syllabus and course design
TRANSCRIPT
A SYSTEMATIC APPROACH
Syllabus and Course Design
By the end of this lesson, you will be able to Compare aspects of course design with those of a
research project
Define key elements of a learner-centered syllabus
Formulate a syllabus for a course in your discipline
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Steps in Planning…
…a research project:
Determine possible funding agencies and their interests
Choose objectives based on these interests as well as your expertise and interests
Choose scope and content based on time and money constraints, as well as the needs of your academic community
…a course:
Determine background and interests of students
Choose objectives based on these backgrounds, on knowledge and skills appropriate to teach, as well as your expertise and interests
Choose scope and content based on time and money constraints, as well as the needs of your academic unit (typically a department)
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Steps in Planning, continued
…a research project:
Develop research plan to achieve objectives (theoretical work, experimental work, etc); design experiments, methods for data analysis and interpretation
Develop project evaluation plan; disseminate findings (papers, presentations, etc.)
Prepare final proposal based on above.
…a course:
Develop learning experiences to achieve objectives (lectures, in-class activities, group projects, readings, homework)
Plan feedback and evaluation of student learning through tests, written reports and other assessments
Prepare syllabus based on above
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Student Backgrounds
Determine the backgrounds and interests of the students who are likely to enroll A priori knowledge is very important in learning Prior knowledge is often inaccurate, missing, or
incomplete Students have trouble organizing information, which
gets in the way of learning They are novices, not experts
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Course Objectives
Choose objectives based on students’ backgrounds and interests, on the knowledge and skills you decide are appropriate to teach, as well as your expertise and interests
Also consider needs of department (accreditation requirements, knowledge and skills for follow-on courses, etc.)
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Bloom’s Revised Taxonomy
The Knowledge Dimension
The Cognitive Process Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge
List Summarize Classify Order Rank Combine
Conceptual Knowledge
Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge
Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge
Appropriate Use
Execute Construct Achieve Action Actualize
From Bloom’s Taxonomy, Mary Forehand, University of Georgia http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
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Course Objectives – similar to Learning Objectives but more general
“By the end of this course, the student will be able to…”
This is followed by an action wordUse action words grouped by Bloom’s
Taxonomy as a guideFor a 3-credit course, there could be as many
as 10 – 12 overall course objectives (and as many as 40 specific learning objectives within lessons)
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The Role of the Syllabus
The syllabus serves as a contract with the students The “promising syllabus” (rather than the demanding one)
will present objectives as promises and opportunities that the course offers to students (“You will be doing…” “Here’s what you will be able to learn/achieve…”)
The syllabus goes on to identify what the students have to do to realize those promises (requirements), allowing students to maintain a sense of control over their education
It should summarize how the instructor and the student will evaluate the progress of learning
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Reasons for Writing Course Objectives
Identify critical course material Organize presentation Allot appropriate time per topic
Identify and delete extraneous course materialFacilitate construction of in-class activities,
out-of-class assignments, and tests Assure comprehensive approach to course and
coordinated assessments Exercise all Bloom’s levels
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Reasons for Writing Course Objectives
Tell faculty colleagues what they can expect students who pass this course to be able to do Teachers of follow-on courses New instructors, adjunct instructors Curriculum planning committees Accreditation coordinators
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Learner-Centered Syllabus
Expression of learning rationale and goalsTeacher accessibilityCollaborative opportunitiesFeedback processesGradesRespective roles of teachers and studentsPolicy focus versus outcome focusExperiential opportunities
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The Syllabus
What must be included: Course number, name, semester Instructor’s name, office number Information on accessing instructor (office hours, email policy,
etc.) Attendance policy Teaching assistants’ names, offices, office hours Course description Prerequisites, departmental restrictions Required texts and materials (computer requirements, etc.) Policies and procedures for assignments and grading Honor Code and Academic Integrity statements Accommodations for students with disabilities Equal opportunity statement (Title XI requirements)
Be sure to check your university’s
requirements for what goes into a syllabus
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The Syllabus
What may be included: Topical outline and/or concept map Course objectives Specific learning objectives for each lesson/topic Dates for tests, drop/add deadlines Assignment schedule Supplementary references
What other ideas do you have? What have you seen on a syllabus that was helpful? What ways can a syllabus be organized that are
helpful?
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Examples of Syllabi
All course syllabi at Clemson must be posted each semester in the Syllabus Repository as part of our institutional assessment materials: http://www.clemson.edu/assessment/syllabus_repository/
Group discussion and critiques of syllabi In groups of 2 – 4 (preferably with others in your discipline
or a related discipline), find a syllabus on the Syllabus Repository in your discipline or a related discipline.
Critique the syllabus based on required elements and aspects of learner-centeredness.
Suggest ways to improve the syllabus.
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A note about academic integrity
Students, especially freshmen, are often confused and/or conflicted about what constitutes cheating
Excerpt from Chapter 6 of My Freshman Year by Rebekah Nathan
Discussion points: What aspects of course, syllabus and lesson design
can help avoid academic integrity infractions?
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Syllabus Assignment
Write a syllabus for the course that your final project (microteaching and report) falls within
Include all required syllabus elements for your university At Clemson University, these guidelines can be found at
http://media.clemson.edu/administration/ugs/class-regs.pdf
Consider class discussions (syllabus “best practices” brainstorming, syllabus critiques, academic integrity)
Submit to the “Syllabus” assignment on Blackboard (within Module 3, Lesson 2)
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