ABSTRACT
This chapter considers how a model of rapid response with collaborative online pedagogy is increasingly becoming a normative practice in applied media studies and urges institutions in higher education to validate both the intellectual work and the affective labor that faculty contribute to public humanities efforts. It focuses on the academy to recognize open syllabi as both a genre of cultural expression and a form of scholarly publication that depends on reaping the benefits of the social capital and digital literacy of junior scholars. In response, the feminist cohort of technology scholars banded together in FemTechNet to share syllabi and resources in what was deemed a Distributed Open Collaborative Course or Distributed Open Collaborative Course. Relieved from the pressure of defending a comprehensive framework of expertise singlehandedly as an individual scholar, Roopika Risam could "invite other people doing other kinds of scholarship that might help frame this experience".
