Complete Syllabus and Reflective Analysis on Construction of SyllabusTempris E. DanielsLoyola University Chicago

Creating a syllabus based on a course that interested me was such a fascinating process to go through. Even more specifically, I had the chance to create a non-traditional syllabus, where the seminar course was based on the campus activities board (CAB) at Chicago University. The functional area I hope to work in is student activities, so this felt like the perfect opportunity for me to create a programming board along with assignments, readings, and events for college students. The purpose of the paper is to analyze and reflect on the process of developing this syllabus while identifying concepts and principles for best practices.Instructor InformationThe first section of the syllabus includes the instructors information, course description, and complete course information (Nilson, 2010). In detail, while providing the instructors information, I offer my cellphone number for students to call and/or text message me when needed. This concept is simply something I borrowed from my past supervisor in student activities. Although emails are exchanged throughout the semester, students often need a fast response to questions based on programs currently taking place. In addition, I allow an open door policy for the student programming board because often students have questions they need answered during their office hours. Finally, branding is a major piece for our board. We want people to see the logo (as seen on the syllabus) and know what it represents. Every event, poster, marketing tool, and etc. will have this logo.DescriptionFurthermore, this course is divided into two sections and takes place on Mondays from 5:00 until 7:00pm. The first part of the course is dedicated to the readings and assignments students complete before coming to class, where class discussions will take place. The second portion of class is the actual programming board meeting. At this time students talk about the events currently going on related to their committee while preparing for their upcoming events. This is really where the students lead versus the professor. It is important to note that students enrolled into this seminar must be on the programming board and there is an application process that takes place. Interviews and placement onto CAB happens during the spring of the previous semester so that students can attend orientation, meet their co-chair, and bond with the board members. This seminar really hones in on applied based learning where students take ownership for their work. Fink (2013), approaches significant learning experiences by explaining we must work to provide students with opportunities where they are able to track their own progress and define their own experiences. This course is meant to achieve such a goal. As part of the syllabus, co-chair committee descriptions are provided for students to identify their responsibilities as well as the duties of others. If each co-chair/committee takes ownership of their events and as a whole we all work together to create programming for all students on campus, it is my hope that we provide a high-quality educational experience (Fink, 2013, p. 9). It is the CAB board and instructors responsibility to ensure great interactions happen among students along with learning experiences and co-curricular involvement.Outcomes and ObjectivesThe next section of the syllabus is the learning outcomes and objectives. Using the class PowerPoint as a tool, I modeled the basic formula to write the learning outcomes. In writing these outcomes and objectives, the focus was to use an2 outcome-centered design with the hope of a high level of student engagement (Nilson, 2010). As stated in the syllabus, it is the instructors hopes that students will develop the ability to facilitate bi-weekly meetings with their committees while building a relationship with their co-chair(s). Students in the seminar, have the opportunity to use the knowledge gained around leadership while taking charge of their committee. This can build a students self-efficacy and assist a student in learning more about themselves. Even further, Fink (2013) uses taxonomy of significant learning where he indicates six spheres of learning outcomes. These spheres are as follows: foundational knowledge, application goals, integration goals, human dimension goals, caring goals, and learning-how-to-learn goals. It is the instructors hopes that by the end of the seminar, students will be able to complete each of the outcomes that compliment the six spheres. Brownell and Swaner (2010) suggest that all students in higher education participate in at least two high-impact practices, one in their first year and another within their academic major coursework (p.1). I would like to suggest students follow the same method through their co-curricular involvement, and it is my hope that this experience can be that for the students.Conceptual FrameworkThe section on conceptual framework was built using Nilson (2010) and major sources of influence where he explains what items should be listed in a professors syllabus. The conceptual framework of the course will increase students knowledge, ability to serve others, and their leadership style. In addition, students have the ability to gain skills and knowledge that they may use if deciding to pursue a Masters in Student Affairs or Event Planning. The skills taught throughout the course are transferrable. The next section is diversity where students learn what it means to provide a diverse amount of events while also providing opportunities for students enrolled into the University. I found this section to be especially noted due to the fact often programming events do not provide equal access. For example, off-campus trips often to not provide impairment services for bus services and movies are played without subtitles. It is my hope that students are intentional in providing access. Lastly, technology is important for this course because it will be used as a major way to market events. Students must know how to use social media sites in a proper way and engage their followers. Institutional Policies and PhilosophiesAcademic honesty, accessibility, and harassment are the next components of my syllabus. Often as professors we believe it goes without saying that harassment and academic assistance is available to students. Even if students are aware, providing this information is key for students to understand accessibility is acceptable to ask for and many people may need it. Harper and Wilson (2010) explain that students have both visible and invisible impairments and it is the educators responsibility to make the class aware that nothing is wrong with asking with help. Complimentary to this statement, I want students to understand that it is a good thing to ask for help and you should not shy away from it. Part of being on a team, is asking for help when needed and offering help to others. Harassment and academic honesty is simply not tolerated in higher education and students should never feel a sense of abuse from their peers or instructors. Reading MaterialsThe next section, reading materials, outlines the required text for the students. Due to the fact that students spend time outside of the classroom preparing for the events during their 15-hour per week office hours, attend their events, and support at least five events throughout the semester not associated with their committee, there is only one text book required to purchase. Furthermore, we will use the National Association for Campus Activities as a source of reading material and other institutions student programming websites. Requirements and ExpectationsNilson (2010) gives examples of different requirement and expectations that are often placed on syllabi by professors. The first requirement is attendance where students must come to class and work during their office hours. A student activities office functions by students and if attendance is not consistent, the office does not run properly nor is it a vibrate environment. Additionally, students must attend the seminar classes on Monday nights so that we can prepare for the weekly events on campus as well as process the idea of leadership and develop our skills. Complimentary, preparation and participation is needed from students in order to create an exciting atmosphere. Student programming is a great deal of work but it is also really engaging and fun. We want our students to be engaged in what is happening, participating, and coming prepared will help achieve this goal. Cell phones should not be used during the seminar unless otherwise instructed. It is important that we all focus on each other and show respect. It is my hope that students are present when we are together. Emailing and APA style requirements are also laid out for the students. These requirements will help keep continued structure and balance in and outside of the classroom.Assignments, Evaluations, and GradingThe first part of this section includes assignment expectations and our community Google document information. Uniquely, this course is a pass/fail seminar and is a paid position for the student co-chairs. The reason we are able to compensate students is based on the amount of additional hours each student works in our office. The student center office is open Monday through Friday 8:30am until 5pm and Saturdays 9am until 2pm. Additionally as I previously discussed, advertising and social media play an important role for us. Students have access to our Facebook, Twitter, and Instagram sites to advertise for their events. Wagner and Compton (2012) express through the stories in the book that students must be willing to experiment, take calculated risks, and tolerate failure, and the capacity for design thinking, in addition to critical thinking (p. 12). In doing so, students become social innovators displaying their own passion and voices. Specifically, each assignment is laid out for the students. It is the instructors hope that the reflections and interviews completed are engaging and expressive. Many times students are involved in their co-curricular activities but do not take the time to reflect on their experiences or take notes about the changes they would like to make for their next event. All of these assignments are chances for students to take a step back and reflect upon their experience. Evaluation/AssessmentIn large, evaluation and assessment opportunities are not often provided for students. Part of providing programming for students, is allowing the chance for assessment. In addition to the assessment opportunities outlined on the syllabus, it is my hope that if students see the need for additional assessment we provide the opportunity. As part of completing many of the events, students will ask for feedback using our assessment forms and social media. Fink (2013) speaks to the many reasons for completing evaluations and one of the most important reasons is the effort to keep a high level of dialogue between (p. 201) students and the instructor. My hope is that students will remain honest about the instructor, co-chair, and their performances. I believe one of the largest challenges with assessment is time. As a board, I hope we address how we build a adequate amount of time to evaluate our programs. Sequence/Weekly CalendarThe last section of the syllabus is a detailed weekly calendar. Even with the given detail, items are subject to change based on the students needs. This class really is about the students and not about the instructor. At the end of the term, I want students to not want to leave this course and enjoy coming together for class versus the opposite reaction. I find that it is important to highlight three events on the calendar, which are homecoming, NACA conference, and Christmas Party. As I think about my own professional development, a director in my office spoke to the importance of all three activities for successful student programming. These events provide additional engaging opportunities for students. Student programming boards are one of the closest groups on a college/university campus, making it even more important to provide relaxing and enjoyable activities (C. Grogan, person communication, February 5 2015). Furthermore, homecoming is housed in our office and everyday we have an event. During our seminar we will plan who is in charged of the different events for homecoming week. NACA serves as an undergraduate conference and a way for the students to find artists they want to come to our University. The Christmas party is a way for us to celebrate our achievements, speak about our memories, and rejoice. ConclusionOverall, the syllabus was really tough yet enjoyable to complete. Often writing syllabi seems to be a chore but it was exciting to think about how I wanted to structure this course. It was challenging because I kept wondering if I forgot a crucial piece of information or what if the students are confused. Nilson (2010) speaks to this point by explaining that a syllabus is a source to start a even larger conversation towards explaining different projects. It is my hope that I have done justice to this point and provided students with a detailed glimpse of what is to come throughout the semester. Another challenging piece for me was that it was not until I reflected on my syllabus did I realize that I did not speak to the duties a instructor takes on throughout the seminar. A syllabus does hold students accountable but it should also hold a professor liable (Curriculum class, personal communication, February 3 2015). I want the chance to create a mentor atmosphere for students through this process and motivate students to be the best versions of them. Furthermore, I also found this experience to be less stressful because I was able to build a syllabus for students who I knew wanted to take this course versus taking a course because it was a requirement. I thought to myself, whom are the students engaging in this course? How does this work to my advantage? What is the lesson I want students to learn while experiencing this course? The fact of the matter is that every student enrolled went through the interview process to be on CAB and then chose to enroll in the course. As I think about this course, I would consider creating a part two of the seminar for the spring semester. Even with the class ending, students are still on CAB in the spring.

References

Brownell, J.E. & Swaner, L.E. (2010). Five high-impact practices: Research on learning outcomes, completion and quality. Association of American Colleges and Universities.Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.Harper, R., & Wilson, N. (2010). More than listening: A casebook for using counseling skills in student affairs work. Washington, DC: National Association of Student Personnel Administrators.Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco, CA: Jossey-Bass.Wagner, T., & Compton, R. A. (2012).Creating innovators: The making of young people who will change the world. New York: Scribner.

Chicago UniversitySeminar CoursesSEM 300: Campus Activities Board (CAB)Class Meeting: Student Center (3.0 credit hours)Mondays from 5:00-7:00pm Instructor Information: Tempris E. DanielsAssistant Director of Student ActivitiesStudent CenterChicago, IL. 773.815.2341 (office)773. 815. 6660 (fax)773.259.6998 (cell)tedaniels@chicago.edu

Office HoursOffice hours are scheduled by appointment and through an open door policy.*I will try to respond to emails within 48 hours. Please put HIGH IMPORTANCE if the email is urgent. The best way to get ahold of me is through cell phone by text or phone call.

Description:

PART I: Seminar Description (Hour One)This course is designed to provide background information on leadership and the National Association for Campus Activities. With attention designated towards these subjects, students will learn about their leadership styles and development, real life application, and ways to view programming from a critical, effective, and enjoyable lens. Application of course content and discussion will serve as an on-going theme.

PART II: Campus Activities Board (CAB) Description (Hour Two)Campus Activities Board (CAB) is committed to providing a meaningful experience outside of the classroom by means of development and growth of the whole person by exposing students to a wide variety of experiences through the arts, entertainment, and educational programming.By creating meaningful involvement opportunities, collaborating with other departments on campus, and fostering inclusive environments which advance student learning by: Creating opportunities for connection amongst students by providing a variety of creative events Developing a sense of belonging amongst students Creating opportunities for students to discover and embrace the City of Chicago Creating opportunities for students to engage with faculty and staff outside of the classroom Supporting students in their efforts to maintain curricular and co-curricular balance Provide access for all students to attend programming even when visible and nonvisible impairments are present.

* This seminar does require an application process where students apply for one of the following committee descriptions. In order to enroll in the seminar course, the student must be selected to service on the programming board.

Co-Chair/ Committee Descriptions*Technology Team (4 person team)The technology team works hard to give technical support for all committees as needed. Support includes, AV needs, making sure we have all needs on contracts and riders, and keeping all equipment clean and accounted for with the technology room. This team will support events that happen throughout the week.

*Marketing TeamMarketing team works hard to advertise and marketCAB events. The Public Relations team prepares press releases for local media outlets, manages the CAB app, distributes posters throughout the student center, develops program incentives to encourage campus involvement, and informs students about Student Center opportunities. This team will support events that happen throughout the week and advertise in advance.

*Comedy and Live on Campus ClubComedy and Live on Campus Club offers an in-your-face, laugh-out-loud experience by bringing in the best comedians from around the country. In addition, this committee will host a unique and personal live music experience, featuring diverse music genres, spoken word, and theater performed by University students, and national touring artists. Responsibilities for committee includes researching out to acts on the college circuit through nationally based talent agencies, planning and executing the event and evaluating each show providing detailed information regarding budget management, media support, and campus venue management. This team is responsible for one comedian and one live on campus event each month.

*Games and Late NightGames and Late Night Committee was created for students to join us on a Friday nights as we give away up to $500 in cash prizes during activities such as bingo and trivia. In addition, this committee offers fun programming once a month during the late evening hours. Programs, sponsored by fraternities, sororities, campus organizations, and athletic teams, begin at 10pm with activities ranging from capture the flag to mud volleyball and karaoke. This team is responsible for two game nights and two late night events each month.

*Mainstream Movies and International and Independent Film SeriesCAB movies bring in the newest, hottest Hollywood blockbusters before they are released on DVD every Wednesday and Friday evening in the Student Center movie theatre. In addition, this committee collaborates with the Universitys faculty to select films that meet the goals of their courses and/or programs. This is a great way to encourage faculty involvement with students as well as improving the ability to reach students in another way beyond their courses. This team is responsible for providing a mainstream movie every week and one international and/or independent film a month.

*Special EventsSpecial Events is a unique multifaceted CAB committee that is responsible for a wide variety of programming including the Fall Festival. This committee focuses on uniting the Augustana community in an entertaining, educational, and often culturally diverse environment. This team is responsible for four large-scale events throughout the semester.

*Awareness WeeksAwareness Weeks provide useful information about select topics through a weeklong series of activities and events. Awareness Weeks this year include: Alcohol Awareness Week, Hazing Awareness Week, Safety Awareness Week, Cancer Awareness Week, Sexual Harassment Awareness Week, and etc. Awareness Weeks aim to keep students informed about important college issues, institutional expectations and encourage healthy community behaviors.

*Learn, Live, and Lead Lunch Series and Contemporary IssuesLunch Series offers students a chance to learn the basics to success in the classroom, workplace, and other social activities. There is three core aspects of the Lunch Series: First-Year Success, Health & Wellness, and World Topics. Throughout the year, students will have a chance to learn how to become a successful First-Year student, how to affordably eat and stay active, and discuss other cultures and ways of life. This team is responsible for two lunch series and one contemporary issues lectures a semester.

For the Fall Semester, in addition to the co-chairs regular responsibilities, Homecoming Week events will be distributed properly.

Outcomes & Objectives:

Learning OutcomesUpon completion of this course, students will be able to:1. Foundational Knowledge: Identify the National Association for Campus Activities (NACA) learning programming standards to create the programming for students on campus. 2. Application Goals: Demonstrate the ability to plan and implement programming for the student body through programming small and large-scale campus events.3. Integration Goals: Explain what leadership means to them as it reflects their social, personal, and work life through writing reflections.4. Human Dimensions Goals: Understand the need to include social justice dimensions into the programming they complete. 5. Caring Goals: Evaluate programming skills based off of past successes through student feedback; make adjustments promptly.6. Learning-How-to-Learn Goals: Provide examples that display one taking the innovation and is proactive to their learning.

Learning Objectives Student will be able to facilitate bi-weekly meetings with their committee as well build a working relationship with their co-chair and the rest of the board. In addition, students will be able to apply their leadership skills and professionalism at the Regional Conference in October.

Conceptual Framework:

Conceptual FrameworkThis framework is consistent with the design and content of this course. Specifically, the course will increase students knowledge, skills, ability to serve others, and understanding of ethical principles as they relate to their role student programmer and leaders in the context of student affairs and higher education. Students in the course will range from sophomores through seniors. Based on a students experience on the board, will determine what committee they will be placed on as well as their interviews with the Assistant Director.

DiversityThis seminar course approaches the topic of leadership and programming that is explicit for all students at the University. Particular attention is paid to benchmarking other leaders, representing all populations and approach exploring your own leadership opportunities and potentials.

Technology Technology is integrated into the design and delivery of this course in a variety of ways including social media sites such as Facebook, Twitter, and Instagram. Additionally, we will use our CAB app and website for advertisement.

Institutional Policies & Philosophies:

Academic HonestyAcademic honesty is an expression of interpersonal justice, responsibility and care, applicable to the University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. For additional academic policies and procedures refer to: http://www.chi.edu/education/academics_policies_main.shtml

AccessibilityStudents who have disabilities, which they believe, entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations,students mustschedule an appointment with an SSWD coordinator. Students should contact SSWD at leastfour weeks before their first semester or term at Chicago University. Returning students shouldschedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at: http://www.chi.edu/sswd/

Harassment (Bias Reporting)It is unacceptable and a violation of university policy to harass, discriminate against or abuse any person because of his or her race, color, national origin, gender, sexual orientation, disability, religion, age or any other characteristic protected by applicable law. Such behavior threatens to destroy the environment of tolerance and mutual respect that must prevail for this university to fulfill its educational and health care mission. For this reason, every incident of harassment, discrimination or abuse undermines the aspirations and attacks the ideals of our community. The university qualifies these incidents as incidents of bias.

In order to uphold our mission of being a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith, any incident(s) of bias must be reported and appropriately addressed. Therefore, the Bias Response (BR) Team was created to assist members of the Chicago University community in bringing incidents of bias to the attention of the university. If you believe you are subject to such bias, you should notify the Bias Response Team at this link: http://webapps.chi.edu/biasreporting/

Reading Materials:

The required texts for this course are available for purchase at the Bookstore or online. Please purchase your books as soon as possible because readings are due week three.

Required TextKomives, S. (2013). Exploring leadership for college students who want to make a difference (3rd ed.). San Francisco, CA: Jossey-Bass.

NACA Campus Activities Programming Magazines- please follow the link below and you will find the online monthly editions of the magazines: https://www.naca.org/CAP/Pages/Default.aspx Requirements & Expectations:

AttendanceThis seminar course will be once a week, on Monday nights. This makes attendance absolutely essential. You must be present to engage fully in the course content. I understand that sometimes life priorities can make this challenging. However, the expectation is that you will be present for the full class session each week. Should you miss a class, arrive late, or leave early, you are responsible for identifying and obtaining missed material from your peers. Please notify the instructor via email prior to the start of class should you need to be absent and please send announces for your committee. Any absence will result in the loss of participation points for that day. Routinely arriving or leaving late will result in the loss of participation points as well. Students must also be present for the 15 hours per week office hours. Schedules for the office hours will be made during the first-week.

Preparation This course is designed using a traditional seminar format in which much of the learning is emerged from group discussion and student engagement with each topic. As such, preparations through completion of each weeks readings as well as thoughtful reflection on the topics are critical not only for each individuals intellectual development, but the groups collective development as well. Readings and multimedia sources have been purposefully selected for their relevance to the given topic and contribution to the overall literature.

ParticipationGiven the seminar format of this course design, student participation in discussions and learning activities is critical. However, it is important to note that how a student participates is often a function of their particular learning style. Therefore, participation is less about the frequency with which a student engages in class discussion and more about the quality of the contributions. For the purposes of this course, participation is valued in which students build upon one anothers comments, provide meaningful connections to practice, share critical observations and insights on student programming, and generally increase the complexity and richness of the our student programming board. In addition, each student must attend at least five events from different committees events throughout the semester.

Cell Phones If you bring a cell phone to seminar class, please be sure it is either off or set to a silent mode. Should you need to respond to a call during class, please leave the room in an undisruptive manner. Texting and/ or instant messaging is not allowed during class as a matter of respect to the learning community.

EmailEmail will be used as the primary mode of correspondence for this course. As such, it is imperative that you check your Chicago University account and check it daily for emails from instructors, other students in the class, and college agencies. Please also check your Chicago University for spam mail and mail foundry to ensure course related messages are not misdirected.

APA Style/ WritingThis seminar places a strong emphasis on developing writing skills and the ability to communicate effectively. All papers should be submitted in APA 6th Edition format. Guidelines for this will be covered at the start of the semester. Should papers have significant errors in APA formatting, they will not be accepted as complete. The quality of writing is also of high importance. Students are encouraged to submit drafts of papers to peers for initial feedback. If a student has significant concerns regarding their writing ability, they should consult the University Writing Center (http://www.chi.edu/tutoring/Writing_Center.shtml) for assistance.

Assignments, Evaluation, & Grading:

Assignment ExpectationsAssignments are due at the time specified in the course syllabus and should be submitted according to the directions provided. Many of the assignments as based on your individual committee event dates. Assignments are due at the time of the seminar class. All assignments are to display focused cleaned writing. Assignments/ Committee note updates should be entered into your perspective section on our Google document by Sunday at 10pm (the night before class)

Google Document InformationThis Google document will be open to all students to make updates and each committee co-chairs has their own folder. Below is the username and password for the Google document. *Google DocumentUsername: studentprogrammingboardPassword: CAB15

Grading ScaleThis class is a pass/fail course. Based on a students performance throughout the seminar, they will receive a pass/fail grade at the end of the year. After the end of the first semester, the students will receive feedback on their performance.

CompensationAlong with this being the part one seminar, this is also a paid position for students on campus. Each student will have office hours for up to 15 hours a week. Students are paid $8.50 per/hour.

Social Media and AdvertisementFacebook, Twitter, Instagram, and the CAB app will play an essential role in advertising for your event. Please use these accounts in your favor. Poster advertisements will be made and put up in our student center by the marketing team. However you need to work with the marketing team to ensure the poster is what you would like to display. The marketing team manages the CAB app and the team will add posters on the app as well the general programming schedule for our office. Below are these Facebook, twitter, and Instagram username and password. *FacebookUsername: CABstudentprogrammingboard@gmail.comPassword: CAB15*TwitterUsername: CABprogammingPassword: CAB15*InstagramUsername: CAB_progammingPassword: CAB15

Assignment ApproachThe series of assignments identified for this course reflect student feedback on desired course outcomes, personal learning styles, and preferred mode of evaluation. They also create space for students to pursue more depth of study in particular content areas of interest. This is an opportunity to begin developing an area of expertise that connects to your professional goals and may contribute significantly to your educational portfolio.

Weekly Reflections.The purpose of this assignment is to get students thinking about the readings assigned for class. With the opportunity to benchmark different institutions student programming boards, as well as each committee having different events, these 2-3 page reflections are used to speak about the following: Challenges to the event the co-chairs hosted Successes to the event the co-chairs hosted Benchmarking other institutions programming Anything else!

Please use these weekly reflections as a time to journal in a way that you find best fit. The first reflection is due September 7th. Please print the reflections to hand in.

Interviews and Reflection on NACA.The purpose of this assignment is to get students to speak with one person from the following areas: An full-time student affair professional An fellow undergraduate students at the conference (from a different institution) An artist at the conference An agent at the conference.

A list of possible people to speak with will be given to students at a later time, but feel free to reach out to agents, artist and any other professionals you have bonded with during the process of programming for our institution. The paper should include the highlights from the interviews and provide a reflection about your experience. This assignment should be between 6-8 pages.

Express Reflection.The purpose of this assignment is to get students thinking creatively about the concept of programming and to capture their emerging philosophy in a way that is reflective of their own learning and narrative styles. Learning outcomes for the assignment include: The ability to articulate a personal conceptualization of programming grounded in course content. Understanding of how ones philosophy of leadership and programming reflects personal life experiences and social identities; and Identification and application of social justice/ ethics considerations in leadership.

Students will submit their express projects on December 7th at the start of class. Please be sure to make arrangements with the professor in advance if this mode of submission will not work.

Evaluative RubricAssignments in this course will be graded according to rubrics provided in advance. This should aid students in focusing on the specific areas of evaluation. Different assignments draw on different educational objectives with specific evaluative criteria outlined in the detailed assignment descriptions.

Evaluation/ Assessment

Professor and Self Mid-Semester Evaluations.Students will have the chance to complete a self-evaluation and professor evaluation at the mid-semester seminar break. Evaluations will be given to students to complete via email. This is a chance for students to talk about their improvements and successes throughout the semester.

Professor and Self Final Semester Evaluations.Students will have the chance to complete a self-evaluation and professor evaluation at the end of the seminar class. Evaluations will be given to students to complete via email. This is a chance for students to talk about their improvements and successes throughout the semester.

Co-Chair Evaluations.Students will have the chance to complete co-chair evaluations throughout the semester. The first evaluation will happen on week seven which includes writing evaluations and then meeting with your co-chair and myself. The same process will happen at the end of the semester.

*Additionally throughout the semester consider these two questions:1. Are you receiving feedback for the programming events you run through our office?2. How can (fill in the blank) committee work with another committee to better understand what responsibilities the different committees have?

Sequence/ Weekly Calendar* Please note the Board Meeting topics will be filled in as we go through the semester.Running head: COMPLETE SYLLABUS AND REFLECTIVE ANALYSIS PAPER 1COMPLETE SYLLABUS AND REFLECTIVE ANALYSIS PAPER20