designing a course and preparing a syllabus dr. jackie cason & dr. genie babb center for...

Designing a Course Designing a Course and Preparing aand Preparing a SyllabusSyllabus

Dr. Jackie Cason & Dr. Genie BabbDr. Jackie Cason & Dr. Genie BabbCenter for Advancing Faculty ExcellenceCenter for Advancing Faculty Excellence

New Faculty OrientationNew Faculty OrientationFall 2009Fall 2009

*Adapted from the UAF Center for Distance Education and Distance Learning Systems based on the work of Grant Wiggins & Jay McTighe, 1998, Understanding by Design and from A Self-Directed Guide to Designing Courses for Significant Learning, by L. Dee Fink, PhD, Director, Instructional Development Program University of Oklahoma.

Situational factors are importantSituational factors are important

• How familiar is everyone with the How familiar is everyone with the Blackboard course management Blackboard course management system?system?

• How far along is everyone in developing How far along is everyone in developing their syllabi?their syllabi?

• What is your familiarity with the larger What is your familiarity with the larger curriculum? Do you know where your curriculum? Do you know where your courses fit within your department, the courses fit within your department, the college, the university, your students’ college, the university, your students’ educational goals?educational goals?

We can begin by reflecting on our We can begin by reflecting on our current practices of course designcurrent practices of course design

What ‘planning process’ do What ‘planning process’ do you currently use when you currently use when

developing a course and developing a course and preparing your syllabus?preparing your syllabus?

Take a moment to generate a response. Take a moment to generate a response. You can jot notes, create a diagram or flowchart, You can jot notes, create a diagram or flowchart,

or write a descriptive paragraph.or write a descriptive paragraph.Just capture your current process!Just capture your current process!

Many begin by identifying Many begin by identifying course goalscourse goals

• Traditional ProcessTraditional Process– Curriculum Content Guides Curriculum Content Guides

http://www.curric.uaa.alaska.edu/curric/courses

– Previous SyllabiPrevious Syllabi

• Backward DesignBackward Design– Learning GoalsLearning Goals– Feedback and Assessment Feedback and Assessment – Teaching and Learning ActivitiesTeaching and Learning Activities

Traditional Process:Traditional Process:Lessons and activities lead to goals Lessons and activities lead to goals

Teach, Test, Hope for the BestTeach, Test, Hope for the Best

Learning Goals

Assessments & Feedback

Activities and Assignments

Lesson Plans, Units, Textbook Chapters

Backward Design:Backward Design:Lessons and activities follow from goalsLessons and activities follow from goals

Teaching with the end in mindTeaching with the end in mind

Lesson Plans

Activities & Assignments

Assessments & Feedback

Learning Goals

Backward DesignBackward Design

Stages of the Backward Design ProcessStages of the Backward Design Process

Why “Backward”? Why “Backward”? The stages are logical,The stages are logical,

but they go against habits!but they go against habits!

• We’re used to jumping to lesson and activity We’re used to jumping to lesson and activity ideas first before clarifying learning and ideas first before clarifying learning and performance goals for our students.performance goals for our students.

• By thinking through feedback and assessment By thinking through feedback and assessment up front, we can better align our goals with the up front, we can better align our goals with the means, and focus our teacher-student means, and focus our teacher-student interactions on achieving desired outcomes.interactions on achieving desired outcomes.

A learner-centered approach A learner-centered approach is goal-orientedis goal-oriented

Instead of beginning with a content-centered Instead of beginning with a content-centered approach that covers topic X, topic Y, and approach that covers topic X, topic Y, and topic Z, we can begin with the following topic Z, we can begin with the following question:question:

What would I like the impact of this course to What would I like the impact of this course to be on students, 2-3 years after the course is be on students, 2-3 years after the course is over? What kind of thinking or application over? What kind of thinking or application abilities do I want them to develop through the abilities do I want them to develop through the term? In what ways do I want them to keep on term? In what ways do I want them to keep on learning after the course is over?” learning after the course is over?”

Take a moment to write a response.Take a moment to write a response.

Sample Learning GoalsSample Learning GoalsComposition StudiesComposition Studies

• Communication is social and contextual and occurs at the Communication is social and contextual and occurs at the intersection of writer, audience, and publication forum.intersection of writer, audience, and publication forum.

• Genres evolve, and are always evolving, as a matter of Genres evolve, and are always evolving, as a matter of practice; therefore, the “rules” of good writing are practice; therefore, the “rules” of good writing are descriptive rather than prescriptive.descriptive rather than prescriptive.

• Citation practices in academic writing are the means of Citation practices in academic writing are the means of joining an ongoing intellectual conversation and a way of joining an ongoing intellectual conversation and a way of contributing new knowledge to that conversation. contributing new knowledge to that conversation.

• Writing styles arise out of a community’s particular ways Writing styles arise out of a community’s particular ways of knowing and being.of knowing and being.

A learner-centered approach A learner-centered approach integrates goals, assessment, and integrates goals, assessment, and teaching/learning activitiesteaching/learning activities

Learning Goals

Teaching & Learning Activities

Feedback & Assessment

Integrating Backward Design: Integrating Backward Design: Avoiding DisconnectsAvoiding Disconnects

Learning Goals



Significant Learning GoalsSignificant Learning Goals

Significant Learning

Goals



Significant learning is multidimensional, Significant learning is multidimensional, interactive, and mutually reinforcinginteractive, and mutually reinforcing

LEARNING HOW TO LEARN

FOUNDATIONAL KNOWLEDGE

CARING APPLICATION

HUMAN DIMENSION

INTEGRATION

Feedback and AssessmentFeedback and Assessment


Goals



Educative feedback and assessment Educative feedback and assessment strategies privilege learning over gradingstrategies privilege learning over grading

As students work to learn how to perform well, teachers need to provide feedback. High quality feedback will have the characteristics of “FIDeLity” feedback:

Frequent: Give feedback daily, weekly, or as frequently as possible.

Immediate: Get the feedback to students as soon as possible.

Discriminating: Make clear what the difference is between poor, acceptable, and exceptional work.

Loving: Be empathetic in the way you deliver your feedback.

Procedures for Educative AssessmentProcedures for Educative Assessment

• Forward-looking assessmentForward-looking assessment

• Criteria and standardsCriteria and standards

• Self-assessmentSelf-assessment

• FIDeLity feedbackFIDeLity feedback

Activity: See worksheet on educative Activity: See worksheet on educative assessmentassessment

Audit-ive & Educative AssessmentAudit-ive & Educative Assessment

Audit-ive AssessmentAudit-ive Assessment Educative AssessmentEducative Assessment

Forward-Looking Forward-Looking AssessmentAssessment

Self-Assessment Self-Assessment

(by learners)(by learners)Backward-Looking Backward-Looking

AssessmentAssessment

(Traditional) Grading(Traditional) Grading

Criteria & Criteria &

StandardsStandards

““FIDeLity” FIDeLity”

FeedbackFeedback

Better Learning Better Learning

(more authentic grading)(more authentic grading)

Teaching & Learning ActivitiesTeaching & Learning Activities


Goals



Active teaching and learning are Active teaching and learning are experiential and reflectiveexperiential and reflective

Passive vs. Active LearningPassive vs. Active Learning

Passive LearningPassive Learning Active LearningActive Learning

Receiving Receiving Information Information

& Ideas& Ideas

ExperienceExperience Reflective Reflective Dialogue w/Dialogue w/

DoingDoing SelfSelf

Observing Observing Others Others

Active teaching and learning are Active teaching and learning are experiential and reflectiveexperiential and reflectiveA holistic view of active learning:A holistic view of active learning:

Experience

•Doing, Observing

•Actual, Simulated

•Rich-learning exp.

Information & Ideas

• Primary, secondary

• In class, out of class, online access

Reflective Dialogue

•Reflective writing

•Focused on subject or learning process

SITUATIONAL FACTORS

SignificantLearning

Educative Assessment

Active Learning

Learning Goals

Teaching/ Learning Activities


Break TimeBreak Time

Traditional Definition of a SyllabusTraditional Definition of a Syllabus

The The Oxford English DictionaryOxford English Dictionary defines defines syllabussyllabus as “a as “a statement of the subjects statement of the subjects covered by a course of covered by a course of instruction or by an instruction or by an examination, in a school, examination, in a school, college, etc.; a programme of college, etc.; a programme of study” [1889].study” [1889].

Three Functions of a SyllabusThree Functions of a Syllabus

1.1. ContractContract

2.2. Communication deviceCommunication devicea.a. Plan of actionPlan of action

b.b. Cognitive mapCognitive map

3.3. Reference guideReference guide

1. A Contract1. A Contract

The syllabus is an The syllabus is an important quasi-legal important quasi-legal document that document that represents an represents an agreement between you agreement between you and your students (and and your students (and UAA).UAA).

• Give students a complete Give students a complete syllabus the first day of syllabus the first day of class.class.

• By remaining in your class, a By remaining in your class, a student consents to be student consents to be governed by the syllabus.governed by the syllabus.

At UAA, a syllabus is a student At UAA, a syllabus is a student right…right…

““Students have the right Students have the right to be informed at the to be informed at the beginning of each beginning of each term of theterm of the1.1. nature of the course,nature of the course,

2.2. course expectations,course expectations,

3.3. evaluation standards,evaluation standards,

4.4. and the grading and the grading system.” system.” 2009-2010 Catalog, Chapter 5, p. 37

……and a student responsibilityand a student responsibility

“SYLLABUS AND COURSE PROCEDURESThe course syllabus is the student guide to the course.

Students should receive a syllabus at the beginning of each course that describes the course, policies within the course, and procedures that govern the delivery of the course.

Students are responsible for obtaining the syllabus, or for having access to it electronically, and understanding the course policies in the syllabus. Any questions regarding information in the syllabus should be directed to the instructor for clarification.”

2009-2010 Catalog, Chapter 7, p. 61

The nature of the courseThe nature of the course

• The syllabus must The syllabus must reflect the purpose, reflect the purpose, content, and level of content, and level of the course as stated the course as stated in the Catalog.in the Catalog.

• It should alert It should alert students to students to controversial controversial content.content.**

*When using “controversial” *When using “controversial” material, please notematerial, please note the rights and the rights and

responsibilities of Academic Freedomresponsibilities of Academic Freedom

• As a faculty member, it is your As a faculty member, it is your rightright to use any material, even if to use any material, even if it is controversial, if you deem it it is controversial, if you deem it germane to the subject being germane to the subject being studied. studied.

• It is your It is your responsibilityresponsibility to warn to warn students about controversial students about controversial material material at the beginningat the beginning, so , so that they can make an informed that they can make an informed choice as to whether to stay in choice as to whether to stay in the course.the course.

Examples of ways to alert students Examples of ways to alert students to material that might be offensive.to material that might be offensive.

• ““The texts studied in this The texts studied in this course are intended for course are intended for adults and may include adults and may include some disturbing language some disturbing language or situations.”or situations.”

• ““The writings of the past The writings of the past are filled with ideas, are filled with ideas, images, and words that images, and words that contemporary readers may contemporary readers may find offensive.find offensive.””

Course expectationsCourse expectations

• List all required textbooks List all required textbooks and course materials.and course materials.

• Indicate all required Indicate all required assignments and tests.assignments and tests.

• Provide a calendar for the Provide a calendar for the wholewhole semester. semester.

• Give your contact information Give your contact information (2 ways to contact you, office (2 ways to contact you, office location, office hours).location, office hours).**

*It helps to clarify your boundaries *It helps to clarify your boundaries as a faculty member by indicating as a faculty member by indicating

non-academic resources on campus.non-academic resources on campus.• Your role is to teach your subjectYour role is to teach your subject——dondon’’t try to be t try to be

all things to all students!all things to all students!• List student services that are available for non-List student services that are available for non-

academic needs, such asacademic needs, such as– Disability Support ServicesDisability Support Services– Information Technology Call CenterInformation Technology Call Center– Enrollment ServicesEnrollment Services– Counseling Counseling

Course expectations, cont.Course expectations, cont.

• State policies explicitly & State policies explicitly & precisely.precisely.**– Attendance & participationAttendance & participation– Late workLate work– Make-up examsMake-up exams– IncompletesIncompletes

*Course policies must be stated *Course policies must be stated explicitly explicitly to be enforceable.to be enforceable.

Interpret the following policy statement:Interpret the following policy statement:

““Papers must submitted in class on the day Papers must submitted in class on the day they are due; no late papers will be they are due; no late papers will be accepted.”accepted.”


• Set standards for proper classroom etiquette Set standards for proper classroom etiquette or online netiquette.or online netiquette.

*If a student behaves disruptively, he or *If a student behaves disruptively, he or she can be sanctioned based on the she can be sanctioned based on the

Student Code of Conduct in the UAA Student Code of Conduct in the UAA Catalog.Catalog.

Disruptive behavior: “Conduct that Disruptive behavior: “Conduct that unreasonably interferes with the unreasonably interferes with the learning environment or that violates learning environment or that violates the rights of others . . .” the rights of others . . .” 2009-2010 Catalog, Chapter 5, p. 37

Making classroom etiquette explicit Making classroom etiquette explicit in the syllabus can help foster a in the syllabus can help foster a positive learning environment.positive learning environment.

Sample language “Class discussion should be Sample language “Class discussion should be governed by appropriate behavior that governed by appropriate behavior that exhibits respect for the individual exhibits respect for the individual contributions of students and professor, as contributions of students and professor, as well as for the learning process itself. Optimal well as for the learning process itself. Optimal learning can occur only within an atmosphere learning can occur only within an atmosphere of collegiality and trust; any behavior which of collegiality and trust; any behavior which disrespects others or disrupts the learning disrespects others or disrupts the learning process will not be tolerated.” process will not be tolerated.”

• Arriving late and leaving early Arriving late and leaving early • Chit-chat (verbal or written) during lecture or Chit-chat (verbal or written) during lecture or

other meaningful classroom dialogue other meaningful classroom dialogue • Ringing cell phones and cell phone Ringing cell phones and cell phone

conversations during class conversations during class • Interruptive questioning during classroom Interruptive questioning during classroom

presentations presentations • Classroom discussions hijacked and Classroom discussions hijacked and

monopolized by one student monopolized by one student

Disruptive behavior includes, but is not limited to, Disruptive behavior includes, but is not limited to, the following (adapted from the Institute for the following (adapted from the Institute for

Teaching and Learning website at CSU Teaching and Learning website at CSU http://tilt.colostate.edu/mti/tips/tip.cfm?tipid=44http://tilt.colostate.edu/mti/tips/tip.cfm?tipid=44 ): ):

• Disrespecting other student viewpoints Disrespecting other student viewpoints • Ridiculing the instructor's presentation Ridiculing the instructor's presentation • Sleeping in class, reading newspapers, non-Sleeping in class, reading newspapers, non-

class related laptop use class related laptop use • Harassment (“hostile” or “offensive” words Harassment (“hostile” or “offensive” words

and/or behavior) directed toward other and/or behavior) directed toward other students or the professor during class or students or the professor during class or outside class (creating a hostile “learning, outside class (creating a hostile “learning, living, or working environment”). (See living, or working environment”). (See 2009-2010 Catalog, Chapter 5, p. 37-38)

Disruptive behavior includes, but is not limited to, Disruptive behavior includes, but is not limited to, the following (adapted from the Institute for the following (adapted from the Institute for

Teaching and Learning website at CSU Teaching and Learning website at CSU http://tilt.colostate.edu/mti/tips/tip.cfm?tipid=44http://tilt.colostate.edu/mti/tips/tip.cfm?tipid=44 ): ):


• Remind students of the Remind students of the standard of academic standard of academic integrity.integrity.

*If a student behaves unethically, he *If a student behaves unethically, he or she can be sanctioned based on or she can be sanctioned based on the Student Code of Conduct in the the Student Code of Conduct in the

UAA Catalog.UAA Catalog.

It doesn’t hurt to remind students of the standards of It doesn’t hurt to remind students of the standards of academic honesty and integrity in the syllabus:academic honesty and integrity in the syllabus:

• Some students don’t understand what plagiarism is Some students don’t understand what plagiarism is (or will claim they don’t understand), so it’s good to (or will claim they don’t understand), so it’s good to spell it out.spell it out.

• You put your students on notice that you won’t You put your students on notice that you won’t tolerate academic dishonesty.tolerate academic dishonesty.

• Your department may have a standard statement Your department may have a standard statement that you can use.that you can use.

Evaluation standards/methodsEvaluation standards/methods

• Types of testsTypes of tests• Types of papersTypes of papers• Group work Group work • Field tripsField trips• Grading on the Grading on the

curvecurve

Grading systemGrading system

• Indicate all assignments that will be graded.Indicate all assignments that will be graded.• Indicate what individual assignments are Indicate what individual assignments are

worth.worth.• Specify “hidden” points or deductions (for Specify “hidden” points or deductions (for

lateness, extra credit, etc.).lateness, extra credit, etc.).• Specify the grading scale. (for example 90%-Specify the grading scale. (for example 90%-

100%=A, 80%-89%=B, etc.)100%=A, 80%-89%=B, etc.)

Ensure that your grading system Ensure that your grading system makes sense and adds up.makes sense and adds up.

Interpret the following grading scale:Interpret the following grading scale:

AttendanceAttendanceA in the class 1-3 absencesA in the class 1-3 absencesB in the class 4-6 absencesB in the class 4-6 absencesC in the class 7-9 absencesC in the class 7-9 absencesD in the class 10-12 absencesD in the class 10-12 absencesF in the class F in the class –– more than 12 absences more than 12 absences

Paper #1Paper #1 = 250 points = 250 pointsPaper #2Paper #2 = 250 points = 250 pointsPaper #3Paper #3 = 500 points = 500 pointsTotalTotal points possible = 1000 points possible = 1000

A few more generally applicable A few more generally applicable words of advice….words of advice….

• Assignments and policies Assignments and policies should be realistic.should be realistic.

• Policies should be worth Policies should be worth the trouble to enforce. the trouble to enforce.

• Policies and grading Policies and grading should give room for should give room for (fairly) exercising your (fairly) exercising your discretion in unexpected discretion in unexpected situations.situations.

Evaluate the following attendance Evaluate the following attendance and grading policy:and grading policy:

““If you are 15-29 minutes late, you will If you are 15-29 minutes late, you will receive half of the attendance grade receive half of the attendance grade for the day. If you are more than 30 for the day. If you are more than 30 minutes late, you will receive minutes late, you will receive no no credit for attendance for the day.”credit for attendance for the day.”

2. A Communication Device2. A Communication Device

The syllabus provides the opportunity to The syllabus provides the opportunity to anticipate and respond to student questions anticipate and respond to student questions and to establish a tone for the course.and to establish a tone for the course.

a. Plan of actiona. Plan of action

The syllabus should The syllabus should represent the overall plan represent the overall plan of action for the semesterof action for the semester– Course mission Course mission

http://curric.uaa.alaska.edu/curric/courses/

– Educational philosophyEducational philosophy– Course strategyCourse strategy– Course goalsCourse goals– Course calendarCourse calendar

A calendar should be more than A calendar should be more than dates and topicsdates and topics

Organization of Course, BLAH 300: Organization of Course, BLAH 300: “Something I Gotta Take to Graduate”“Something I Gotta Take to Graduate”

• Week 1: Overview of CourseWeek 1: Overview of Course• Week 2: From Compasses to GPS TechnologyWeek 2: From Compasses to GPS Technology• Week 3: Equipment Week 3: Equipment • Week 4: Encountering wildlifeWeek 4: Encountering wildlife• Week 5: Bird-watchingWeek 5: Bird-watching• Week 7: Fur RendezvousWeek 7: Fur Rendezvous• Week 7: IditarodWeek 7: Iditarod• Week 8: How to Cure a Hangover and Prevent PregnancyWeek 8: How to Cure a Hangover and Prevent Pregnancy• Week 9: Cabin Fever and S.A.D.Week 9: Cabin Fever and S.A.D.

b. Cognitive mapb. Cognitive map

Because students need to engage Because students need to engage actively in creating their own actively in creating their own cognitive maps, you can facilitate cognitive maps, you can facilitate active learning by modeling the active learning by modeling the mapping process.mapping process.

3. Reference guide3. Reference guide

• The syllabus is a The syllabus is a reference for your reference for your colleagues colleagues

• The syllabus is a The syllabus is a reference for youreference for you

Keep a copy of Keep a copy of everyevery syllabus syllabus for your recordsfor your records

• Hard or electronic Hard or electronic copycopy

• For Annual Activity For Annual Activity ReportsReports

• For Review FilesFor Review Files• For reference when For reference when

you teach the course you teach the course againagain

• Course designation = Course designation = easy identificationeasy identification

Rolling with the PunchesRolling with the Punches• Expect to make Expect to make

mistakes—the perfect mistakes—the perfect syllabus is an ideal to syllabus is an ideal to strive for.strive for.

• When students misread When students misread your syllabus, give them your syllabus, give them the benefit of the doubt.the benefit of the doubt.

• Choose your battles, Choose your battles, always keeping your always keeping your overall goals in mindoverall goals in mind..

• If you have to make a If you have to make a major change in mid-major change in mid-semester, go about it in semester, go about it in the appropriate way.the appropriate way.

• Be aware of the Be aware of the process and timeline for process and timeline for student grievances. student grievances.

designing a course and preparing a syllabus dr. jackie cason & dr. genie babb center for...

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