Transcript Slide 1

Constructing a CSUDH Syllabus
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Purpose of the Tutorial
 This tutorial is designed to provide the appropriate
framework and content for syllabus construction.
 Framework: Essential components established by
University policy AAAP016-001.pdf
 Content: Required by University and/or College
 A syllabus constructed using this tutorial should be
acceptable for:
 Curriculum Review
 Program Review
 Student Learning Outcomes Assessment
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How to Use this Tutorial
 Information in this tutorial is intended to be informative, useful, and
interactive. It is divided into several sections (section sequence on
your syllabus is discretionary).
 Each section has a sample link. The user is encouraged to view each
sample. At the end of the sample section, several acceptable syllabi
formats are presented.
 It is advisable that users practice the elements of the syllabus with a
familiar course.
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Rationale for
University Syllabus Guidelines
 This tutorial reflects research on effective teaching
as well as years of experience by veteran CSUDH
faculty, and University Student Learning Outcomes
Assessments Committee (USLOAC).
 The information in the following slides is designed to
help you organize the required syllabus elements
and to assist your instruction by providing clarity and
organization.
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Clarity and Organization
 Research by Feldman (1997) and Pascarella and Terernzini (2005)
and many others document that the best predictors of a number of
student success measures are clarity and organization of the
instructor. Cooper and Cuseo (1988) asked several hundred CSU
students, faculty and administrators to identify the characteristics of
their most effective teachers. All three groups identified that a clear
and detailed syllabus ranked number one on the list of behaviors
that were exhibited by their best teachers.
 One of the best ways to deliver with clarity and organization is with
the syllabus.
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Clarity and Organization (cont’d)
 Despite these research findings instructors still struggle with
Clarity and organization in their own teaching.
 Clearly stated student expectations in your syllabus may
positively affect the following PTEs items:
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#2. The instructor expressed himself/herself clearly.
#5. The instructor stated clearly what was expected of students.
#6. The course content covered the stated purposes of the course.
#7. The assignments were helpful in learning the subject matter.
#8. The tests given were related to course content.
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Syllabus Sections
 Heading – Course/Instructor Information
 Required Textbook/Supplemental Readings
 Catalog Course Description/Course Sequencing
 Course Objectives/Student Learning Outcomes
 Course Requirements/Expectations/Policies
 University Policies
 Course Schedule/Outline
 Additional Information (Instructor’s Options)
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Heading
Course/Instructor Information
 Course Information
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Name of the University
Name of College
Name of the Course
Course Number
Unit Value
Semester/term course is
offered
 Instructor Information
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Instructor Name
Office Location
Office Phone Number
Email Address
Office Hours
Sample
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Required Textbook
Supplemental Readings
 Required Textbook and Supplemental Readings
 Provide complete information for book or article
i.e., title, author, year/edition, publisher
 Specify which texts are required and which are suggested.
 Other Required Material
 Specify if lab materials, binders, journals, etc. are
necessary.
 Sample
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Catalog Course Description
 Catalog Course Description with prerequisites if required
 The syllabus must contain the course description information
as stated in the current course catalog.
 If prerequisites) are listed in the course catalog, they also
must be listed on the course syllabus to demonstrate
sequencing.
 Instructors may add elaborations for clarification specific to
their subject.
 Sample
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Student Learning Outcomes
in the Syllabus
 Linking Course and Program Level Student Learning
Outcomes (SLOs)
 Course-level SLOs or course objectives must be listed in the
syllabus.
 Course SLOs are linked to program-level outcomes (PLOs).
 PLO’s are identified in Program Review materials and Student
Learning Outcomes Assessment reports and reflect
expectations for students at the conclusion of the program.
 Not every course-level SLO is linked to every PLO; however,
there must be evidence of linkage to at least one PLO in each
course.
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Goals, Objectives, and Outcomes
 Clarifying Terms
 Program/course goals explain the overall purpose of the program/course.
 The focus is on what the program/course will do for the students, e.g.,
“The program (or course) is designed to provide students with
a through understanding of organizational structure.”
 Course objectives specify the content knowledge, skills, or abilities that
students will master.
 The focus is on what students will learn or be able to do by the end of the course,
e.g.,
“Students will learn the five key issues in organizational structure.”
 Course student learning outcomes are similar to course objectives in the
level of specificity but the focus is on students’ ability to demonstrate what
they have learned or are able to do.
 Outcomes must be stated in measurable terms, e.g.,
“The student will be able to describe
the five key issues in organizational structure.”
 Additional Information/Samples
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Defining SLOs
 What are SLOs?
 Statements that describe what students will be able to
know, do, or value as a result of their educational
experience.
 Descriptions of knowledge, skills, abilities, and values
attained by students that clearly imply a measurable
student behavior or quality of student work.
 For example, SLOs can refer to knowledge, practical skills,
critical thinking skills, areas of professional development,
etc. that students are expected to develop or learn.
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Benefits of Well Defined SLOs
 Well-defined SLOs allow instructors to:
 Identify specifically what students are to learn in the
course.
 Efficiently design course content, instruction, and
evaluation.
 Clearly define what is covered in the course.
 Manage their expectations regarding what can be
accomplished in the course.
 Additional Information
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SLOs Focus on Students
 SLO’s are learner-centered and measurable.
 Learner-centered requires a paradigm shift from teacher
focus to learner focus.
 A shift from teacher actions (what the teacher does in the
classroom).
 A shift to expectations for students (what the learner will
know, skills the learner will attain, and affinities the learner
will demonstrate at the conclusion of the course).
 Measurable requires evidence (beyond a grade) that
learning occurred as indicated in the Course-level SLOs
(PM00-04, dated 7/21/00).
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Use of Action Verbs in SLOs
 Constructing Observable and Measurable SLOs
 SLOs must be measurable and the action specified in the
SLO must be an action verb -- it should specify overt
behavior that can be observed and measured.
 Bloom identified six levels within the cognitive domain,
from the simple recall or recognition of facts through
increasingly more complex and abstract mental levels.
 Examples of Action Verbs that represent intellectual
activity are available via the sample link below.
 Additional Information on Bloom and SLO Samples
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Comparing Objectives and SLOs
 Objective Examples – Too general and difficult to measure:
 Student will appreciate the benefits of exercise.
 Student will be able to access university resources.
 Student will be able to have more confidence in their analytic abilities.
 SLO Examples – Specific and easy to measure:
 Student will be able to explain how exercise affects stress.
 Student will be able to identify important university resources.
 Student will able to analyze inventory costs and its influence on
corporate profile performance.
 Sample
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Writing SLOs
 Course Objectives or SLOs?
 Students will have opportunities to master information
technology.
 Student will be exposed to a wide range of theories currently
practiced in the field.
 Students who participate in critical writing seminars will learn
how to use critical thinking skills.
 Students will be exposed to exceptionality in learning
disabilities including visual and perception disabilities.
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Assessing/Measuring SLOs
 Assessment of Student Learning Outcomes:
 Assessment is the process of gathering evidence of student
learning, reviewing the evidence to determine if students are
learning what they are expected to learn, and using this evidence
for course improvement.
 Assessment of SLOs must be evident in syllabus. SLOs are
aligned to course topics, assignments, examinations, and other
assessments.
 SLOs may be measured in several assessment activities (chapter
test, essay, mid-term exam). Conversely, several outcomes may be
measured by one assessment activity (final exam, course project,
final paper).
 More Information and Samples
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Assessing/Measuring SLOs (cont’d)
 What assessments could be used to measure these objectives?
 Student will appreciate the benefits of exercise.
 Student will be able to access university resources.
 Student will be able to have more confidence in their abilities.
 What assessments could be used to measure these SLOs?
 Student will be able to explain how exercise affects stress.
 Student will be able to identify important university resources.
 Student will demonstrate the ability to analyze and respond to
arguments about racial discrimination.
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Course Requirements,
Expectations, and Policies
 Course Requirements Expectations/Policies:
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Readings, Assignments, Examinations
Assessment Procedure
Grading Policy
Due Date Policy
Make-up Work Policy
Attendance Requirements
Participation*
Classroom Civility*
 University Policies
 Academic Integrity
 Academic Accommodations
 Additional Information
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Course Requirements and
Student Learning Outcomes Assessments
 Course requirements should include clear and relevant
information that will assist students in mastering course
SLOs, including but not limited to the following:
 Readings
 Assignments (in class and homework)
 Assessments of SLOs such as examinations, essays,
projects, products, and performances
 It should be clear which assessments will measure related
SLOs.
 Provide a statement regarding the use of rubrics (if
applicable) to assessment assignments including what
constitutes a passing rubric score.
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Grading Policy
 The grading policy statement should be explicit about the
grading system you are using, including:
 University letter grading uses plus and minuses except
A+ and D Allocated percentage distribution, e.g. A= 96-100%, etc.
 If the course is for Credit (CR/NC) your statement should
identify what constitutes CR, e.g. CR = 80%
 If you are grading on the curve, include a statement to
this effect
 Additional information on Grading Policy at:
http://www.csudh.edu/studentaffairs/admissionsrecords/g
rades.shtml
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Due Dates and Make-up Work
 Instructor statements regarding due dates of assignments and/or
examinations and make-up work are necessary to avoid
misunderstanding or ambiguity in your course.
 Due Dates
 Specify conditions for submitting work (i.e. Assignments are due
at the beginning of class on the due date)
 Include consequences for not turning work in on time (i.e. Late
assignments will not be accepted or One (1) point will be
deducted for each day an assignment is late).
 Make-up Work
 State whether or not make-up work will be allowed
 Specify points allowed for make-up work
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Attendance Requirement
 Expectations regarding attendance must be included in
the syllabus and or often paired with expectations for
class participation.
 Attendance Requirements
 State importance of good attendance
 Stipulate conditions (attendance is 10% of your grade; no
more than two absences will be allowed)
 Include consequences (each absence equals a reduction of
.05 grade point)
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Class Participation Expectations
 Expectations regarding class participation is discretionary but is often
included to encourage students to take an active part in their
learning.
 Class Participation
 State the importance of class participation; relate this to the learnercentered focus of your course (i.e. In order to be successful in this
course, students are expected to participate in class discussions,
peer review, and group assignments).
 Include conditions (Participation is 10% of your grade).
 Stipulate consequences (Lack of participation in peer-reviewed
assignments will result in 2 grade points reduction for each
assignment).
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Classroom Civility
 Although not a university requirement for syllabus content,
many instructors include a statement regarding expectations
for student behavior in their course.
 Provide clear and concise expectations for acceptable
behavior:
 Respect for others (instructor as well as fellow students)
 Disruptive behavior (loud talking, coming late, leaving early)
 Not paying attention (sleeping, working on other courses’ papers)
 Use of electronic devices (cell phones, text messaging)
 Refer students to the University Student Rights and
Responsibility Handbook at
http://www.csudh.edu/studentaffairs/studentrights/.
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University Policies
 Reference to University Policies on Academic Integrity and
Accommodation must be included in the syllabus.
 Academic Integrity
A specific reference to the University Catalog’s statements
on Academic Integrity/Plagiarism, and an explanation of the
course expectations as they relate to academic integrity.
The Catalog states: Academic Integrity is of central importance in the
university community and involves committed allegiance to the values,
principles, and code of behavior held to be central in that community.
Integrity concerns honesty and implies being truthful, fair and free from
lies, fraud, and deceit.
For more information see:
http://www.csudh.edu/catalog/2009-2011/acadIntegrity.htm
 Additional Information
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University Policies
 Academic Accommodations
 A statement on the policy for accommodating
students with disabilities, including a reference to
Disabled Student Services (DSS) must be
included in the syllabus.
 For More information see Disabled Student
Services at:
http://www.csudh.edu/studentaffairs/disabledst
udentservices/
 Additional Information
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Tentative Course Schedule/Outline
 The Course Schedule/Outline should include the word
“Tentative” and consist of the following information:
 Date, day, or week # of class meeting (Week # and class
session if meeting more than once a week)
 Topics and brief explanation of tasks/activities for the day
 Assignments and examinations with Due Dates
 NOTE: Most instructors find it helpful to put the Course
Schedule in a table format. This helps keep the text aligned
and avoids confusion.
 Samples
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Additional Information
 Additional information should be an asset to instructor
and student. Many instructors find it useful to add:
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Details about assignments
Rubrics for scoring assignments and assessments
Helpful hints for successfully completing the course
Details on Classroom civility
Suggested Readings
 Samples
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Final Thoughts
 You have completed this tutorial and have
constructed a syllabus for the course you know best.
Now you can take the skills you have learned to
construct the rest of your syllabi.
 Below are links to syllabi from CSUH faculty; they
may not look like yours, but they do reflect the
essential syllabi content.
 Links to completed syllabus:
 Sample 1
 Sample 2
 Sample 3
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Questions and Answers
If you have questions regarding survey
construction and or Student Learning
Outcomes, please contact:
Dr. Cathy Jacobs
Outcomes Assessment Coordinator
and USLOAC Chair
(310) 243-3973
[email protected]
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