I really loved how my liquid syllabus turned out. It not only reflects my personality, but it is warm and inviting. The purpose of welcoming and inspiring my students can be seen in how I developed it. The photos are candid ones that show me in different aspects of my life, the video is a good example of myself and my life, and my belief in my student's abilities to be successful has been established. I look forward to continuing to improve it with videos, more humanizing photos, and improved explanations.

I chose this image because it gives the impression that someone is currently working but has stepped away (maybe for a cup of coffee). The warmth of the wood and the hand sketches provide a humanizing aspect giving a familiar feel of an architectural studio. The image is inviting and helps to make a connection between the students and the course.

I utilize my welcome banner to add relatable images for my students along with a friendly picture of myself next to "Welcome to ARCH 178!" The purpose is to provide visual interest for the students while also hinting at the purpose of the course which is architectural practice. Below the header I have included the welcome paragraph from my liquid syllabus to help connect the homepage with the liquid syllabus.

This survey follows the syllabus acknowledgement survey. I feel it is important for this to be one of the very first assignments the students complete. In this survey, I ensure that students inform me what their preferred name is and (just in case) how to pronounce it. If I am going to be leaving voice feedback, including a student's name helps to humanize and connect the feeback with them. They will know that it is a fresh, unique recording to provide them valuable feedback in the course. I also ask if a student is using primarily their phone, laptop, tablet, or other device to complete this course. Pending their answer may require me to change how students turn in assignments or engage in class participation. If a student does not have a strong internet co

This icebreaker attempts to create the online community necessary to foster a sense of belonging. By relating the assignment to meeting new neighbors, students engage in introducing themselves as if they were meeting a dormmate or in this case, a classmate. Students are encouraged to share something they are proud of - shared success is an excellent method of bonding. Another way of building connection between people is sharing a core belief or ideal they believe in. Some may agree or disagree but it will allow for respective dialog between students. Finally each student is able to share a fun fact or something interesting which provides more opportunity to for students to connect and bond.

This video illustrates the difference between a standard business resume and an architectural resume. Architectural students tend to be very visual, therefore demonstrating examples that will clarify the type of originally and expectations will help them develop a resume that will meet the criteria. By creating this video in addition to the other inspiration videos in the assignment, students will have a better understanding of how to deliver the required resume.

The learning objectives for this class are to provide students with the ability to be prepared for working in an architectural office. They are giving the skills and tools to be able to get a job. Strategies and advice for keeping the job are provided in another module. Finally, a module on the type of work they can expect outside of "architectural design." This video shows the introduction to the interview assignment - a critical skill for students to practice to get a job. This assignment not only encourages students to practice interviewing but also helps to connect the students through role playing.