visually mapping course design for students: the graphic syllabus * jackie cason, ph.d. center for...

Visually Mapping Visually Mapping Course Design for Students: Course Design for Students:

The Graphic SyllabusThe Graphic Syllabus**

Jackie Cason, Ph.D.Jackie Cason, Ph.D.Center for Advancing Faculty ExcellenceCenter for Advancing Faculty Excellence

New Faculty OrientationNew Faculty OrientationFall 2006Fall 2006

*Adapted from a pre-conference workshop by Linda B. Nilson, Clemson University, Writing Across the Curriculum Conference, May 2006, and from the UAF Center for Distance Education and Distance Learning Systems based on the work of Grant Wiggins & Jay McTighe, 1998, Understanding by Design.

Reflecting on Current Practice Reflecting on Current Practice

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, or write a descriptive paragraph.You can jot notes, create a diagram or flowchart, or write a descriptive paragraph.

Just capture your current process!Just capture your current process!

Identifying Course GoalsIdentifying Course Goals

• Traditional ProcessTraditional Process– Curriculum Content Guides Curriculum Content Guides

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

– Previous SyllabiPrevious Syllabi

• Backward DesignBackward Design– Enduring UnderstandingsEnduring Understandings– Essential QuestionsEssential Questions– Unit Questions and ActivitiesUnit Questions and Activities

Traditional ProcessTraditional Process

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

Backward DesignBackward Design

Stages of the Backward Design ProcessStages of the Backward Design Process

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

they go against habits!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 our performance ideas first before clarifying our performance goals for students.goals for students.

• By thinking through the assessments up front, By thinking through the assessments up front, we ensure greater alignment of our goals and we ensure greater alignment of our goals and means, and ensure that our teaching is focused means, and ensure that our teaching is focused on desired results.on desired results.

Curricular PrioritiesCurricular PrioritiesTypes of Understanding/Bodies of KnowledgeTypes of Understanding/Bodies of Knowledge

Levels of KnowledgeLevels of Knowledge

It’s worth being familiar with if it…It’s worth being familiar with if it…

is really interesting and adds value to lifelong learning.is really interesting and adds value to lifelong learning. can be a hook to a big idea or theme.can be a hook to a big idea or theme. helps in making links to other ideas or disciplines.helps in making links to other ideas or disciplines.

It is important to know and do if it…It is important to know and do if it…

is key to understanding the subject.is key to understanding the subject. is something one might need to know and do throughout life.is something one might need to know and do throughout life. links to enduring understandings.links to enduring understandings.

It is an enduring understanding if it…It is an enduring understanding if it…

is at the heart of the discipline.is at the heart of the discipline. has value beyond the classroom.has value beyond the classroom. is that aspect of learning that will remain for a lifetimeis that aspect of learning that will remain for a lifetime

UncoverageUncoverage• Instead of Covering Material, Uncover ItInstead of Covering Material, Uncover It

– Find ways to have students Find ways to have students dodo the material, not just the material, not just learn it.learn it.

– Focus on integrated performance, not isolated lessons.Focus on integrated performance, not isolated lessons.– Enduring understandings are subtle and unobvious.Enduring understandings are subtle and unobvious.– Uncover what is vital and revealing.Uncover what is vital and revealing.– What is uncovered is a shorthand for results of What is uncovered is a shorthand for results of

inquiries, problems, and arguments, not self-evident inquiries, problems, and arguments, not self-evident fact.fact.

• BreadthBreadth– Unearth, Analyze, Question, Prove, GeneralizeUnearth, Analyze, Question, Prove, Generalize– Not the same as coverageNot the same as coverage

• DepthDepth– Connect, Picture, ExtendConnect, Picture, Extend

Some Enduring UnderstandingsSome Enduring Understandings

American HistoryAmerican History

• Individuals and their varied backgrounds Individuals and their varied backgrounds contribute to the diversity of American contribute to the diversity of American culture and society.culture and society.

• Tensions are inherent in the principles, Tensions are inherent in the principles, values, and ideals of American society.values, and ideals of American society.

Some Enduring UnderstandingsSome Enduring UnderstandingsComposition StudiesComposition Studies

• Communication is contextual and occurs at the Communication is 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.

Activity:Activity:Enduring UnderstandingsEnduring Understandings

Use Worksheet 1Use Worksheet 1

Understanding → Questions Understanding → Questions

• From Enduring Understandings…From Enduring Understandings…– Physics: the nature of gravitational forcePhysics: the nature of gravitational force– History: the subjective aspect of the historical recordHistory: the subjective aspect of the historical record– Literature: the roles of morals, heroes, and villains in fictionLiterature: the roles of morals, heroes, and villains in fiction– Communication: the characteristics of sarcasm, irony, and spinCommunication: the characteristics of sarcasm, irony, and spin

• ……Create Essential QuestionsCreate Essential Questions– What is gravity?What is gravity?– Is history objective? Is it a history of progress?Is history objective? Is it a history of progress?– Must fiction involve morality?Must fiction involve morality?– Do we always “mean what we say and say what we mean?”Do we always “mean what we say and say what we mean?”

• The Essential Questions EndureThe Essential Questions Endure– Recur throughout the course (and beyond)Recur throughout the course (and beyond)– Can’t be answered simply… or sometimes at allCan’t be answered simply… or sometimes at all

Understanding Leads to Essential QuestionsUnderstanding Leads to Essential Questions

Essential QuestionsEssential QuestionsEssential Questions--Organizational Essential Questions--Organizational

Framework for Units of InstructionFramework for Units of Instruction

• Go to the heart of the discipline—address the philosophical or Go to the heart of the discipline—address the philosophical or conceptual foundations of the disciplineconceptual foundations of the discipline

• Have no obvious “right” answerHave no obvious “right” answer

• Recur naturally throughout one’s learning and in the history of Recur naturally throughout one’s learning and in the history of the field/disciplinethe field/discipline

• Raise other important questions, often across disciplinary Raise other important questions, often across disciplinary boundariesboundaries

• Lead readily to asking research or inquiry questionsLead readily to asking research or inquiry questions

• Are framed to provoke and sustain student interestAre framed to provoke and sustain student interest

Activity:Activity:Essential QuestionsEssential Questions

Use Worksheet 2Use Worksheet 2

Essential → Unit Questions Essential → Unit Questions

• Unit questions inform class activitiesUnit questions inform class activities– Uncover facets of essential understandingsUncover facets of essential understandings– Still not self-evidently true… uncoveredStill not self-evidently true… uncovered– Provoke/sustain student interestProvoke/sustain student interest

• Samples of Unit QuestionsSamples of Unit Questions– PhysicsPhysics: How is gravity related to mass? Explain the basic : How is gravity related to mass? Explain the basic

inverse square proportion (Newton’s Law)inverse square proportion (Newton’s Law)– HistoryHistory: How have perceptions of Columbus (and our : How have perceptions of Columbus (and our

celebration of Columbus Day) changed? Why?celebration of Columbus Day) changed? Why?– LiteratureLiterature: Who are the moral centers of Huck Finn?: Who are the moral centers of Huck Finn?– CommunicationCommunication: Is the Alanis Morrissette song “Ironic” : Is the Alanis Morrissette song “Ironic”

actually ironic? How does it differ in this respect from Mark actually ironic? How does it differ in this respect from Mark Antony’s “Brutus is an honorable man?”Antony’s “Brutus is an honorable man?”

Essential Questions Lead to Unit QuestionsEssential Questions Lead to Unit Questions

First Impressions: First Impressions: Course Design and the Graphic SyllabusCourse Design and the Graphic Syllabus

Now that you have taken the time to Now that you have taken the time to design your course with enduring design your course with enduring understandings, essential questions, understandings, essential questions, and authentic activities and and authentic activities and assessments, how do you communicate assessments, how do you communicate that to students?that to students?

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].

How Some Students See Your How Some Students See Your Syllabus and Course DesignSyllabus and Course Design

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 Orienteering through ObstaclesWeek 1: Overview of Orienteering through Obstacles• Week 2: From Compasses to GPS TechnologyWeek 2: From Compasses to GPS Technology• Week 3: Hiking Boots and Knot TyingWeek 3: Hiking Boots and Knot Tying• Week 4: Cont’—Untying KnotsWeek 4: Cont’—Untying Knots• Week 5: Encountering Wildlife I: Bears and BeaversWeek 5: Encountering Wildlife I: Bears and Beavers• Week 6: Encountering Wildlife II: Moose and WaterfowlWeek 6: Encountering Wildlife II: Moose and Waterfowl• Week 7: Fur RendezvousWeek 7: Fur Rendezvous• 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.

Four Functions of a SyllabusFour Functions of a Syllabus

• A contractA contract

• A communication deviceA communication device

• A plan of actionA plan of action

• A cognitive mapA cognitive map

A ContractA Contract

The syllabus is an important legal The syllabus is an important legal document that represents an agreement document that represents an agreement between you and your students.between you and your students.

Consider seriously the policies you want Consider seriously the policies you want to enforce. to enforce.

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

• ““Students have the Students have the right to be informed right to be informed at the beginning of at the beginning of each term of the each term of the nature of the course, nature of the course, course expectations, course expectations, evaluation standards, evaluation standards, and the grading and the grading system.” (Ch. 5, p. system.” (Ch. 5, p. 44) 44)

A ContractA Contract

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

• It must reflect the purpose of the course as It must reflect the purpose of the course as stated in the Catalog.stated in the Catalog.

• It must state your course policies It must state your course policies explicitlyexplicitly to to be enforceable.be enforceable.

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

Instructor Contact Information…Instructor Contact Information…

Please remember:Please remember:– Faculty are required to hold office Faculty are required to hold office

hourshours– Students need at least Students need at least twotwo ways to ways to

contact youcontact you– Say which way is best to contact youSay which way is best to contact you

Exercise 1: EnforceabilityExercise 1: Enforceability

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

Note:Note: Academic Freedom Academic FreedomBe aware of the rights and responsibilities of Be aware of the rights and responsibilities of

academic freedom:academic freedom:

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

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

• The syllabus should alert students to material that The syllabus should alert students to material that might be offensive.might be offensive.

• For example…For example…

Sample DisclaimersSample Disclaimers

• ““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.”

A Communication DeviceA Communication Device

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

Note:Note: Clarify boundaries & policies Clarify boundaries & policies

• Make your boundaries as a faculty member Make your boundaries as a faculty member clear. Don't try to be all things to all clear. Don't try to be all things to all students!students!

• List student services that are available for List student services that are available for non-academic needs, such asnon-academic needs, such as– Disability Support ServicesDisability Support Services– Information Technology Call CenterInformation Technology Call Center– Enrollment Services Enrollment Services

• Make your plan crystal clear by avoiding Make your plan crystal clear by avoiding misleading language.misleading language.

Exercise 2: ClarityExercise 2: Clarity

Attendance Grading ScaleAttendance Grading ScaleA 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 – more than 12 absences F in the class – more than 12 absences

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

A Plan of ActionA Plan of Action

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

http://curric.uaa.alaska.edu/curric/courses/http://curric.uaa.alaska.edu/curric/courses/– Educational philosophyEducational philosophy– Course strategyCourse strategy– Course goalsCourse goals

Note:Note: Make sure your syllabus is Make sure your syllabus is flexible enoughflexible enough

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

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

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

Exercise 3: FlexibilityExercise 3: Flexibility

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

A Reference GuideA Reference Guide

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

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

Note: Note: Keep a copy of Keep a copy of everyevery syllabus for your recordssyllabus for 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.

Handouts:Handouts: CAS Template Checklist CAS Template Checklist

Syllabus ChecklistSyllabus Checklist

A Cognitive MapA 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.

What is a Graphic Syllabus?What is a Graphic Syllabus?

Definition: Definition:

–A flow chart, diagram, or topical A flow chart, diagram, or topical organization of the course that organization of the course that complements the printed syllabus.complements the printed syllabus.

Benefits of a Graphic SyllabusBenefits of a Graphic Syllabus

• Appeals to nonverbal learning stylesAppeals to nonverbal learning styles• Models a learning tool by encouraging students to Models a learning tool by encouraging students to

map course conceptsmap course concepts• Reinforces memoryReinforces memory• Offers the big picture without being over-laden with Offers the big picture without being over-laden with

languagelanguage• Forces us to tighten our own course organization and Forces us to tighten our own course organization and

to clarify the enduring understandings and essential to clarify the enduring understandings and essential questions as well as the relationships among various questions as well as the relationships among various units of instructionunits of instruction

• Releases faculty creativity in course designReleases faculty creativity in course design

ExamplesExamples

See handouts with examples of graphic syllabi:

– Social Stratification

– Conservation Biology

– Public Science Writing

Variations in Graphic SyllabiVariations in Graphic Syllabi• Shape, Shading, and Color of key enclosures, Shape, Shading, and Color of key enclosures,

activities, assignments, etc.activities, assignments, etc.

• Shape, Shading, and Color of Connecting linesShape, Shading, and Color of Connecting lines

• Type size, face, features (Type size, face, features (boldbold, , italicsitalics))• Graphic metaphors or symbolsGraphic metaphors or symbols

Verbal & Visual VariationsVerbal & Visual Variations

Verbal: Verbal: ““When properly implemented, the case method, problem-based When properly implemented, the case method, problem-based learning, (PBL), service-learning (SL), and simulations all teach learning, (PBL), service-learning (SL), and simulations all teach students how to apply course material.”students how to apply course material.”

Visual:Visual:

Teaching Application

Simulations

SL

PBL

Case Method



Visual:Visual:

Case Method PBL

SL Simulations

Teach Applications

Verbal & Visual VariationsVerbal & Visual VariationsVerbal: Verbal:

““When properly implemented, the case method, problem-based When properly implemented, the case method, problem-based learning, (PBL), service-learning (SL), and simulations all teach learning, (PBL), service-learning (SL), and simulations all teach students how to apply course material.”students how to apply course material.”

Visual:Visual:

TeachApplication

PBL

Case Method

Simulations

SL



Visual:Visual:Case Method PBL SL Simulations

Teach Application



Visual:Visual:Teach Application

Case Method PBL SL Simulations



Visual:Visual:

Teach Application

Case Method

PBL

SL

Simulations

Activity:Activity:Exercise in Thinking GraphicallyExercise in Thinking Graphically

Use Worksheet 3 Use Worksheet 3

Final Activity:Final Activity:Designing A Graphic Syllabus Designing A Graphic Syllabus

for your Coursefor your Course

visually mapping course design for students: the graphic syllabus * jackie cason, ph.d. center for...

Documents

backward design process

knowledge slide

best slide

lifetime slide

performance goals

backward design stages

current process

mapping course design