I began every course with a boilerplate syllabus, communicated university-required elements to students, and workshopped each syllabus contract together so students could agree on informed practices to achieve their academic and personal goals.

Because I had 5 classes totaling over 100 students per semester, I ran small studies (aided by my supervisors) to rank the quality of my curriculum over time.

Informal results suggest my composition and literature education frameworks produce a student pass rate of 94% compared to an 87% pass rate of students given standard university syllabi.

Most commonly, I taught in-person courses during spring and fall semesters, with most remote courses occupying summer and winter semesters.

My students’ rates of success in remote formats fell within a statistically insignificant range (~1.2%) lower than their in-person peers — suggesting my curriculum accommodations for remote work relatively met the needs of those students’ goals and the goals of the course.