SYLLABUS DESIGN OVERVIEW

Transcription

1 SYLLABUS DESIGN OVERVIEW Some Perspectives on Syllabi Parkes & Harris (2002) the contents of a syllabus reflects how the educator s intentions and assumptions about the purpose of the syllabus. Eberly, Newton, and Wiggins (2001) - the syllabus reflects much of the instructor s teaching philosophy Davis (1993) a syllabus indicates the level of seriousness with which you approach teaching. FUNCTIONS OF A SYLLABUS COURSE PLANNING TOOL: Helps connect goals, develop structure and sequence of topics, skills, assignments, and outcomes, assign and sequence time blocks for teaching and learning. FOCUSING TOOL: Overview of structure, a clear schedule and expectations etc. creates clarity and predictability. This stability helps focus and engage cognition and affect. INFORMATION SOURCE: It gives your students a one-stop source of logistical and procedural information to help them move successfully through your course. Helps with focusing. PROSPECTUS: The syllabus communicates course contents, sequence, workload, assessment styles, and your approach to teaching. It markets your course to students (and the institution) evokes interest, helps them understand what they will get out of the course and how it fits with other courses they plan to take. It communicates your scholarship to students and colleagues. CONTRACT: Official contract setting out requirements and policies regarding assessment, academic honesty/ethics, conduct, attendance, participation, assignments etc. Lays out your commitment and responsibility (accountability) for students and their responsibilities for their learning. It is therefore important to always include a caveat that you may modify the syllabus as needed, and the process you will use to ensure they are clearly informed in a timely manner. REFLECTIVE PRACTITIONER TOOL: Creating syllabi is a design process which therefore develops metacognition and improves your scholarship and teaching in the following ways: On what basis do you select content? This keeps your own scholarship fresh. What is the best way to sequence and connect ideas? What is the big picture I want to communicate? What are the best ways to ensure I engage students and help them access this material? How can I tell if they are mastering the material and developing their skills? Why do I like this way of teaching and learning? What does that tell me about my beliefs and values as a scholar and educator? PUBLIC RECORD: It mirrors who you are as an educator and is testament to your skills in any professional context tenure process, promotions, and appointments. It communicates what colleagues can expect from students who have taken your course. Preparing Future Faculty Student Success Center Claremont Graduate University 1

2 Best Practice Principles DO NOT use a cookie cutter approach to syllabi design; each course demands re-thinking. DO NOT use another professor s syllabus even if you are teaching the same course as him or her DO review and modify syllabi even if you are teaching the same courses again DO have students evaluate and give you feedback on your syllabi. DO keep it simple. LESS IS MORE. Use concise but comprehensive content and format. DO keep it student centered. Write for the student s perspective. What information must the student have to use this syllabus effectively to succeed in my class? What format best facilitates the student in reading and accessing this information efficiently and effectively? Here are some specific design considerations that address the fundamental principles of simplicity and student-centeredness. 1. CONSIDER CONTEXT. Does my syllabus class content, assignments, assessment criteria, pace - consider student levels, demographics, and the broader curriculum students are navigating? 2. NON-REDUNDANT CONTENT: Avoid repeating information, except for critical points. a. State everything once and in its proper category or heading. b. Choose critical information and decide where you can repeat it strategically. i. Students will not turn back to previous page/s to look up deadlines or important consequences for actions. ii. Repeat this information at each relevant point or heading. For example, late work criteria and consequences are described in Submission of work, and repeated under Assignments & Projects where assignments and projects are listed. 3. SELECTIVITY OF CONTENT a. Present core syllabus - information absolutely essential for students to navigate coursework. b. Create links to extra documents as a way to provide details without overwhelming the student when they first encounter and read the syllabus. Example links: i. Official institutional policy pages ii. Reading guides iii. Writing guides iv. Lesson details like class activities, explanations of focus areas for class work. This allows you to present a very concise schedule of dates, class topics to be covered, prep for class, and homework after class. 4. ACTIVE DIRECT WRITING STYLE a. Use the first and second person pronoun. i. Using I and you facilitates using active voice in writing. ii. Directly addressing the student as an individual makes the syllabus a direct and personal communication between you and each student. b. Keep language active and simple i. Choose simple words over polysyllabic ones. I expect you to be punctual is more effective than I expect adherence to punctuality at all times. ii. Avoid jargon, especially if your course is an introductory one. Students will not even sign up if the course description and assignments are daunting. Preparing Future Faculty Student Success Center Claremont Graduate University 2

3 5. SELECT LEARNING OVER CONTROL. Create rules and expectations that facilitate learning. a. grades are non-negotiable = once the work is graded there is no room for improvement (hence more learning). b. grades are non-negotiable but you can re-do any assignment for a better grade = a chance to improve a grade engages the student in more learning, communicates that you believe they can improve. c. grades are non-negotiable but I will be happy to discuss your work to help you do better in the next project = distinguishes between assessment (for this assignment, this is where you are) but continued learning from the work that could impact grades for the next assignment. 6. MAKE CHANGES STRATEGICALLY a. Changes are disruptive. Students build schedules that coordinate with other classes, work, and personal commitments. This is especially the case with non-traditional age students who juggle work, family, and school. b. Communicate possibility of change clearly on your syllabus. i. State that there might be changes. ii. Describe how changes will be communicated to students. c. Only make absolutely necessary changes. If you have a great idea for an improvement to something keep that on file to use in the next iteration of the class d. Control the changes: i. Review your teaching plans and syllabus after you have met your students and done a preliminary assessment of their prior experiences/knowledge and skills ii. Present a revised syllabus as soon as you can after your first week in class. This should be the syllabus you use for the semester. iii. All revisions should be posted as they occur and clearly announced to students in class as well as through official notification: 1. Use color-coding to mark changes rather than track change function. This is clearer and less visually cluttered. 2. Use the same color for all changes so students can scan and find changes as they occur. 3. Set automatic notifications for all changes if you are using a Learning Management System like Blackboard or Canvas etc. 4. If not using an LMS, send an to your entire class announcing the syllabus change with a link to the new syllabus or with an attachment 7. REDUCE VISUAL CLUTTER a. Use bulleted or numbered lists where possible. We sense-make better from scanning vertically from a list rather than horizontally from a dense paragraph. b. Numbering is better than bulleted lists because both you and your students have easier reference markers when talking about something in the syllabus; you can simply say Look at point 3 under attendance. c. Use tables to present linked information. For example, present the schedule as a table (Class Preparation Due Today - Class Focus Post Class Work ) d. Use headings to visually separate different types information rather than present everything in one paragraph. This helps students scan and find each category of information faster. Preparing Future Faculty Student Success Center Claremont Graduate University 3

4 Students Engaging with the Syllabus How can I make sure students have read and understood the syllabus? 1. MAKE IT EASY TO READ Make it easy to read with clear formatting clear headings, bulleted points, tables and charts. 2. SCAFFOLD ENGAGEMENT Have students re-construct the syllabus Jigsaw, Fill in the Blanks. Co-create some parts of the syllabus with students 3. REVISIT AND REVIEW: Use It Or Lose It Check in on specific sections through the first few weeks. Make specific references to the syllabus in the course of your teaching. Preparing Future Faculty Student Success Center Claremont Graduate University 4

5 Syllabus Elements Logistics Class number and title, number of credits Instructor/s names, titles, contact information Meetings: class venue, days, times; office location Office hours and appointments, office location; TA sessions venues, dates, times Information about helpful resources and special services Behavior Management Attendance and punctuality/lateness policies and protocols/processes Class interaction expectations, unacceptable, non-negotiable behaviour, consequences Teaching and Learning Frame Course overview Rationales for class processes and structure Pre-requisites for taking the course Learning objectives goal setting for mastery of skills and knowledge Assignments, tests, and other evaluation processes and criteria for feedback and evaluation Penalties for missed, incomplete and late work and exams Opportunities for making up work, grade improvement Schedule: Topics, readings, assessments, deadlines, holidays Required and recommended readings/resources What students can expect from you and what they should not expect Legal & Institutional Obligations and Responsibilities Institutional policies: academic honesty, harassment, disabilities, copyright, media release Preparing Future Faculty Student Success Center Claremont Graduate University 5

6 Required Policy Statements 1. Some universities specify this. Others do not. Find out the following for each institution at which you teach, especially if you adjunct at a few places: a. Official grade definitions for the university and/or the department at which you teach b. Scholastic dishonesty policies. Get the official document as specific definitions of different kinds of plagiarism and penalties vary widely. c. Make-up work for legitimate absences d. Use of personal electronic devices in the classroom e. Appropriate student use of class notes and course materials f. Student conduct code g. Sexual harassment h. Equity, diversity, equal employment opportunity, and affirmative action i. Statement about the availability of mental health services 2. This is a useful checklist for a meeting with a senior colleague or department chair. It communicates your professional awareness and intentions, as well as ensures you have covered all your bases. 3. Some institutions have specific language they prefer you to use when including policy statements in your syllabi. Always find out about this and include their definitions and language in your syllabus. Ask to see syllabi samples in your department to get an idea of what and how much to include. 4. For each institution you teach at, make a folder with a set of official policy documents. Preparing Future Faculty Student Success Center Claremont Graduate University 6

7 References & Useful Websites on Developing Syllabi Altman, H. B., & Cashin, W. E. (1992). Writing a syllabus. Idea Paper No. 27/ Kansas State University, Center for Faculty Development & Evaluation. Collins, T. (1997). For openers: an inclusive course syllabus. In: W.E. Campbell and K.A. Smith, Editors, New paradigms for college teaching. Edina, MN: Interaction Book Company, pp Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass. Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centered learning. Journal of General Education 50 (1), Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker. Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50 (2), Wingfield S. S. and Black, G. S. (2005) Active versus passive course designs: the impact on student outcomes. Journal of Education for Business 81(2): University of Michigan. A very thoroughly developed website on syllabus design for graduate student instructors and faculty. Download pdf guidebook and sample syllabi. Also links to other universities syllabi guides and samples. Eastern Michigan University Faculty Development Center has good information typical insitutional policy language used in syllabi. Note however that this is specifically the policy language for this university, but you can use this as a basic template and find out from your own institution what the specific policies are. University of Minnesota A step by step series of 9 tutorials that guide you in writing syllabi. Each section has links and examples. There is also a link to MIT s Open Courseware page to download sample syllabi for a range of courses. Brown University Electronic Syllabus Workshop Syllabi samples from different areas (Humanities, Social Sciences, Physical Sciences, Life Sciences), a set of reflection questions on the syllabi s pedagogical effectiveness, a generic Master Syllabus Form to adapt to your own needs, and guidelines for writing syllabi. University of Minnesota. Center for Teaching & Learning. A very comprehensive site of steps in designing a syllabus with a checklist of elements to include. Washington University St Louis. The teaching learning center has a concise overview of syllabus design. Preparing Future Faculty Student Success Center Claremont Graduate University 7