syllabus and course design

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

ESED 8200 Online Summer 2015

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)


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


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


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.)


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


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)


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


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


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


Learner-Centered Syllabus

Expression of learning rationale and goalsTeacher accessibilityCollaborative opportunitiesFeedback processesGradesRespective roles of teachers and studentsPolicy focus versus outcome focusExperiential opportunities


Lisa Benson

Check Linda's book to clarify

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


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?


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.


Lisa Benson

insert link to Syllabus Repository

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?


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)


syllabus and course design

Education

online summer

course objectives similar

overall course objectives

knowledge dimension

course design

interests of students

learning prior knowledge

specific learning objectives