Bill Wolff, PhD

Associate Professor, Communication, Film, and Journalism, Saint Joseph's University, Philadelphia, PA

Intro to Web Design, Fall 2026 (#wddf26)

Course Information

  • COM 372 D01 40209 MWF 10:10 – 11:00; D02 42220 MWF 11:15-12:05 Merion Hall 150
  • Class Zoom Meeting Space: See the Readings and Texts page for the link
  • Office: Bronstein Annex 202
  • Office Hours: MW 12:30 – 1:30 in office or Zoom (whatever is best for the student) and by appointment
  • Email: wwolff [at] sju [dot] edu
  • Pronouns: He/Him/His
  • https://williamwolff.org/courses/wdd-fall-2026/

Course Description

The Fall 2026 sections of Intro to Web Design are the second of two semesters testing a new version of the course as a result of the expansion of what had been the department of Communication Studies to the department of Communication, Film, and Journalism. As a result the course description in the catalog (with HTML and CSS coding) will not apply this semester.

Rather, this semester introduces students to the principles, methods, and practices of web design though the robust and complex practice of website redesign, with an emphasis on web-based communication, usability, equity, ethics, prototyping, and redesign. The course blends theory with practical and professional application, and will build on the work you have completed in your prior COM course, most notably Visual Design.

We start with theories on semiotics—the science of how one communicates meaning—and move on to theories on typeface, emotional design, and inclusive design. From there we engage practices on website usability and redesign as we work through the conceptual and practical phases of redesigning a portion of a large website.

Students will make their work visible through in-class readings, work, and discussions; weekly reflections on what they have learned through class and discovered on their own; a 3 – 4 minute Recorded Presentation on a semiotics project; and a large-scale group Website Redesign Project that includes quite a bit of independent work.

Practicing Self Care

Please take care of yourself.  College is about more than classes and homework. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep, and taking some time to relax away from work. These choices have the potential to help you achieve your goals and cope with stress. If you are experiencing food insecurity, please visit SJU HawkHUB. Additional resources are:

As a college student, you may sometimes experience problems with your mental health that interfere with academic experiences and negatively impact daily life. Too often there is a negative stigma associated with experiencing distress and seeking assistance. That should not be the case. All of us benefit from support during times of struggle. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is almost always helpful.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CAPS) is here to help: call 610-660-1090 and/or visit their website at https://www.sju.edu/offices/student-life/caps. Consider reaching out to a friend, faculty, or family member you trust for help getting connected to the support that can help.

If you or someone you know is feeling suicidal or in danger of self-harm, call someone immediately, day or night:

And if the situation is life threatening, call the police:

  • Off campus: 911
  • SJU Police: 610-660-1111

Course Info at a Glance

  • Office Hours: MW 12:30 – 1:30
  • Office Location: Bronstein Annex 202

In-Class Learning

One of the goals for the semester is to create a classroom where nearly all learning happens in the classroom itself, which I hope will create a receptive space for investigation, questions, and discussion. We will all be on the same page because we will know we have all read or watched the same things at the same exact time. Toward that end, nearly all readings will be read in-class and in print. We will watch some videos, as well, which we will nearly always watch in class. There will be significant time in class for you to work on projects, but you will also have to work on them outside of class, as well. There is just too much homework out there and I’m hoping to reduce some of that.

Technology in the Classroom

Another primary goal is to create a space free of the distractions of electronic technologies so learning can happen through direct, personal engagement. As a result, the primary technologies students will use in class this semester are paper, pencils, and pens.

Unless otherwise allowed on when working on your redesign project, there will be no phone, earbud, headphone, tablet, or computer use in the classroom from the moment you enter the classroom to the moment you leave the classroom. All phones, tablets, and computers must be stowed away and out of sight. All phones, tablets, and computers must be silenced. Any unauthorized phone, tablet, or computer use will result in an absence. If you leave the classroom to be on your phone you will be marked absent. If repeated violations of this policy occur, I will require students to stow their technologies in a designed space at the start of class.

Course Learning Objectives

This course embodies the Saint Joseph’s University mission to “prepare students for personal excellence, professional success, and engaged citizenship” and “model [a] lifelong commitment to thinking critically, making ethical decisions, pursuing social justice.” It is informed by several Core Objectives created by the Communication Studies department, as well as the importance of Reflection advocated by the Office for Mission and Identity.

Objective 1. Critical Awareness of the Design Theories and Applications
Students will understand and create artifacts using contemporary design theories and approaches to communicative situations.

Objective 2: Effective Communication
Students will understand the principles, practices, and ethics of effective media communication, particularly in terms of semiotics, design, and website redesign.

Objective 3. Ethical and Curiosity-Informed Research
Student will develop and enhance their ability to engage in ethical, curiosity-informed research practices with the goal of increasing their understanding of semiotics, design, and website redesign theories and practices.

Objective 4: Reflection
Students will develop their understanding of the important role of reflection during the reading, creation, and communication process.

Objective 5: Experimentation
Students will know what it feels like to step out of their comfort zones and take risks with their approaches to and understanding of semiotics and web design.

Texts, Software, and Materials

Required Texts

  • Printed packet of readings to be purchased at the bookstore

Required Materials

  • spiral-bound or other physical notebook (must have in class every day)
  • pens, pencils, and other writing tools for annotating texts (must have in class every day)

Academic Honesty

Please familiarize yourself with the University’s Academic Honesty Policy. The pursuit of knowledge requires a total commitment to academic integrity in accordance with Saint Joseph’s University’s Academic Honesty Policy as stated in the SJU undergraduate and graduate catalog. All students are expected to abide by this policy throughout this course. Academic dishonesty, including cheating, plagiarism, and fabrication, including assistance from AI devices, will not be tolerated. Except when required as part of an assignment, using ChatGPT or any other form of generative AI to assist in whole or in part to complete graded assignments is considered unauthorized assistance. However minor, the penalty for the violation of the Academic Honesty Policy is a zero on that particular assignment and, depending on the severity, potential reporting as an Academic Honesty violation. A zero on the Semiotics Project or the Redesign Project will result in failing the class. If you have any questions about what constitutes academic integrity in this course, please feel free to contact me to discuss your concerns.

Grading

Grades will be calculated in the following way:

  • Discoveries and Discussions Assignment: 20%
  • Semiotics Project: 20%
  • Redesign Project: 40%
  • Engagement and Presence: 20%

In the middle and at the end of the semester, students will reflect on their Engagement and Presence, including any disruption to their attendance. Engagement and presence will refer to but is not limited to:

  • Preparation: reviewing readings and material before class
  • Focus: avoiding distractions
  • Asking questions: in class discussion and written work
  • Specificity: referring to specific ideas from readings and discussions
  • Synchronous presence: verbally and nonverbally engaged during synchronous activities
  • Timeliness: Meeting deadlines for major projects

Late work will be handled in the following manner:

  • 1 – 3 days late: -5pts
  • 4 – 7 days late:  -10pts
  • 8 – 14 days late -15pts
  • 15 or more days late: -20pts

A note about grades: Grades in the A-range are those that show the student working at levels significantly higher than what is expected. Grades at the B-level are those that show the student working at levels at or just above what is expected. Grades at the C-level and below are those that show the student working at levels below what is expected.

The Semiotics and Redesign projects and midterm and final reflections must be completed to pass the course. It is better to complete an assignment—including weekly Discussion and Discover entries—late than not to complete it at all.

A note on in-class discussions: Contribution to in-class discussion is expected in this class. That is, I expect all students in all class meetings to contribute thoughtful insights into the texts and the ideas discussed in class. Each member of our community of learning needs to be actively engaged in the learning process. Each student is here to contribute to the exchange of ideas. Ask questions. Be curious. As a student in this course you will create your own communal context for learning by engaging in conversations with others. As such, being prepared to participate in discussions and activities is paramount. This entails having read, annotated, and thought about the required materials carefully before class starts. The more you as students shape the conversations by engaging with each other, validating each other’s ideas, pushing each other, and asking each other questions without my prompting, the more this class will feel like a community and not just another class.

Attendance

As this course is highly interactive, your success is absolutely tethered to your presence and participation. The course will move quickly, and each successive meeting will build upon the concepts of the previous. Missing a class or individual meeting puts you at a serious disadvantage in terms of the larger semester arc. This is not the type of course where you can “ask for the notes” from a classmate and get the same learning experience. If you miss class you will miss something important.

Please come to class and individual meetings on time, prepared, having completed the assigned work, and ready to contribute, to listen seriously and respectfully to the thoughts of others, and to participate in all in-class activities.

According to University Policies and Procedures, the “course syllabus [should] include[] a clear statement on the attendance policy, specifying the maximum number of absences permitted in the course. . . . If students are required to be absent from class to participate in a University-sponsored activity, the director of the activity will provide written notice to the instructor in advance.“

Missing more than 1.5 classes will affect your grade. More than 6 absences will result in failing the course. Lateness counts as .5 of an absence. Leaving early will count as .5 of an absence. The grade reductions after 1.5 absences:

2 absences = -1/4 grade
3 absences = -1/2 grade
4 absences = -3/4 grade
5 absences = 1 full letter grade
6 absences = 1.25 letter grade
6.5 or more = FA (failure due to absences)

There are three exceptions to the above policy:

  1. Two absences will be excused for minor health reasons you aren’t sure is COVID but are taking precautions to stay away from people. In this instance, email me immediately letting me know you are sick. I will reply recommending you get tested for COVID.
  2. Extended absences due to serious reasons, such as hospitalizations, severe health issues (including COVID), death of a loved one will be excused. In this instance, email me as soon as possible letting me know about your extended absence and I will reply with a request to meet at some point to plan for catching up.
  3. Absence due to participation in a University-sponsored activity will be excused, though the student must provide in advance written notice from the director of the activity will provide written notice to the instructor in advance.

Your primary responsibility is to be in class and fully present. Arriving late counts as .5 of an absence.

A Note on Academic Technology

As much as technology makes life easier, at times it can also be difficult (computer crashes, deleted work, slow internet connection, etc.). Plan accordingly: “the computer ate my homework” or “the internet was down” are not reasons to forgo doing the assigned work. It is in your best interest to leave extra time, and back up frequently, especially at first to ensure that technology does not get in the way of your work.

That being said, I will never mark down or refuse to accept a project because of difficulty using academic technology. The software and applications we use are a means to complete the work, not the work itself. The software is often new and sometimes still has bugs. I am aware of this and am aware that problems can happen. If you run into trouble, let me know as soon as possible so I can help you work through it. There is no reason to sit for hours getting more and more frustrated. Send me an email with as detailed a description of your problem as possible and we’ll figure out what is going on.

If you are having trouble getting a project completed on time (for whatever reason) please let me know about your delays as soon as possible. It is better to complete an assignment late then to not complete it at all, and I am more than happy to work with you so you can compete the best project you can.

Universal Learning

I am committed to the principle of universal learning. This means that our classroom, our virtual spaces, our practices, and our interactions be as inclusive as possible. Mutual respect, civility, and the ability to listen and observe others carefully are crucial to universal learning.

Any student with particular learning needs should contact the Student Success Center at 610-660-1041. The Center is located in Bellarmine Hall. The staff is available to answer questions regarding accommodations or assist you in your pursuit of accommodations. Then you and I can work out the details of any accommodations needed for this course.

Bias, Discrimination, Harassment, and Sexual Misconduct

Saint Joseph’s University Hawk Hill Campus courses are taught in buildings that reside in the sovereign present and ancestral nation of the Lenape (len-AH-peh) people, Lenapehokink (len-AH-peh-HO-king), which they inhabited for over 10,000 years prior to European imperial colonization. The Lenape people embrace the values of collaborative use of land, peaceful resolution of conflict, respect for people of diverse backgrounds, and, as the continuing stewards of Turtle Island, a deep reverence for the natural world.

As a Catholic, Jesuit University, Saint Joseph’s is committed to providing a workplace and educational environment, as well as other benefits, programs, and activities, that are free from acts of bias, discrimination, harassment, and sexual misconduct. We encourage anyone who has experienced this type of harm to seek help from the University by filing a report through the incident reporting form, or by calling 610-660-1145. 

For information about the University’s response to reports bias, harassment, and discrimination, including policies, incident definitions, and the role of the University’s Bias Activity Review Group, please visit https://www.sju.edu/offices/titleix-equity/equity or contact bias@sju.edu. 

For more information about  University’s response to reports of sexual misconduct, including incident definitions, information for confidential reporting options both on- and off-campus, and resources for support, please visit https://www.sju.edu/offices/titleix or contact titleix@sju.edu.  

While I want you to feel comfortable coming to me for support, please know that I have some reporting requirements that are part of my job responsibilities at Saint Joseph’s University. For example, if you inform me of an issue of sexual harassment, discrimination or sexual misconduct (Sexual Assault, Sexual Harassment, Sexual Exploitation, Domestic Violence, Dating Violence, or Stalking) I will keep the information as private as I can, but I am required to bring it to the attention of the institution’s Director Office of Title IX, Equity & Compliance.

Students with Disabilities

Requests for Accommodations: Reasonable academic accommodations may be provided to students who submit appropriate documentation of their disability. Students are encouraged to contact Dr. Christine Mecke in the Office of Student Disability Services, Bellarmine, B-10, at cmecke@sju.edu; or at 610.660.1774 (voice), or 610.660.1620 (TTY), for assistance with this issue. The university also provides an appeal/grievance procedure regarding requested or offered reasonable accommodations through Dr. Mecke’s office. More information: www.sju.edu/sds.

Grievance Procedures for Students with Disabilities, Appeal Process: The Office of Student Disability Services will seek to provide reasonable accommodations to qualified students with disabilities. However, there may be times when a disagreement as to what is considered a reasonable accommodation will occur between the student and the University. The student has a right to file a grievance for complaints regarding a requested or offered reasonable accommodation on the basis of a disability under Section 504 and the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act (ADA) and University policies. If you have any questions regarding the appeals process, please contact Dr. Christine Mecke, Director Student Disability Services – Bellarmine – Room G10 – cmecke@sju.edu.

For further information regarding accommodations, please see: www.sju.edu/int/studentlife/studentresources/thesuccesscenter/ssd.

Resources

Writing center: You will write in this class. If you are particularly concerned about your writing or think you might benefit from extra support, the Saint Joseph’s University Writing Center is free to all members of the SJU community. The undergraduate and graduate student writers who make up the staff can assist you in any stage of the writing process, from brainstorming to organizing and developing your ideas, to citing sources to proofreading. They work with students from across the university on a variety of assignments and individual and group projects: lab reports, business policy papers, poems, essays, research papers, dissertations, resumes, and personal statements for graduate school applications, among many others. You name it; they’ve helped writers write it. Both in-person and synchronous online appointments are offered any time the Writing Center is open. For more information, including hours of operation and instructions on how to make an appointment, please visit the SJU Writing Center website at sju.edu/writingcenter.

AV Gear Rentals: Students can check out digital still cameras, video cameras, tripods, and other technology in the in the Communication Studies Gear Room, located on the second floor of Bronstein Hall. See the AV Gear Checkout Policies on the Communication Studies web page.

Portions of this course are inspired by “Slow Reading,” a course taught by Richard Miller at Rutgers University, and “Existential Despair,” taught by Justin McDaniel at the University of Pennsylvania.