for day 1 and beyond · for day 1 and beyond. ... 1. list two to three critical questions or...
TRANSCRIPT
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Kay Halasek, PhDDirector, UITLAssociate Professor of [email protected]
Refining Your Syllabus for Day 1 and Beyond
http://go.osu.edu/NFOsyllabus2019
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1. List two to three critical questions or concerns you have about your syllabus (2 minutes)
2. Share these with two other people (3 minutes)
3. As a team, group your questions and concerns into categories (3 minutes)
4. Report out your categories (2 minutes)
Short (ten-minute) Activity
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Categories of Concern
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Day 1 . . .
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Templates and Outlines
Using Model Courses (ODEE)
Plan Your Course (ODEE)
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Contact information • name, title, phone, email, office hours
Course information • title, number, meeting time and
location, prerequisites, texts Goals and learning outcomes Calendar Grading system Policies
* Please contact your home unit to confirm content requirements.
Typical Content*
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Disability accommodation statement (ADA)
Academic integrity policy (COAM)
Grading system (OSU Policy)
Goals and expected learning outcomes for general education courses (OSU Policy)
Departmental statements (Please inquire)
Required Elements
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. . . and Beyond
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“ . . . the syllabus was named ‘the component [that] most often contribut[es] to effective college teaching’ . . . . Even so, many syllabi present problematic assumptions as they rely on text-heavy visual design . . . negative punishment language . . . defensive and even combative policies . . . and cold-toned disability statements.”
Womack 501
Syllabus as First Impression
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1. Employ accessible document design2. Incorporate cooperative language3. Develop flexible course plans
Womack 501, 503
Toward an Inclusive Syllabus
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1. Trade some text for accessible images
2. Make text reader-friendly (12- to 14-point sans serif, 2-column)
3. Make text user-friendly (TOC, hyperlinks)
Womack 503-512
Employ Accessible Design
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1. Begin with an inclusive learning statement2. Choose positive over punishing language
and cooperative over paternalistic language3. Create invitations over commands
Incorporate Cooperative Language
Womack 512-515
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1. Expand deadlines on the syllabus2. Build flexibility into grading
distribution (e.g., grading contracts)
Womack 515-519
Develop Flexible Course Plans
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Take our remaining time to jot down two or three concrete “action items” for yourself as you draft or revise your syllabus, focusing perhaps on
• Employing accessible document design• Incorporating cooperative language• Developing flexible course plans
Session Reflection
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More Commentary and InsightsAccessiblesyllabus.com.
Barbara Fister. “The Syllabus as TOS.”
David Gooblar, “Your Syllabus Doesn’t Have to Look Like a Contract.”
Jason B. Jones. “Creative Approaches to the Syllabus.”
Kathy Klein. “Give Your Syllabus a Makeover and Watch Your Classroom Transform.”
John Warner. “A Syllabus is Not a Contract.”
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Breakout Sessions