Transcript Building Better Syllabi

A Workshop Presented by the
Institute for Teaching and Learning
9/30/09
A
contract between the students and the
professor
 An orientation to and overview of the
course
 A written guideline relative to
assignments, requirements, and grading
 A written documentation of the
professor’s policies and expectations for
the course
 Helps
to prepare an effective and
pedagogically sound course outline
 Makes explicit connections between
course objectives and departmental
objectives
 Establishes clear relationship between
student learning outcomes, student
assessment, and teaching effectiveness
 “Content Tyranny”
 Student
learning should be the primary
goal, not covering all the content.
 Include teaching how to learn in your
courses and assignments.
 Contact
Information
 Office Hours
 Basic Course Info (Ticket #, semester and
year, meeting place and times, etc.)
 General Course Description
 Course Objectives and/or Student
Learning Outcomes
 Required Text/Readings
 Recommended Readings/Materials
 Course
Requirements
 Grading Policies
 Course Calendar
 Date and Time of Final Exam
 Statement Relative to Academic
Dishonesty
 Statement on Students with Disabilities
 Other
policies/directions:
• Assignment Instructions
• Due Dates and Policy on Late Work
• Exam Policies (including make-ups)
• Extra-Credit Policy
• Class Attendance/Drop Policy
• Cell Phones
• Laptop Policy
• Reserve Readings
• Blackboard Information
• Writing/Reading/Math Center hours
• Tutoring Possibilities
• Discussion Expectations
• Classroom Activities…
 All
our courses now have objectives and
outcomes.
 Objectives are general goals for the
course. Often focus on what will be
taught.
 Outcomes are specific and measurable.
Focus on what the student will come out
knowing or able to do.
Upon successful completion of this course, students will be
able to:
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Analyze
Compare
Demonstrate
Discuss
Identify
Outline
State
Appreciate
Compute
List
Synthesize
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Classify
Contrast
Derive
Evaluate
Integrate
Name
Define
Explain
Interpret
Articulate
Organize
Students completing a degree or transfer program will be able to
demonstrate:
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Effective Communication
• Reading Competency
• Written Communication
• Oral Communication
Intellectual and Practical Skills
• Computer Literacy
• Scientific and Quantitative Reasoning
• Information Competency
• Critical and Creative Thinking
• Teamwork and Problem Solving
• Skills for Lifelong Learning
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Community/Global Consciousness and Responsibility
• Knowledge of Cultural Diversity
• Interpersonal Skills
• Civic Knowledge and Engagement
• Ethical Reasoning and Action
Breadth of Subject Area Knowledge
• Natural Sciences and Mathematics
• Arts and Humanities
• Social and Behavioral Sciences
 Number
of assessments to include for
grading purposes
 Six is the recommended minimum:
• Book Reviews
• Research Papers
• Oral Presentations
• Class Participation
• Problem Sets/Homework
• Midterm
• Final…
 Quizzes
 One-Minute
Paper
 One-Sentence Summary
 Muddiest Point
 Empty Outline
 Focused Listing…
 Points
vs. Percentages
 Make it easy for students to figure out
their own grades along the way
 www.csun.edu/~newfac/Syllabus.html
 http://sal.uindy.edu/syllabus.html
 http://teaching.berkeley.edu/teaching.ht
ml
 www.cudenver.edu/cusucceed/syllabus.
htm
 www.honolulu.hawaii.edu/intranet/com
mittees/FacDevCom/guidebk/teachtip/t
eachtip.htm