STRAT

EGIES F

OR SYL

LABUS D

EVELOPM

ENT

AND TEACHIN

G FALL

SEMESTE

R

FA C I L I T A T O R S :

P A M E L A B A K E R , P H D , D I R E C T O R , C E T & L , A D J U N C T A S S I S T A N T P R O F E S S O R , D E P A R T M E N T O F H I S T O R Y , A & S A N D T H E G R A D U A T E S C H O O L

E L I Z A B E T H S T O C K T O N , P H D , A S S O C I A T E D I R E C T O R , C E T & L

SESSION OUTCOMES

Identify strategies for creating a stronger, more student-centered syllabus

Articulate “What is the value-added of this course” or “What will my students be able to do or understand five years from now”

Articulate the content/concepts you intend to cover with a view to unit level learning outcomes

DESIGN & TONE

Qualities/characteristics that make it different Visual Tone Components (see examples)

Value-added of this approach Efficiency Student Learning

EXAMPLE OF TRADITIONAL SYLLABUS

TEACHING SYLLABUS: NEW COURSE OVERVIEW

TEACHING SYLLABUS: REVISING THE EXPECTED

Before: After:

RECONSIDERING COURSE ARTICULATION

Articulate “what is the value added of this course”:

What will my students be able to do or understand five years after taking my course?

What are the 3 or 4 most important things I hope students will learn how to?

What do students in this course need to learn to prepare them for subsequent courses?

How might students use the material in this course to accomplish something important as a working professional?

MAKING SLO’S MORE MEANINGFUL TO STUDENTSMove from content covered to student action

Consider how in-class activities or out-of-class assignments can model or reinforce SLO’s

Make course calendar more explicitly supportive of SLO’s

UNIT LEVEL SLO’S

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

You can use the course calendar template to assist you with these.

IDENTIFY STRATEGIES

Of the things you learned today, which strategies might you implement and how might you go about making these changes?

Syllabus Design & Tone

Value-Added Statement

Text-Book Articulation

Explicitly linking Course Learning Outcomes with activities and assignments

Detailed Course Calendar

QUESTIONS?