College of Education and Allied StudiesOffice of Semester Conversion

Academic Programs and Graduate Studies

February 4, 20162:00 pm – 4:00 pm

Oakland/Concord Room

Developing Transformed Syllabi

Deadlines for Programs and Departments

Program Due Date

Service courses 10/12/15 – 12/11/15

Graduate and credential programs

11/16/15 – 2/12/16

Undergraduate programs 1/11/16 – 5/13/16

General education courses 1/11/16 – 5/13/16

Developing Transformed Syllabi Workshop Outcomes

Why a transformed syllabus?What IS a transformed syllabus and who is it for?Elements of a transformed syllabus and the

connections among these elementsUses for a transformed syllabus

Deliverables for “Transformation”

New or revised PLOs New or revised curriculum map New or revised assessment plan Detailed syllabi for transformed courses New or revised roadmap: including GE, pre-

requisite, required, and elective courses

Page 5, Semester Conversion Guide

What is a Detailed Syllabus for Transformed Course?

A template is in your handouts. We will work from this template today. Note that this is NOT intended as a student

syllabus.

Elements of the Detailed Syllabus for each Transformed Course

1. Course informationDepartment, Course Title and Number, Catalog

Description, Number of units, Student Population

2. Learning OutcomesCourse, Program, GE, ILO

3. Evidence of Transformation4. Connections between your course outcomes, relevant

course activities, assignments and assessment strategies

5. Examples Transformed Syllabus Approaches

Uses for a Transformed Syllabus

Template is submitted with New Course Requests (via Curriculog as an attachment in 2016)

# 3, “Evidence of Transformation” is what represents the transformation.Records the department’s thoughts and commitment

to transformation Can be a resource for instructors teaching the course

(especially those new to the course)Can be used as an assessment tool

Making Connections Among the Elements

Course Learning Outcomes

Course Assignments and

Assessment Strategies

Pedagogical Approaches and Course Activities

What Level(s) for Your Outcomes?

Revised Bloom’s Taxonomy of the Cognitive Domain, Page 14, Semester Conversion Guide.

• What are the levels of thinking in the course? (Could also be other levels such as attitudinal or psychomotor)

• How can you express these levels using learning outcomes that are measurable and observable?

Bloom’s Taxonomy with Associated Assessments

Handout

Activity #1: Outcomes Critique

1. Analyze literary works for their structure and meaning2. Develop an appreciation of music3. Develop and present an integrated marketing communications

advertising campaign4. Demonstrate a developing intellectual curiosity and a habit of

lifelong learning, through choice of research topics, the number and quality of questions asked in class, the application of course concepts or themes to lived experiences or world events, or through other similar means

5. Identify soil texture and structure6. Learn about digestion7. Critically evaluate the choreography, performance, and theatrical

elements of a dance performance

Are these measureable? Are these observable?

Rethinking our Pedagogy: Another Transformational Practice

High-Impact Teaching High Impact Learning Writing-to-learn (e.g. quick-

writes, journals, blogs, other reflective writing)

Progressive assignments with ongoing feedback

Collaborative projects and assignments

Building cross-curricular perspectives

Diverse and global perspectives Building connections between

learning and real-world settings - Relevance

Problem-based learning Performances,

demonstrations, and presentations

Research experiences Service learning,

community based learning Field trips Capstone projects Shared intellectual

experiences

Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome?

Course outcome Relevant activities Relevant assignment

Relevant assessment strategies

Analyze literary works for their structure and meaning

Writing to learnScaffold writing assignments with feedback

Final paper Rubrics for the level of analysis

Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome?

Course outcome Relevant activities Relevant assignment

Relevant assessment strategies

Develop and present an integrated marketing communications advertising campaign

Working in teams, students develop campaign with local business owners Campaign submitted in stages Students practice assessing campaign examples

Campaign presented in class Final written campaign submitted

Campaign development and presentation assessed by peers (and faculty) for presence of elements

Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome?

Course outcome Relevant activities Relevant assignment

Relevant assessment strategies

Identify soil texture and structure

Field trip for sample collection

Test samples in labComplete practice quizzes and discuss

Final practical exam where soil samples are identified

Using the Bloom’s Taxonomy (p. 14) and action verbs (p.15) 1. Write or fine-tune a course outcome for a

course you are instructing/transforming. 2. Select possible activities you might use

along with relevant assignments and assessment strategies that align

Activity #3Align Outcome – Activities – Assignment

Report Out

Essential Questions

Are course learning outcomes written at the appropriate level for the course and measurable and observable (so they can be assessed)?

Are there connections/alignments between your course outcomes, course activities, assignments and assessment strategies?

Do the course outcomes align with program learning outcomes and any relevant institutional learning outcomes?

Curriculum Map #1

Page 24, Semester Conversion Guide

Curriculum Map #2PLOs Aligned to ILOs

Page 33, Semester Conversion Guide

College of Education and Allied StudiesOffice of Semester Conversion

Academic Programs and Graduate Studies

February 4, 20162:00 pm – 4:00 pm

Oakland/Concord Room

Developing Transformed Syllabi