Universal Design Review Prompt
Can you recommend ways to make the content in this syllabus digitally accessible:
Social Media in Society Course Syllabus
Course Number: COMM 3XX Semester: Fall 2025 Instructor: [Instructor Name] Office: [Office Location] Email: [Instructor Email] Office Hours: [Days and Times]
Course Description
Welcome to "Social Media in Society"! This course offers a critical and comprehensive exploration of social media's profound impact on contemporary life. We will delve into how these platforms have reshaped our cultural landscapes, influenced political discourse, affected individual and collective psychology, and transformed economic models. Through interdisciplinary lenses, we will examine the evolution of social media, its underlying technologies, and its complex implications, from the spread of information and the rise of digital activism to concerns about privacy, misinformation, and mental well-being. This course encourages active participation, critical thinking, and a nuanced understanding of the digital world we inhabit.
Learning Outcomes
Upon successful completion of this course, students will be able to:
- Critically Analyze Social Media Phenomena: Evaluate the multifaceted impacts of social media on individuals, communities, and global society, identifying both opportunities and challenges.
- Apply Media Literacy Principles: Discern credible information from misinformation and disinformation on social media platforms, understanding the mechanisms of content creation, dissemination, and consumption.
- Examine Ethical Implications: Discuss and debate the ethical considerations surrounding social media use, data privacy, platform governance, and user responsibility.
- Understand Algorithmic Influence: Explain how algorithms shape user experiences, content visibility, and societal narratives on social media platforms.
- Formulate Informed Perspectives: Develop well-reasoned arguments and solutions regarding current and emerging issues in social media, including its role in activism, mental health, and future technological advancements.
Weekly Topics
Week 1: Introduction to Social Media & Its Evolution
- Defining social media: history, key platforms, and foundational concepts.
- The shift from Web 1.0 to Web 2.0 and beyond.
- The networked society: opportunities and challenges.
Week 2: The Architecture of Platforms: Business Models & User Data
- How social media companies make money: advertising, data monetization.
- The value of user data and privacy concerns.
- Introduction to platform governance and terms of service.
Week 3: Identity & Self-Presentation in the Digital Age
- Constructing digital identities: avatars, profiles, and curated selves.
- Performance and authenticity online.
- The impact of self-presentation on self-esteem and social comparison.
Week 4: Communities, Connections & Social Capital
- Online communities: formation, norms, and dynamics.
- Bridging and bonding social capital in digital spaces.
- The role of social media in maintaining relationships.
Week 5: Midterm Review & Midterm Exam
- Review of foundational concepts, theories, and readings from Weeks 1-4.
- Midterm Exam covering all material up to Week 4.
Week 6: Algorithms, Filter Bubbles & Echo Chambers
- How algorithms work: personalization, recommendation engines.
- The concepts of filter bubbles and echo chambers.
- Impact on information diversity and political polarization.
Week 7: Misinformation, Disinformation & Fake News
- Defining misinformation, disinformation, and malinformation.
- Mechanisms of spread and psychological susceptibility.
- Fact-checking, media literacy, and critical evaluation strategies.
Week 8: Social Media & Political Discourse
- The role of social media in political campaigns and elections.
- Online deliberation vs. polarization.
- Censorship, free speech, and platform responsibility.
Week 9: Digital Activism & Social Movements
- "Click-activism" vs. meaningful engagement.
- Social media's role in organizing protests and raising awareness.
- Case studies of successful and unsuccessful digital movements.
Week 10: Social Media & Mental Health
- The psychological impacts: anxiety, depression, FOMO, cyberbullying.
- Body image and self-esteem issues.
- Strategies for digital well-being and responsible use.
Week 11: The Creator Economy & Influencer Culture
- The rise of content creators and influencers.
- Monetization strategies and ethical considerations in sponsored content.
- The impact on consumer culture and aspirational lifestyles.
Week 12: Emerging Technologies: AI, Bots & the Metaverse
- Artificial intelligence in social media: content moderation, deepfakes.
- The role of bots and automated accounts.
- Introduction to the metaverse and its potential social implications.
Week 13: Global Perspectives & Future Challenges
- Social media use in different cultural contexts.
- Digital divides and access inequalities.
- Anticipating future trends and ethical dilemmas.
Week 14: Course Wrap-up & Group Project Presentations
- Synthesis of course themes.
- Group Project Presentations.
- Preparation for final reflection.
Assessments
- Weekly Discussion Participations (25%): Active and thoughtful contributions to weekly online or in-class discussions, demonstrating engagement with readings and topics.
- Media Analysis Paper (25%): A 1500-2000 word paper critically analyzing a specific social media phenomenon, trend, or platform, applying course concepts and theories.
- Midterm Exam (20%): A comprehensive assessment covering key concepts, theories, and historical developments discussed in the first half of the course.
- Group Project & Presentation (20%): In groups, students will research a contemporary issue related to social media, propose a solution or intervention, and present their findings to the class.
- Final Reflection (10%): A 750-1000 word reflective essay summarizing key learnings from the course, discussing how their understanding of social media has evolved, and identifying areas for future personal or academic exploration.
Grading Breakdown
- Weekly Discussion Participations: 25%
- Media Analysis Paper: 25%
- Midterm Exam: 20%
- Group Project & Presentation: 20%
- Final Reflection: 10%
- Total: 100%
Required Readings: A list of required readings (articles, book chapters, reports) will be provided on the course learning management system (LMS). Students are expected to complete all assigned readings before the corresponding class session.
Academic Integrity: All work submitted in this course must adhere to the university's policies on academic integrity. Plagiarism and other forms of academic dishonesty will not be tolerated.
Disability Services: Students with disabilities who may need accommodations in this class are encouraged to contact the Disability Services office and the instructor early in the semester so that reasonable accommodations can be arranged.
| Assessment | Weight | Description |
|---|---|---|
| Weekly Discussion Posts | 20% | Responses to prompts based on readings and current events. |
| Media Analysis Essay | 20% | A 4–5 page critical analysis of a trending topic, campaign, or influencer using course theories. |
| Midterm Exam | 20% | Covers key concepts, readings, and case studies from Weeks 1–7. |
| Group Project and Presentation | 25% | Design a social media campaign or conduct a platform analysis, presented during the final weeks. |
| Participation and Engagement | 5% | Includes in-class discussions, peer feedback, and attendance. |
| Final Reflection Paper | 10% | A personal essay exploring how students' understanding of social media has evolved over the semester. |
Copilot Response
To help you make the syllabus for your “Social Media in Society” course digitally accessible, I’ve reviewed both internal resources best practices from instructional design experts. Here's a comprehensive set of recommendations tailored to your course content.
✅ Core Accessibility Enhancements for Your Syllabus
1. Use a Structured Template
Start with a syllabus template that includes built-in accessibility features:
- Use Word or Google Docs instead of PDFs when possible, as they are easier to navigate with screen readers and allow for text resizing, highlighting, and searching.
- Apply built-in heading styles (Heading 1, Heading 2, etc.) rather than manually formatting text with bold or font size. This helps screen readers and improves navigation.
2. Ensure Logical Reading Order
- Organize content in a clear, linear flow: Course Description → Learning Outcomes → Weekly Topics → Assessments.
- Use numbered or bulleted lists for outcomes and assignments to enhance readability.
3. Add Descriptive Links and Alt Text
- If you include links to readings or external resources, use descriptive link text (e.g., “Read the article on algorithmic bias” instead of “Click here”).
- Include alt text for any images, charts, or icons used in the syllabus.
4. Color and Contrast
- Use high-contrast color schemes (e.g., dark text on a light background).
- Avoid using color alone to convey meaning (e.g., “highlighted in red” should be accompanied by a symbol or label).
5. Accessible Language and Layout
- Use plain language where possible, especially in assignment descriptions.
- Avoid jargon unless it’s defined in context.
- Break up dense text with white space and section dividers.
📘 Specific Enhancements for Your Course Content
Given your syllabus includes topics like algorithms, misinformation, and digital activism, consider:
- Embedding captioned videos or transcripts for multimedia content.
- Offering alternative formats for assignments (e.g., audio reflections or visual essays) to support different learning styles.
- Including a digital accessibility statement in the syllabus, inviting students to request accommodations early.
Gemini Response
Making Your "Social Media in Society" Syllabus Digitally Accessible
To ensure your "Social Media in Society" syllabus is digitally accessible for all students, including those who use assistive technologies, here are some key recommendations:
Document Format
- Use a well-structured document format: The best option is typically a properly formatted HTML page or a Word document saved as a tagged PDF. While a standard PDF can be used, ensure it's "tagged" for accessibility during creation. This embeds information about the document's structure (headings, lists, tables) that screen readers can interpret. Avoid image-based PDFs, as these are inaccessible.
- Provide multiple formats: Offer the syllabus in at least two formats, such as a web page (HTML) and a well-formatted PDF or Word document. This allows students to choose the format that best suits their needs and assistive technologies.
Text and Structure
- Use clear, readable fonts and sufficient contrast: Choose sans-serif fonts like Arial, Calibri, or Verdana that are easy to read. Ensure there is a strong contrast between the text color and the background color. Online contrast checkers can help you verify this.
- Employ proper heading structures: Instead of just bolding text, use built-in heading styles (e.g., Heading 1 for the course title, Heading 2 for sections like "Course Description," "Learning Outcomes," etc., and Heading 3 for sub-sections). This creates a logical hierarchy that screen readers can navigate.
- Use bulleted and numbered lists: For "Learning Outcomes," "Weekly Topics," and "Assessments," use the actual bulleted and numbered list functions in your word processor or HTML editor. This helps screen readers interpret the information as a list.
- Avoid text boxes and floating elements: These can be difficult for screen readers to interpret in the correct reading order. Integrate information directly into the main text flow whenever possible.
- Provide descriptive links: If you link to external resources within the syllabus (e.g., an accessibility statement or university policies), use descriptive link text rather than "click here" or the full URL. For example, "University Accessibility Services" is better than "click here."
Tables (For Weekly Topics)
The current "Weekly Topics" section is presented as a table, which is good for organizing information. To ensure this table is accessible:
- Designate header rows: In your document editor, specify the "Week" and "Topic" rows as header rows. This helps screen readers understand the relationship between the header and the data in each column.
- Keep tables simple: Avoid merged cells or overly complex table structures, as these can confuse screen readers. Your current table structure is relatively simple, which is good.
General Considerations
- Language clarity: Write in clear, concise language. Avoid jargon where possible, or define it if necessary.
- Accessibility statement: Consider including a brief accessibility statement in your syllabus that invites students to contact you if they encounter any accessibility barriers with course materials. You can also point them to university accessibility resources.
- Test with accessibility checkers: Most modern word processors (like Microsoft Word) have built-in accessibility checkers. Utilize these tools, and if possible, test your syllabus with a screen reader (or have someone who uses one test it) to identify any potential issues.
By implementing these recommendations, you can create a syllabus that is not only informative but also inclusive and accessible to all learners.