your risk of complications OR if you become concerned about your condition. Seek care immediately if you develop warning signs of more severe infection.
Students should anticipate absences and assure they have access to the Internet and Blackboard. Regardless of a student’s H1N1 status, students must complete the requirements of the course to receive a passing grade.