Developing a Developing a Syllabus and Writing Syllabus and Writing Learning OutcomesLearning Outcomes

Nancy AllenNancy Allen

College of EducationCollege of Education

Qatar UniversityQatar University

Instructional Objectives for Instructional Objectives for this Sessionthis Session

Provide an understanding of the Provide an understanding of the nature and purposes of syllabinature and purposes of syllabi

Enable participants to prepare better Enable participants to prepare better syllabi with clear course objectives syllabi with clear course objectives and learning outcomesand learning outcomes

Learning Outcomes for this Learning Outcomes for this SessionSession

Compare and contrast different kinds of Compare and contrast different kinds of syllabi.syllabi.

Evaluate syllabi on the basis of how they Evaluate syllabi on the basis of how they support learning.support learning.

Describe the characteristics of quality Describe the characteristics of quality instructional objectives and learning instructional objectives and learning objectives.objectives.

Compare and contrast instructional Compare and contrast instructional objectives and learning outcomes. objectives and learning outcomes.

Write quality instructional objectives and Write quality instructional objectives and learning objectives.learning objectives.

Explain how well-written objectives Explain how well-written objectives support student learning.support student learning.

What is a syllabus?What is a syllabus?

A syllabus is a legally-binding A syllabus is a legally-binding contract between the instructor and contract between the instructor and the student.the student.

What is a syllabus?What is a syllabus?

Two fundamental criteria:

1. It should include all the information that students need to have at the beginning of the course. 2. It should include all the information that students need to have in writing.

BASIC PURPOSES Describe the course, its goals, and its Describe the course, its goals, and its objectives.objectives.

Describe the structure of the course and Describe the structure of the course and its significance within the general program its significance within the general program of study of study

Discuss what mutual obligations Discuss what mutual obligations students and instructors share.students and instructors share.

Provide critical logistical and Provide critical logistical and procedural information --what will happen, procedural information --what will happen, when, and where.when, and where.

Brainstorm: What elements Brainstorm: What elements should a syllabus contain?should a syllabus contain?

Required Elements of a Required Elements of a Course SyllabusCourse Syllabus

Course InformationCourse Information Faculty InformationFaculty Information Course DescriptionCourse Description Course ObjectivesCourse Objectives Student Learning Student Learning

OutcomesOutcomes Content Distribution Content Distribution

Delivery MethodsDelivery Methods Learning Resources and Learning Resources and

MediaMedia

Assessment Policy and Assessment Policy and ToolsTools

Learning Activities and Learning Activities and TasksTasks

RegulationsRegulations References and References and

Additional ResourcesAdditional Resources AppendicesAppendices - Course Matrix- Course Matrix - Evaluation Criteria - Evaluation Criteria

(Rubrics)(Rubrics)

Kinds of SyllabiKinds of Syllabi

Content-basedContent-based

Process-basedProcess-based

Outcomes-baseOutcomes-base

What the instructor What the instructor will teachwill teach

How the instructor How the instructor will teachwill teach

What the student What the student will learnwill learn

Watson, G. (2001

Course InformationCourse Information

• Day and Time Class MeetsDay and Time Class Meets• Will longer meeting times be needed?Will longer meeting times be needed?• Time to accommodate out-of-class Time to accommodate out-of-class

research?research?• ““Custom” schedule vs. standard meeting Custom” schedule vs. standard meeting

times?times?• Place Class MeetsPlace Class Meets

• Fixed seating vs. moveable seatsFixed seating vs. moveable seats• PBL or case study room optionPBL or case study room option

Example: Process (PBL)

Instructor InformationInstructor Information

• Phone Numbers, E-mailPhone Numbers, E-mail• Class and/or group phone numbersClass and/or group phone numbers• Newsgroup, class mailing lists, chat Newsgroup, class mailing lists, chat

roomsrooms

• Educational PhilosophyEducational Philosophy• What you value and whyWhat you value and why

Watson, G. (2001

Text, Readings, MaterialsText, Readings, Materials

• Textbook(s)Textbook(s)• Is one needed? Daily use? Reference? Is one needed? Daily use? Reference?

Choices?Choices?• User-friendly for independent study?User-friendly for independent study?• Does text address all learning issues?Does text address all learning issues?

• Supplementary ReadingsSupplementary Readings• Electronic reserveElectronic reserve• Web sitesWeb sites• Off-campus student accessibility to theseOff-campus student accessibility to these

Watson, G. (2001

Course Calendar/ScheduleCourse Calendar/Schedule

• Dates for Exams, QuizzesDates for Exams, Quizzes• Group components?Group components?• Time constraints: in-class, out-of-class, or Time constraints: in-class, out-of-class, or

take-home?take-home?• (Out-of-class exams slots require advance (Out-of-class exams slots require advance

planning for room scheduling, i.e., listing planning for room scheduling, i.e., listing exams in course registration booklet)exams in course registration booklet)

Watson, G. (2001

Course PoliciesCourse Policies

• Attendance, LatenessAttendance, Lateness• Effect on group progress and Effect on group progress and

dynamicsdynamics• ParticipationParticipation

• Clear expectations for individual, Clear expectations for individual, groupgroup

• GradingGrading• Balance in individual vs. group Balance in individual vs. group

accountabilityaccountability• Process skills: how much are they Process skills: how much are they

valued?valued?

Watson, G. (2001)

Available Support ServicesAvailable Support Services• Library

• Research skills, available data bases• Library tours

• Computers and Electronic Resources• Using e-mail, Internet and access to

same • Using specialized software:

spreadsheets, statistics• Program/platform compatibility for

sharing work

Watson, G. (2001)

WHAT IS AN OBJECTIVE-BASED SYLLABUS?

A reflective exercise that addresses A reflective exercise that addresses the question: What do students the question: What do students needneed to know in order to derive to know in order to derive maximummaximum benefit from this educational benefit from this educational experience?experience?

A change in focus that affects the A change in focus that affects the students’ role, requiring them to be students’ role, requiring them to be responsible for their own learningresponsible for their own learning

Discussion QuestionDiscussion Question

Why is it important to distinguish Why is it important to distinguish among these three types of syllabi?among these three types of syllabi?

BASIC GOALS OF AN OBJECTIVE BASED BASIC GOALS OF AN OBJECTIVE BASED SYLLABUS SYLLABUS

Answers the questions:Answers the questions:

What do students need to learn (goals and What do students need to learn (goals and objectives)? objectives)?

What assignments, classroom activities, and What assignments, classroom activities, and pedagogical approaches will help students reach pedagogical approaches will help students reach these goals?these goals?

How will you determine that students have How will you determine that students have accomplished what you set out to teach them? accomplished what you set out to teach them?

Course DescriptionsCourse Descriptions

Explaining, briefly, what your course Explaining, briefly, what your course is all aboutis all about

The “big picture”The “big picture”

Interrogatory Course DescriptionInterrogatory Course Description

InterrogatoryInterrogatory: : Political Sciences 340Political Sciences 340Individual Responsibility in OrganizationsIndividual Responsibility in Organizations This course examines research on This course examines research on responsibility and relates it to how we run our responsibility and relates it to how we run our business, government, educational and other business, government, educational and other institutions. What do we do that sabotages institutions. What do we do that sabotages responsibility? How can you design responsibility? How can you design organizations so that people feel responsible? organizations so that people feel responsible? Is there a relationship between responsibility Is there a relationship between responsibility and efficiency? If so, why is it a secret? and efficiency? If so, why is it a secret?

Method: collaborative inquiry.Method: collaborative inquiry.

Declarative Course DescriptionDeclarative Course Description

History 212History 212Renaissance EuropeRenaissance Europe

This course will examine the cultural and This course will examine the cultural and intellectual movement known as the Renaissance, intellectual movement known as the Renaissance, from its origins in fourteenth-century Italy to its from its origins in fourteenth-century Italy to its diffusion into the rest of Europe in the sixteenth diffusion into the rest of Europe in the sixteenth century. We will trace the great changes in the century. We will trace the great changes in the world of learning and letters, the visual arts, and world of learning and letters, the visual arts, and music, along with those taking place in politics, music, along with those taking place in politics, economics, and social organization. We will be economics, and social organization. We will be reading primary sources as well as modern works. reading primary sources as well as modern works. Discussions on issues and group presentations will Discussions on issues and group presentations will be the main focus of our work.be the main focus of our work.

Course Description: TipsCourse Description: Tips

You may want to use statements such as: You may want to use statements such as: The students will explore ……The students will explore …… [List the topics covered in brief descriptive [List the topics covered in brief descriptive

phrases] will be examined in relation to….. phrases] will be examined in relation to….. There will be emphasis on ….There will be emphasis on ….

If the first line of a description does no more than If the first line of a description does no more than repeat the course title, omit it and go on to the repeat the course title, omit it and go on to the next line.next line.

If a term such as "laboratory", "seminar" or If a term such as "laboratory", "seminar" or "workshop" is used in the title, you don’t need to "workshop" is used in the title, you don’t need to repeat it in the description.repeat it in the description.

Course Description: TipsCourse Description: Tips

If the course number or title adequately indicates If the course number or title adequately indicates the relative sophistication of the course, it is the relative sophistication of the course, it is unnecessary to use "introduction to" or unnecessary to use "introduction to" or "advanced study of" in the course description."advanced study of" in the course description.

In general, the course description should cover In general, the course description should cover the course aims, structure (methodology) and the course aims, structure (methodology) and assessment.assessment.

Use action words, active voice, convey a user-Use action words, active voice, convey a user-friendly tone, and use tasteful humor if you deem friendly tone, and use tasteful humor if you deem appropriate.appropriate.

Course Description: TipsCourse Description: Tips

Limit the description to about 35 wordsLimit the description to about 35 words

Proof readProof read!!!!

Review your own course Review your own course description.description.

ReferencesReferences

http://http://universitysenate.syr.edu/curricula/writuniversitysenate.syr.edu/curricula/writing.htmling.html

http://www.keele.ac.uk/depts/en/http://www.keele.ac.uk/depts/en/wtts/description.htm wtts/description.htm

http://precollege.case.edu/syl/http://precollege.case.edu/syl/CreativeWritingEquinox07.pdfCreativeWritingEquinox07.pdf

http://www.ctl.sas.upenn.edu/tips/http://www.ctl.sas.upenn.edu/tips/index.html index.html

http://www.usm.maine.edu/olli/http://www.usm.maine.edu/olli/national/pdf/USM-PR_Tips.pdfnational/pdf/USM-PR_Tips.pdf

Instructional ObjectivesInstructional Objectives

Broad statements reflecting what Broad statements reflecting what students should learn as a result of students should learn as a result of taking the course.taking the course.

Express the general focus of the course Express the general focus of the course and help students understand the and help students understand the direction the course will take.direction the course will take.

ExamplesExamples

““Students will develop a basic Students will develop a basic speaking knowledge of the French speaking knowledge of the French language that will enable them to language that will enable them to carry on a simple conversation with a carry on a simple conversation with a native French speaker.”native French speaker.”

““Students will be able to apply basic Students will be able to apply basic economic concepts to current economic concepts to current economic situations.”economic situations.”

Instructional ObjectivesInstructional Objectives

Use Use generalgeneral terms such as: students terms such as: students will acquire, will acquire, know, understand, know, understand, appreciate, grasp the significance of, appreciate, grasp the significance of, believe, internalize, experience, believe, internalize, experience, recognize, identify etcrecognize, identify etc. .

AskAsk: In what ways will students be : In what ways will students be “different” when they finish the “different” when they finish the course?course?

Instructional ObjectivesInstructional Objectives

Objectives are:Objectives are:

stated in abstract terms. It is non stated in abstract terms. It is non observable /non measurable. It observable /non measurable. It describes what we think students describes what we think students should know and know how to do, and should know and know how to do, and what attitudes they should have by the what attitudes they should have by the end of the course. end of the course. knowledge, skills, knowledge, skills, attitude. attitude.

Instructional ObjectivesInstructional Objectives

Objectives are:Objectives are:

concerned with students, not faculty, concerned with students, not faculty, and will guide students in their and will guide students in their studies. studies.

provide a basis for setting curriculum provide a basis for setting curriculum priorities to focus on the most priorities to focus on the most meaningful content throughout the meaningful content throughout the course.course.

Examples of ObjectivesExamples of Objectives

Students will be able to differentiate between Students will be able to differentiate between hard woods and soft woods. hard woods and soft woods.

Students will comprehend principles of ethics Students will comprehend principles of ethics in the work place.in the work place.

Students should demonstrate a critical Students should demonstrate a critical understanding of the historical and understanding of the historical and contemporary methods of experimental contemporary methods of experimental psychology.psychology.

Students should be able to apply basic Students should be able to apply basic principles of human metabolism.principles of human metabolism.

Examples of ObjectivesExamples of Objectives

Students will develop an understanding of Students will develop an understanding of important concepts and methods in the field of important concepts and methods in the field of literary criticism.literary criticism.

Students will learn how to use basic chemical Students will learn how to use basic chemical concepts in a concepts in a

laboratory experiment.laboratory experiment.

Upon completion of this course, students will Upon completion of this course, students will recognize how cardiac abnormalities manifest recognize how cardiac abnormalities manifest clinically as disease processesclinically as disease processes . .

Program GoalsProgram Goals

General Instructional ObjectivesGeneral Instructional Objectives

Course Learning OutcomesCourse Learning Outcomes

Developing ObjectivesDeveloping Objectives

1.1. Brainstorming what ideal students at the Brainstorming what ideal students at the end of your course and based on your end of your course and based on your instruction should know, learn, be able to instruction should know, learn, be able to do, etc. do, etc.

2. 2. Keep in mind how your course fits with Keep in mind how your course fits with other courses in the program.other courses in the program.

3. Discuss your responses. 3. Discuss your responses.

Learning OutcomesLearning Outcomes Written statements of what students are Written statements of what students are expected to learn and expected to learn and performperform in a course in a course

•State what we want students State what we want students to knowto know and be and be able to doable to do as a result of their learning as a result of their learning experiences in a courseexperiences in a course

Clarify to students our expectationsClarify to students our expectations

PurposesPurposes

Increase students’ awareness of and Increase students’ awareness of and reflection on their own learning;reflection on their own learning;

Help students understand where they are Help students understand where they are supposed to be headed or what they are supposed to be headed or what they are aiming for as learners;aiming for as learners;

Help establish a common language among Help establish a common language among faculty, students and other stakeholders faculty, students and other stakeholders for describing and assessing course for describing and assessing course content;content;

PurposesPurposes

Provide advisors with a useful tool for Provide advisors with a useful tool for helping advisees make decisions about helping advisees make decisions about course registration;course registration;

Help faculty self-assess/reflect on practice;Help faculty self-assess/reflect on practice;

Define potential evidence bases for course Define potential evidence bases for course revision and design; andrevision and design; and

May satisfy important accreditation May satisfy important accreditation requirements by external evaluators.requirements by external evaluators.

Writing Learning OutcomesWriting Learning Outcomes

Bloom (1956) defined three different domains of Bloom (1956) defined three different domains of knowledge:knowledge:

Cognitive domainCognitive domain (thinking, knowledge): (thinking, knowledge): student student cognitive behavior is categorized into six levels ranging cognitive behavior is categorized into six levels ranging from simple (knowledge) to more complex behaviors from simple (knowledge) to more complex behaviors (evaluation)(evaluation)

Affective domainAffective domain (feeling, attitudes): (feeling, attitudes): this domain this domain ranges from receiving going up to internalizing.ranges from receiving going up to internalizing. Psychomotor domain Psychomotor domain (doing, skills):(doing, skills): this this taxonomy ranges from the simple act of perception to taxonomy ranges from the simple act of perception to the highest level of behavior, organization.the highest level of behavior, organization.

Examine the following statements: Which in Examine the following statements: Which in your judgment are acceptable Learning your judgment are acceptable Learning Outcomes? Why?Outcomes? Why?

““By the end of the course, I will be able to By the end of the course, I will be able to demonstrate to students how to set up lab demonstrate to students how to set up lab equipment.” equipment.”

““By the end of the course, students will be able By the end of the course, students will be able to set up laboratory equipment based on to set up laboratory equipment based on specified tasks and purposes”specified tasks and purposes”

Student focusedStudent focused versus versus Teacher focusedTeacher focused

By the end of the semester, the By the end of the semester, the course will instill an understanding of course will instill an understanding of the scientific method.”the scientific method.”

By the end of the semester, students By the end of the semester, students will be able to analyze what will be able to analyze what constitutes valid and invalid constitutes valid and invalid conclusionsconclusions

Focused on the process versus focused on Focused on the process versus focused on the the Outcome.Outcome.

Students will write a lesson plan at the Students will write a lesson plan at the end of each chapter.end of each chapter.

Students will design different lesson Students will design different lesson plans in relation to a variety of plans in relation to a variety of instructional models such as inquiry instructional models such as inquiry model, cooperative learning, lecturing model, cooperative learning, lecturing etc.etc.

Activity based versus Activity based versus outcomes basedoutcomes based

How many learning outcomes in How many learning outcomes in a course should we develop?a course should we develop?

You may want to develop as many outcomes You may want to develop as many outcomes as needed in order to clearly indicate to the as needed in order to clearly indicate to the students what they will gain from the course. students what they will gain from the course.

Each major Each major topictopic in the course should have in the course should have one to threeone to three learning outcomes. learning outcomes.

Each 45-hour or three-credit course should Each 45-hour or three-credit course should have between have between five and 12five and 12 learning outcomes. learning outcomes.

Learning Outcomes -- More TipsLearning Outcomes -- More Tips Check whether your students’ intended Check whether your students’ intended

performanceperformance is observable is observable..

Check whether you can Check whether you can assess/measureassess/measure your students’ observable performance.your students’ observable performance.

AlignAlign course learning outcomes with the course learning outcomes with the mission and goals of your program. mission and goals of your program.

Indicate the Indicate the type and leveltype and level of knowledge, of knowledge, attitude and skills which are expected of attitude and skills which are expected of students upon completion of the course.students upon completion of the course.

Learning Outcomes -- More TipsLearning Outcomes -- More Tips

Make sure each statement has Make sure each statement has one actionone action verb. Do not include more than one verb. Do not include more than one expectation in one statement because the expectation in one statement because the required assessment methods may differ.required assessment methods may differ.

Focus on the Focus on the learning resultlearning result (i.e. product (i.e. product or performance) that the student will or performance) that the student will exhibit and not the learning process or exhibit and not the learning process or your instruction.your instruction.

Write learning outcomes which can be Write learning outcomes which can be measured by more than one assessment measured by more than one assessment method. method.

Developing Learning Developing Learning OutcomesOutcomes

Effective learning outcomes must:Effective learning outcomes must:

Have an action word that describes Have an action word that describes what the student will do differently as what the student will do differently as a result of your course a result of your course

Describe meaningful learningDescribe meaningful learning

Developing Learning Developing Learning OutcomesOutcomes

Effective learning outcomes must:Effective learning outcomes must:

Be measured/verified i.e., you Be measured/verified i.e., you can measure students’ ability to can measure students’ ability to achieve themachieve them Represent high levels of thinking, Represent high levels of thinking, rather than trivial tasksrather than trivial tasks Be written in plain language Be written in plain language students can understandstudents can understand

ExamplesExamples1.Bio 100/1011.Bio 100/101

General Instructional Objective/GoalGeneral Instructional Objective/Goal:: Students will be able toStudents will be able to understand how the biological understand how the biological

sciences explain the natural worldsciences explain the natural world..

Specific Learning OutcomeSpecific Learning Outcome: : Students will:Students will:1.1. Design an experiment, based on a reasonable scientific Design an experiment, based on a reasonable scientific

hypothesis, hypothesis, to demonstrate how an environmental factor affects a living to demonstrate how an environmental factor affects a living

organismorganism

2. Choose 2 biological concepts from the2. Choose 2 biological concepts from the following list and following list and explain how they are related: ecology, cell function, evolution, explain how they are related: ecology, cell function, evolution, geneticsgenetics..

ExamplesExamples2. English 1102. English 110

General Instructional Objective/GoalGeneral Instructional Objective/Goal: : Students will understand how major works of literature Students will understand how major works of literature

explore the human condition and examine human explore the human condition and examine human values.values.

Specific Learning Outcome:Specific Learning Outcome:Students will be able to:Students will be able to: Identify the characteristics inherent in literature, such Identify the characteristics inherent in literature, such

as emotional, intellectual and aesthetic design, on as emotional, intellectual and aesthetic design, on problems of the human condition.problems of the human condition.

Relate the characteristics of literature to larger cultural Relate the characteristics of literature to larger cultural and human values.and human values.

ExamplesExamples2. 2. Course Learning Outcomes (Educ. 245)Course Learning Outcomes (Educ. 245)You should be able to:You should be able to: describe the cognitive, social, physical, emotional describe the cognitive, social, physical, emotional

and language development of students in the and language development of students in the elementary school;elementary school;

demonstrate (in writing and actual teaching) how demonstrate (in writing and actual teaching) how to implement effectively major instructional to implement effectively major instructional methods, approaches and techniques in teaching methods, approaches and techniques in teaching the language arts in the elementary school;the language arts in the elementary school;

plan lessons based on the language arts plan lessons based on the language arts components under student-centered classes in the components under student-centered classes in the elementary school;elementary school;

Reflect on your teaching practices;Reflect on your teaching practices; assess your peers’ micro teaching practices;assess your peers’ micro teaching practices; develop your philosophy of teaching the language develop your philosophy of teaching the language

arts in the elementary school, supported with arts in the elementary school, supported with evidence.evidence.

Writing Learning OutcomesWriting Learning Outcomes

Write learning outcomes for the Write learning outcomes for the following objective: following objective:

““Understands modern dramaUnderstands modern drama””

SummarySummary

A syllabus is a contract. Write it carefully.A syllabus is a contract. Write it carefully.

Begin with the big picture (course Begin with the big picture (course description)description)

……add the idealized final product add the idealized final product (instructional objectives)(instructional objectives)

……provide specific, observable, provide specific, observable, measurable learning outcomesmeasurable learning outcomes

SummarySummary

Then, and only then, are you ready to Then, and only then, are you ready to plan your content and activities.plan your content and activities.