Spent New Year's at Edisto with the Harpers, the Bomars, the Corbets, the Harrison/Greers, the Justin and Jenna (forgot their last name), the Farmer and Matt, the Hollibaugh and Mark, and in close proximity to the Ladds, the Berrys, the Wilhoits, the Cronin, the TP, and the Conan. Great to see everyone and we had much fun. I didn't know I could stay up to 3:00 AM two nights in a row. Who knew? And who knew Sarah was good at Beer Pong?

Well, you can see how far I've gotten with the site redesign. I don't know if I am lazy, have too little patience for even the rudimentary coding such a redeisgn would take, or am just inept at this stuff. Probably all three.

Finished the new syllabus for my 110 course today. I feel pretty good about it. I think it expresses what I wnat my students to get from the course and how I want them to approach it. I always stress about assignments, though. Am I asking too much? Too little? Does the timing of assignments fit the University's schedule as far as dropping the course and breaks? I know no matter what I do, I'll get groans from students. I need to be as true as I can to my vision of the course whihin the constraints of the University. That's the best I can do, I suppose. That and realize every semester and every class is different, so the syllabus only gets you so far. I'll put a link to my syllabus up when it gets posted so everyone can check it out.

Tomorrow, it's the syllabus for the graduate class. it will be very similar to the 110 syllabus, actually. The course I am teaching is for the MAT students. These are folks who have undergrad degrees already but now want to teach, so they are getting a Master's in Teaching. Since they have no classroom experience and I have no guarantees they have ever had an Ed course before, the material for 110 and 600 are similar. The assignments and expectations are different.

Off to the gym. . .