The Teaching Syllabus & Course Design

1. The Teaching Syllabus & Course Design Melinda Rhodes-DiSalvo, Ph.D Interim Director, Center for the Enhancement of Teaching & Learning (CET&L) 

2. Change = Time to Challenge

3. Session Goals By the end of this session, participants will understand ….

4. Session Outcomes • Describe the philosophy behind the teaching syllabus. • Articulate the value-added of the course. (What will my students be able to do five years from now?) • Refine/condense learning outcomes with a view to unit level outcomes. • Revise“expected” parts of the syllabus with focus on the student. • Explain the concept of alignment and apply it.

5. Session Outcomes • Distinguish between learning goals and outcomes. • Write specific and measurable learning outcomes. • Explain how outcomes enhance the learning experience. • Explain various ways students and instructors use learning outcomes. • Suggest appropriate activities and assessments for specific learning outcomes.

6. Goal vs. Outcome More on that later.

7. Why We Teach, What We Teach Consider ONE course you’re teaching this semester. Take five minutes to jot down your first responses to the following questions: • What excites or interests you about this course? • Why do you think it’s important for students? • What are you passionate about in this course? Share one of your answers with the people around you.

8. The Teaching Syllabus Perspective The syllabus as a “book jacket” for your course Move from planning to communicating. Orient to student perspective. Retool to: • Encourage students to read and use it. • Focus on essential content & relevant activities. • Improve daily effectiveness in the classroom. • Anticipate (head off) student questions & issues. • Spur student engagement and involvement.

9. The Teaching Syllabus Rubric • Addresses components recommended by UC Faculty Senate. • Charts progression from planning document to student-centered communication. • Enables you to evaluate each section of your syllabus and prioritize revision.

11. The New Course Overview What is the value-added of your course? What is it that you want your students to be able to do five years from now?

12. Your Turn • Write a course overview in which you: • Indicate how students might use this course’s content. • Explain how this course is relevant to students. • (Review your answer from the “Why We Teach What We Teach” exercise. How can you incorporate those ideas into your course overview?)

13. Revised/Condensed Learning Outcomes • Articulate behaviors/performances. • Mark progress toward goals. • Are closely tied with assessment. • *Also, you can have many possible outcomes relating to any one goal.

15. Revise/Condense Learning Outcomes • Move from content covered to student action. • Consider how in-class activities or out-of-class assignments can model or reinforce SLO’s. • Use concrete and specific verbs to identify what you want students to be able to do.

16. Revised/Condensed Learning Outcomes • Each unit of your course should have SLOs that are: • Process driven, not content driven. • Active & student focused. • Consistent and aligned with course student learning outcomes. • And each unit should: • Identify activities and/or assignments that will allow you to cover content without lecturing. • Present a snapshot of that unit’s objectives, learning activities, and assessments.

17. What Is Alignment?

18. Assessments Align with Outcomes

19. eCurriculum at UC: http://www.uc.edu/ecurriculum.html

20. eCurriculum at UC: http://www.uc.edu/ecurriculum.html

21. eCurriculum at UC: http://www.uc.edu/ecurriculum.html

22. Your Turn • For the course you identified, write outcomes. • Share with another neighbor. • Debrief on any challenges or difficulties.

25. From “CYA” to Student-Centered • Identify most important course policy and ask: • How does this policy help my students succeed? • What is my rationale for the policy? • How do I balance the “legalistic” with the accessible? • Use the template and course rubric to help you.

26. Revising the Expected

27. Academic Integrity • Acknowledge the complexity of “academic integrity.” • Use examples specific to your course to define integrity for students. • Provide resources that help them understand/troubleshoot. • Explain consequences of academic dishonesty clearly.

28. Electronic Devices • Define what devices are conducive to your course. • Consider in-class and out-of-class uses, as well as access. • Describe how you will use technology in class. • Provide details about how you will use Blackboard. • Offer resources for help and access.