Course Syllabus

Syllabus for Drupal Basic Training

This syllabus was created following the Syllabus Guide from OHIO Center for Teaching and Learning.

Instructor Information

Please schedule a meeting with me if at anytime you struggle with the content of this course. There is a large amount of material and it can be overwhelming at times.

This is a professional development course intended for Drupal WebCMS editors. The trainer for this course is Shelli Minton, WebCMS Training and Support Manager in University Communications and Marketing.

Accommodation Statement

Any student or employee who feels they may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs and provide written documentation from Accessibility Services. If you are not yet registered as a student with a disability, please contact Accessibility Services at 740-593-2620 or visit the office in Alden Library, Suite 230.”

Goal

The goal of this training course is to provide you with videos and written instructions so that you can create accessible web pages in Drupal for ohio.edu websites. It is intended for first-time training and as a refresher when needed. You will remain enrolled in this course until you drop it. You can return to this training whenever you need as an ongoing resource. 

Learning Objectives

• Organize content into chunks with appropriate headings
• Using provided instructions, create a Profile, Basic Page, or Modular Page
• Create the URL (permalink) using descriptive words and correct nesting (page location)
• Create Hero Image
• Determine appropriate web elements to add to a modular page.
• Using the Webpage Review Checklist, save web pages following best practices in accessibility and user experience.

Grading Information

• You will be asked to complete activities, short quizzes, and a test webpage to demonstrate proficiency in utilizing the Drupal system while following best practices for accessibility, inclusivity, and usability.
  
  

Inclusive Excellence

It is crucial that we commit to learning from one another in our classroom and provide an environment where if something is occurring that prevents us from being able to succeed, we talk about and address it. Some examples of what I am committed to are:

• Awareness that what happens outside the classroom can have a direct impact on our experiences within the classroom. When racism, sexism, homophobia, transphobia, ableism, classism, and other forms of discrimination occur, it may cause us distress or make it challenging for us to be as engaged as we would like within the classroom. If something has happened that is preventing you from learning in our environment, please either let me know so I can help find the best resources to support you on campus or in our community, or, if you are uncomfortable speaking with me, utilize the resources on campus like Counseling and Psychological Services, the Division of Diversity and Inclusion, and/or Equity and Civil Rights Compliance.
• Addressing microaggressions, implicit bias, and/or discrimination within the classroom. Microaggressions are statements or actions that may be difficult for us to discern why they are a problem if we do not know the history or root of certain stereotypes or behaviors, but that can cause discomfort and stress for members of our community. I will try my best to address these in the moment, but may not always succeed for a number of reasons, including: I may not hear or see something; I may want to talk with the person impacted before addressing the class; or I may simply not know how to respond in the moment, and may follow up when I’m able to determine the best course of action. If something has been said that has caused harm, please let me know.
• Continuously improving my understanding and practice of inclusive teaching. There are many ways we can all improve in creating inclusive environments. I am committed to learning. We all should acknowledge that this is an area of growth for everyone, even experts. Feedback can be challenging to hear, and changes difficult to implement, but I encourage us all to have an open dialogue about how we can create an inclusive environment that will foster success I know my students are capable of.

Pronouns and Names

It is my desire that I, and your fellow students, will honor the name and pronoun that you would like used when addressing you. I will create space within the classroom for you to notify me of your name and pronoun, but you may also contact me privately. I also understand that this may change throughout the semester, as students become more comfortable or as one’s experience changes.

Respect and Civility in the Classroom

Our class discussions should, at times, lead to debate and academic disagreement. In a community of mutual respect and consideration, respectful disagreement is productive because it challenges assumptions and leads to exploration, growth, and thoughtfulness. Do not hesitate to express your ideas or to challenge the ideas of a peer, but please do so using respectful language and reasoned argument. Some guidelines:

• Approach discussions with good faith and assume that others have good intentions.
• Do not assume that everyone shares your experiences or perspectives.
• Ask clarifying questions, offering feedback from a place of shared humanity.
• Receive feedback by listening carefully and responding graciously.
• Be mindful that discussion is shared time. Think of how and what you want to express, but look for opportunities to be brief and to allow others to speak.
• During discussion, reflect on how your perspective connects directly with the assigned readings. The readings have been carefully and expertly chosen so all the students can work with a common reservoir or information. That’s not to discourage other sources, but to focus on the readings everyone is expected to read.