getting ready for classes: developing effective course syllabi sara k. bridges, ph.d. cathy...

Getting Ready for Classes: Developing Effective Course Syllabi

Sara K. Bridges, Ph.D.Cathy Meredith, Ed.D.Vivian G. Morris, Ph.D.

First place to look for help!

COE Faculty and Staff Resources:http://www.memphis.edu/coe/faculty/faculty_resources.php

http://www.memphis.edu/coe/faculty/staff_resources.php

Overview• Freshman• Syllabus Prep• Policies and Procedures• Developing Meaningful

Assignments• The First Day• Classroom Challenges

Freshman1. They have always lived in cyberspace,

addicted to a new generation of “electronic narcotics.”

2. Bill Clinton is a senior statesman of whose presidency they have little knowledge.

3. They have never seen an airplane “ticket.”4. They probably can’t clearly remember

meeting someone at the gate at an airport.5. While still fans of music on radio, they often

listen to it on their laptops or replace it with music downloaded onto their MP3s and iPods.

6. Exposed bra straps have always been a fashion statement, not a wardrobe malfunction to be corrected quietly by well-meaning friends.

Freshman7. A significant percentage of them will

enter college already displaying some hearing loss.

8. Women have always piloted war planes and space shuttles.

9. Outdated icons with images of floppy discs for “save,” a telephone for “phone,” and a snail mail envelope for “mail” have oddly decorated their tablets and smart phone screens.

10.There have always been blue M&Ms, but no tan ones.

11.Probably the most tribal generation in history, they despise being separated from contact with their similar-aged friends. 

12.They watch television everywhere but on a television.

COE Syllabus FormatThe University of Memphis

• Course Information– Course title, course

number, and credit hours– Use COE Format– Include the location of

classroom, and the days and hours class/ lab/studio/etc. meets.

• Instructor Information.– Full name, title– Office location (and where to leave

assignments)– Office phone number; office hours– Emergency phone number; the

number of the department office.– Many instructors give the students

their home or cell telephone number. If you do, list restrictions, e.g., "No calls between 10:30 pm and 8:30 am please.”

• Text, Readings, Materials– Textbook(s) -- include the

title, author, date (and edition), publisher

– Supplementary reading(s) – Materials 

• Course Descriptions/Objectives– Variously called course

description, content, goals, objectives

– Bare minimum would be to repeat the description in the college catalog

– Information about  instructional methods, e.g., large lecture with small discussion sections

• Course Calendar/Schedule– State that the schedule is

tentative and subject to change depending upon the progress of the class.

– Dates for exams, quizzes, or other means of assessment. 

– Include due dates for major assignments. If the topic has to be approved, when; if an outline or draft is an interim step, when it is due.

• Course Policies– Attendance, lateness– Class participation – Missed exams or assignments 

• Syllabi should inform the students whether exams and assignments can be made up; statements regarding earning extra credit should also be included if that is an option.

– Academic dishonesty (cell phones)– Diversity– Grading (expectations, point

values)  – Available Support Services

UM Drive and Online courses

• UM Tech Training and Documentation

http://www.memphis.edu/umtech/teaching/index.php

• eCourseware infohttps://

umdrive.memphis.edu/g-alc/ecourseware-d2l/faculty-guides/eCourseware_Faculty_Quick_Start.pdf

Policy and Procedures

• Keep office hours• Attendance reporting being

conducted on Spectrum.• How to record grades on Spectrum.• Student conduct training (TBR)• Teaching Tips:

– http://www.unl.edu/gradstudies/current/teaching/first-3-weeks

Special Needs

• Students with Disabilities– Will have form from SDS

• Athletes – – Student athlete forms. They need

to return them through campus mail to Joe Luckey, as indicated at the bottom of the form.

• The availability of tutors on campus and online. Website for more info is:– http://www.memphis.edu/esp/

onlinetutoring.htm

Written Assignments

• Be prepared for a range of writing skills.

• Specify your expectations re: writing

• Online resources for students– http://owl.english.purdue.edu/– http://www.dartmouth.edu/

~writing/materials/student/toc.shtml

– http://www.powa.org/– http://www.apastyle.org/learn/faqs/

index.aspx

Developing Meaningful Assignments

Assignments: • Should be relevant to

work/tasks that students may be responsible for in their professional roles.

• Assist students in comprehending course goals, objectives, and content.

Included below are some guidelines to consider when developing writing assignments for college courses.

Developing Meaningful Assignments

• Must be very specific in expectations for the assignment such as:– Required and optional

readings– Criteria for evaluation– Due date for submission – Presentation of assignment– Length of assignment – Writing style required (e.g.,

APA, Chicago, etc.)

Developing Meaningful Assignments

• Have a great potential to contribute to enriched classroom interaction by students if they are required to complete writing assignment prior to discussion of related topic/content in class.

http://www.memphis.edu/coe/faculty/faculty_resources.php

Grading

• Promptly return grades so students know where they stand in the class.

• Undergrads have early intervention options.

• Present clear grading rubrics• Be ready for "special requests" or

crises. Respond consistently.• Final grades must be done online.• Must be turned in by 10 am. on

Monday after finals end.

I've come to the frightening conclusion that I

am the decisive element in the classroom.  It’s

my personal approach that creates the

climate.  It’s my daily mood that makes the

weather.  As a teacher, I possess tremendous

power to make a student’s life miserable or

joyous.  I can be a tool of torture or an

instrument of inspiration.  I can humiliate or

humor, hurt or heal.  In all situations, it is my

response that decides whether a crisis will be

escalated or de-escalated and a student

humanized or de-humanized.    

— Haim Ginott, 1976.

Setting the tone• The importance of the first day

• Become familiar with AV equipment in room – before class

• What have they heard about the class?

• Practice active listening and basic paraphrasing

• Live “there is no such thing as a stupid question or comment”

Encourage Active Participation

• Create an atmosphere where active participation is expected

• Introductions – social cohesion

• Respond actively to all self introductions

• Discussion of expectations re: participation

• Small group work on first day

Sample Class Norms

• Equity of Voice

• Active Listening

• Safety to Share Different Perspectives

• Confidentiality

Challenges posed to students

• Listen as though you agree completely with what the other person is saying

• Say aloud what you would normally say to your neighbor

• Say unpopular things if it is what you believe

• Only restate someone else’s opinion if it adds something to the discussion

Conflict happens

• Prevention & De-escalation

• Strict neutrality? For me,

yes.

• Follow ethical guidelines for

your discipline

• Address the conflict

– Don’t dismiss or ignore

Conflict happens

• Remove self from the controversy

• Help to make sure all sides are represented

• Process the process

Conflict Scenarios

• Monopolizing discussion• Controversial topics in

“non-controversial” courses

• Side comments• Actively challenging

professor• Others?