PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e1

PAIDEIA

TEACHING & LEARNING AT MOUNT ALLISON UNIVERSITY

THE NEWSLETTER OF THE PURDY CRAWFORD TEACHING CENTRE

The Course Syllabus:

Taking stock of A scholarly document

syllabus is often described simply as a course outline, providing essential information, key

dates, and course policies. However, according to Linda Nilson (2010), an effective

syllabus is considerably more: “It is also the students’ introduction to the course, the subject

matter, and you.” A good syllabus will not only provide a 13-week itinerary but, as Nilson explains, it should pique students’ interest in and appreciation for the material.

This post-exam exhalation in the academic year is the perfect time to take stock of your courses and

to make adjustments for the future. You will consult students’ feedback and trust your own

satisfaction with course outcomes. You will ask yourself questions such as these: What did I do?

Why did I do it? Did it work? How do I know? (Adapted from Baume, 1996). And you will tweak

your syllabus accordingly. Twelve years ago, I wrote the following description of scholarly teaching in Bridges, the University of Saskatchewan’s teaching and learning newsletter:

“Scholarly teaching is teaching that is constantly evolving and improving. Scholarly teachers

establish clear goals for the course, focusing on what students will learn rather on the content they

will ‘cover.’ They prepare adequately, and they research and use a variety of appropriate methods.

They reflect on their own practice and invite critique on their teaching from students and peers alike. Their teaching results in significant student learning.” Herteis (2003)

Clearly, then, a syllabus is more than just a “course outline.” A syllabus is an evolving record of the professor’s ongoing scholarly engagement to effect student learning.

Professors’ customs and preferences differ

when it comes to syllabi. Some embrace a

minimalist, “just the facts” approach—a

concise document whose contents can be

condensed to the following: the course, who’s

teaching it, what students are expected to read

and do, and when they’re expected to do

it. Others see the syllabus as their first

opportunity to communicate with students, to

set the tone for the course, to disclose their

own interest in the material, perhaps even to

include a snippet from their own teaching

philosophy. Some embellish their syllabi with

graphic elements such as flow charts that

A

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e2

show the structure of the course and the logic

of how its components fit. (See for example

Weimer in Faculty Focus, 2012). Given the

variety of approaches and the desire for

completeness, it will come as no surprise, then, that some syllabi run to 4 or 5 pages.

Though contact information, office hours and

required texts are essential elements of a

course syllabus, an effective syllabus does so

much more as the following list (adapted from

Cornell University) shows:

An effective syllabus sets the tone

for the course:

It communicates student learning

outcomes and how and when they will

be assessed;

It makes clear to students what they

need to do in order to be successful;

It communicates expectations in terms

of student responsibilities;

It reduces misunderstandings about

course policies by anticipating

questions students may have.

Nilson (2010) describes the syllabus as a

roadmap for the course. Parkes & Harris

(2002) go further, calling it a contract, a

permanent record and a learning tool. They

suggest that the syllabus “should delineate the

responsibilities of students and of the

instructor for various tasks, including

attendance, assignments, examinations and

other requirements” (p. 55). When it comes

time to resolve disputes about attendance, late

assignments or missed work, the syllabus is usually the first place to turn.

As a permanent record of the course during a

particular academic term, the syllabus describes

the course content, workload, and grade

allocation. (See Parkes & Harris, p. 57). This is

helpful, for example, for evaluation of transfer

credits for students. For faculty who are

documenting their scholarly teaching

development or contributions to the department,

how a course syllabus has changed or been

refined is a significant piece of evidence—

portfolio material. Keep track of how and why

the course has developed over time: new topics

or sections that have been added or eliminated,

new teaching methods or approaches to

assessment, new texts (or abandoning texts in favour of more up-to-date journal articles).

In terms of a learning tool, an effective syllabus

will include organizational features such as due

dates, assignment guidelines, or assignment

weightings that help students allocate their

efforts wisely. Furthermore, a syllabus may

include study tips, the instructor’s teaching

philosophy, learning resources, self-tests, and

lists of additional, enriching readings available

from the Library. A syllabus may mirror the

kinds of discourse prized in the classroom and

valued in the discipline, reflecting inclusiveness, professionalism, and integrity.

The process of developing a syllabus can also be

a scholarly, reflective exercise for the professor:

a springboard for considering your philosophy

of teaching, why the course is important, how it

fits in the discipline. (Eberly, Newton, & Wiggins, 2001)

Whether viewed as a contract or a roadmap,

there can be no dispute that a syllabus is an

important document. The University of

Saskatchewan is among a number of Canadian

universities to have a syllabus template. The U

of S Policy on Academic Courses stipulates 13

items that all course syllabi must include. (See

p. 7). The Policy goes on to explain the

significance of the syllabus as an official, public document:

“The syllabus is a public document that

provides details about a particular offering of a

class for enrolled students. It is also useful for

recruiting prospective students and sharing

information about . . . courses with the broader

community. Instructors must make the syllabus

available to Department Heads prior to the start

of the course, and to all enrolled students at the

beginning of the class.”

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e3

Mount Allison does not have a syllabus

template; however, the following guidelines are

offered as reminders of essential contents.

Altman & Cashin (1992) suggest two criteria in

deciding what to include: “First, include all

information that students need to have at the

beginning of the course; second, include all

information that students need to have in

writing. We believe that any really important

information about the course should be in writing.”

To consider more detailed guidelines for your

next syllabus, take a look at the helpful made-

for-Mount A syllabus outline prepared for the

Senate Teaching and Learning Committee by

Provost Karen Grant in Fall 2014 (its

discussion has been deferred). You’ll find it

at the end of this newsletter after page 7.

“Teaching a syllabus that you have lost

confidence in is like choosing to drive a car

with a flat tire.” ~ Claire Potter (2012)

ESSENTIAL COMPONENTS OF A COMPLETE SYLLABUS

Administrative & Contact Details

1. Course name and number

2. Professor’s name and contact information (e.g. office hours and location, email address,

course web site)

3. TA’s or Lab Instructor’s name and contact information (if applicable).

Course Description

1. A brief paragraph describing the focus and goals of the course—this could be the calendar

description only or your more personalized “take” on that description

2. Requirements for the course (e.g. pre-requisites, language requirements)

3. Learning Outcomes

A Word about Learning Outcomes

Your syllabus is an important source of information about the course material, about why it is

important to learn it, and about the knowledge, skills, and values that a successful student will

have acquired at the end. Most professors, in constructing their courses, plan backwards. They

design with the end in mind—the culmination of the 13-weeks of study. Yet, courses are “taught

forward”, and so content, teaching strategies, and assessment techniques must align in order to

construct a tightly-knit, solid path that students will follow to their destination.

Learning outcomes are not promises of what you will deliver to the students. They are statements

which present in concrete terms the learning and skills students must demonstrate in order to be

successful in the course. The onus is on the students to take advantage of the learning

opportunity the course provides. Broadly speaking, if they attend, participate, do their readings

and assignments, they should be equipped to demonstrate that they have achieved the essential

learning outcomes of the course. When they demonstrate those outcomes, they will pass; when

they exceed them, their grades will be even higher.

“I have found that learning outcomes are at least as valuable to me as they are to the students,

since they give me a way to measure the effectiveness of what I am teaching in relation to the

students who actually signed up for my course.” ~ Claire Potter (2012)

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e4

Texts & Readings

This section should provide the details of all required texts for the course:

1. Include the acceptable edition(s) and where students can obtain copies.

2. Indicate and additional recommended readings and the value of consulting them.

3. Explain how the students may access the readings: for example, on loan in the Library or on Moodle.

Course Work, Grading, & Key Dates Give a clear breakdown of the work required in the course, including all due dates and assignment

values:

1. Explain how letter grades convert to numerical grades, or point your students to the online

academic calendar http://www.mta.ca/academic_calendar/.

2. Provide an overview of each assignment and its assessment criteria.

Some professors like to include all the details for each assignment in the syllabus; others

provide just titles, dates, and value and save more detail, including their grading rubrics, for

a separate handout as each assignment is given out.

3. Include important university deadlines, e.g., withdrawal from courses.

4. Consider giving a week-by-week summary of key dates for the course. (See sample below.)

Week Dates Topics/Assignments

1 Sept 4-8 Placement test

Rogers: Chapter 2

Syllabus quiz (Moodle)

2 11-15 Guest lecture

Journal article summary

Rogers: Chapter 3

This is the point where retrospection and reflection come in. As you look forward to teaching your

course next time, examine the current course syllabus. What went well? What material worked, what

could be eliminated because it did not meet your goals? Should that material be replaced with, for

example, newer scholarship that you have discovered? Have you tried to shoehorn too much content

into the course? Could some content be deleted next time around, thereby allowing students the

opportunity to apply and do more with the rest?

Are you happy with the way the assignments are spaced? Did the current configuration cause

grading gridlock for you and anxiety for your students? Have you checked your other syllabi to make

sure that you don’t have too much coming in from different classes all at once? Could you break the

assignments down into smaller components, allowing you to give students more frequent feedback

while simultaneously exercising some self-compassion? Were the students sure about your goals for

their learning? Were course outcomes clear and assignment guidelines explicit? Were you satisfied

with the students’ results?

So . . . yes indeed, a course syllabus is a record of scholarly reflection on teaching!

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e5

Course Expectations & Policies Individual professors’ expectations may vary with respect to laptop use, granting extensions, and so

on; however, academic integrity is non-negotiable. The following seven points represent some core

course policies and expectations to highlight:

1. Deadlines for assignments and how you handle or penalize late submissions;

2. Submission methods (e.g. at the start of class, to the departmental office, or electronically);

3. Missed exams or assignments;

4. Email response time—don’t hesitate to describe your “normal business hours”;

5. Use of laptops or electronic devices in class (including how you accommodate students with

specific needs that require their use);

6. Academic integrity / plagiarism—this university regulation is to be found in section 10.6 of

the academic calendar: http://www.mta.ca/academic_calendar7. “Ground rules” such as civility in classroom interactions or debate.

Support & Accommodation Note support services such as the Writing Resource Centre and the Meighen Centre. The MASU

statement on Mental Health can go in this section also.

CONCLUSION

"Would you tell me, please, which way I ought to go from here?"

"That's depends a good deal on where you want to get to.” (Alice in Wonderland)

Parkes & Harris (2002) refer to the syllabus as a contract. Without

diluting the importance of the syllabus, let me suggest that it is a mutual

agreement. In other words, the syllabus is not a menu, and the professor

is not guaranteeing the money-back "delivery" of certain content. No

indeed. In fact, by staying in the class the student is implicitly agreeing

that s/he will do the work and accepts the terms stipulated in the syllabus.

But the work and the policies of the course still have to be stated clearly.

In the late 1990’s, three researchers undertook an analysis of 145 course

syllabi at Oakland University in Michigan. They tracked common elements in the syllabi and

concluded that the importance of clarity, completeness and accuracy cannot be underestimated

(Eberly, Newton & Wiggins, 2001). An incomplete syllabus, they say, is “too elusive”; it needs to be

explicit and transparent to both the students and the professor. Such accuracy ensures “consistency

and confidence.” It makes the way forward clear. A clear syllabus is tangible evidence of all the work

and organization that have contributed to the development of the course so far. In short, it represents

the great deal of teaching that happens even before the course actually begins!

To answer Alice’s question, therefore, an effective syllabus tells students where they ought to go,

provides an efficient means of reaching their destination—and enough guidance that they’ll

recognize it when they arrive. Syllabi are also records of the professor’s own scholarly journey.

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e6

RESOURCES & REFERENCES FOR WRITING A SYLLABUS

Want to make sure your students actually read the syllabus? Try some of the tips in the article by

Crossman (2014), Using Your Syllabus as a Learning Resource.

Altman, H. & Cashin, W. (1992) Writing a syllabus. IDEA Paper No. 27. Centre for Faculty Evaluation

and Development, Kansas State University.

Baume, D. (1996). Editorial. The International Journal for Academic Development. 1(1).

Cornell University, Centre for Teaching Excellence. (n.d.). Writing a Syllabus.

http://www.cte.cornell.edu/teaching-ideas/designing-your-course/writing-a-syllabus.html

Crossman, J. M. (2014). Using your syllabus as a learning resource. Faculty Focus, Magna Publications.

http://www.facultyfocus.com/articles/teaching-and-learning/using-syllabus-learning-resource/

Davis, B. G. (2009). Tools for Teaching (2nd ed.). San Francisco, CA: Jossey-Bass. (esp. pp 3-20) Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centered learning.

Journal of General Education 50 (1), 56-74.

Herteis, E. (2003). Some reflections on scholarly teaching. Teaching and Learning Bridges 2(2).

University of Saskatchewan. http://www.usask.ca/gmcte/resources/library

Herteis, E. (2011). What are learning outcomes? PAIDEIA: Teaching and Learning at Mount

Allison University. 6 (3).

http://mta.ca/uploadedFiles/Community/Academics/PCTC/Teaching_Resources/PAIDEIA_%20LEARNI

NG%20OUTCOMESNOV_11.pdf

Herteis, E. (2006). The course syllabus. PAIDEIA: Teaching and Learning at Mount Allison University. 2

(2). http://mta.ca/uploadedFiles/Community/Academics/PCTC/Teaching_Resources/Syllabus.pdf

Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors (3rd. ed.).

San Francisco, CA: Jossey-Bass.

Parkes, J. & Harris, M. (2002). The purposes of a syllabus. College Teaching, 50 (2), 55-61.

Potter, C. (2012). Should the syllabus evolve during the semester? Tenured Radical Blog. http://chronicle.com/blognetwork/tenuredradical/

University of Saskatchewan. Academic Courses Policy. http://policies.usask.ca/policies/academic-

affairs/academic-courses.php#course%20syllabus

Weimer, M. (2012). A graphic syllabus can bring clarity to course structure. Faculty Focus. Magna

Publications. http://www.facultyfocus.com/articles/teaching-professor-blog/a-graphic-syllabus-can-bring-

clarity-to-course-structure/

PAIDEIA Volume 8, Number 3 (April/May, 2015)

Pag

e7

The University of Saskatchewan Course Syllabus

The syllabus is a public document that provides details about a particular offering of a class for

enrolled students. It is also useful for recruiting prospective students and sharing information

about University of Saskatchewan courses with the broader community. Instructors must make

the syllabus available to Department Heads prior to the start of the course, and to all enrolled

students at the beginning of the class.

Syllabi should be posted on the Blackboard Open Courseware§ site or a publically accessible

departmental website.

Content of the syllabus:

Instructors shall indicate the following in their course syllabus:

expected learning outcomes or learning objectives for the course;

the type and schedule of term assignments, with approximate due dates;

notice if any mid-term examinations or other required class activities are scheduled

outside of usual class times;

the type and schedule of mid-term or like examinations;

relative marking weight of all assignments and examinations;

procedures for dealing with missed or late assignments or examinations;

whether any or all of the work assigned in a class including any assignment, examination,

or final examination, is mandatory for passing the class;

attendance expectations if applicable, the means by which attendance will be monitored,

the consequences of not meeting attendance expectations, and their contribution to

the assessment process;

participation expectations if applicable, the means by which participation will be

monitored and evaluated, the consequences of not meeting participation expectations, and

their contribution to the assessment process;

contact information and consultation availability;

location of rules and guidelines for both academic misconduct and appeal procedures;

course or class website URL, if used;

notice of whether the instructor intends to record lectures and whether students are

permitted to record lectures

§Note that Blackboard is the equivalent of Moodle at Mount Allison.

Accessed on April 7, 2015 from: http://policies.usask.ca/policies/academic-affairs/academic-

courses.php#course%20syllabus

Department/Program Name

Course Name Syllabus

Academic Term Location

Course Meeting Times

PART 1: COURSE INFORMATION

Instructor Information Instructor: Name Office: Location Office Hours: Days and Times, or by appointment

(Accessibility online may be indicated, as appropriate.) Office Telephone: Phone number E-mail: E-mail address

If you have a Teaching Assistant, Lab Assistant, or Tutorial Leader for the course, you may want to include all of the above information about him/her/them as well.

Communications You may want to include a section outlining how and where it is best for students to reach you. You may also want to indicate how you plan on communicating with students (e.g., via email or via Moodle). This would include indicating how students will be informed of any changes to the syllabus as a result of cancelled classes, etc.

Course Information This section provides students with a “roadmap” for your course. There are various ways to construct this section. The following is a suggested approach.

Calendar description including a list of prerequisites :

Course and Learning Objectives This section outlines what students are expected to achieve in the course. Ideally, a list of learning outcomes will identify both what is to be achieved and how. Typically, learning outcomes are listed in point form using action verbs. Assistance with the identification and articulation of learning outcomes for your course can be obtained from the Purdy Crawford Teaching Centre.

Textbook(s) and Course Materials

Required Text(s) List all required textbooks, providing details such as the full name and edition of the textbook and the author(s). If the book has been ordered by the Bookstore, please indicate it; if the textbook is an online resource, please advise how and where students can access the online resource. (If previous editions of required textbooks are acceptable, please inform students who may be able to access a previous edition.)

Karen R. Grant, August 6, 2014

Recommended Text(s) List all recommended textbooks, providing details such as the full name and edition of the textbook and the author(s). If the book has been ordered by the Bookstore, please indicate it; if the textbook is an online resource, please advise how and where students can access the online resource.

Other Readings Indicate if there are other readings that are either required or recommended for the course. For example, a course pack may have been assembled and is available for purchase in the Bookstore. Alternatively, you may wish to indicate that other required readings are available to the R.P. Bell Library, and/or that other readings or their URLs will be made available on Moodle. (It is recommended that faculty familiarize themselves with the use of copyrighted materials. Information can be found at http://www.mta.ca/library/copyright.html#digital.)

Other Indicate if there are other requirements (e.g., expenses for course materials, expenses for field trips, etc.).

Course Calendar This section sets out the organization of the course. Normally, the syllabus would provide a class by class (or week by week) outline of the subjects to be covered and reading assignments, along with any written or other assignments. For example:

Week # Topic (Dates) Assigned Readings:

Deadlines: Details on Labs or Tutorials:

Week #2 Topic (Dates) Assigned Readings:

Deadlines: Details on Labs or Tutorials:

Etc.

Course Requirements and Evaluation This section outlines how the grade will be determined (in-class tests, examinations, assignments, class participation, etc.). The value of each of the requirements should be indicated, along with deadlines.

With respect to assignments, clear instructions on expectations should be outlined. As well, how assignments are to be submitted should be indicated. If assignments involve group projects, students should be advised of (1) how groups are to be established, (2) how the work is to be done, and (3) how the finished work will be evaluated (a group grade only, individual grades, or a group grade for some portion of the assignment as well as an individual grade).

Grading This section spells out grading of student work, and may include detailed information on any grading rubrics being used in the course.

Withdrawal Deadline

Be advised that the deadline for withdrawal is complete as appropriate. (Please consult the Academic Calendar for withdrawal dates.) Fall term three-credit courses: Fall/winter three- or six-credit courses: Winter term three-credit courses:

Karen R. Grant, August 6, 2014

Course Policies This section advises students of important university and course policies. University regulations should be cited where appropriate.

Attendance If you have a policy with respect to attendance in class, labs or tutorials, it should be outlined here.

Class Participation Expectations for participation (either in class, labs or tutorials, or in online discussion groups) should be outlined here. Students should be informed as to how their participation will be evaluated.

Use of Social Media (or Use of Electronic Devices) If you have a policy with respect to the use of social media during class time, it should be outlined here. This section could be broadened to “Use of Electronic Devices” and include any information related to the use of smartphones during examinations as well.

Academic Integrity Section 10.6.1 of the Mount Allison Academic Regulations defines academic dishonesty as follows: All students at Mount Allison are expected to conduct themselves in an ethical manner in their academic work. It is the policy of the University that academic dishonesty will not be tolerated. A full listing of types of academic dishonesty can be found at http://www.mta.ca/academic_calendar/calendar_acad_reg_mar_2013-14.pdf

Plagiarism is an act of literary fraud in which a writer passes off the ideas of another as his own. Plagiarism is listed in the University Calendar as an academic offence, and it is punishable by referral to the University's Academic Judicial Committee. At the university level, ignorance is not accepted as an excuse for plagiarism. You must therefore (1) always cite the sources of ideas or words that are the original property of those sources; (2) always indicate exact quotation through the use of quotation marks or quotation blocking; and (3) never submit the work of another student or work obtained from the internet or through some other source as your own.

Any other special instructions about academic integrity should be added here. This could include a professor’s use of plagiarism detection software, as well as information regarding the handling of group assignments when one or more, but not all, members of a group commit a breach of academic integrity.

Copyrighted Materials You may wish to indicate your expectations regarding the materials you prepare and distribute to students. As an example, the Queen’s University template includes the following: “The materials distributed in NAME OF COURSE have been created by NAME OF PROFESSOR for the purposes of teaching the course and are owned by NAME OF PROFESSOR. No part of these materials may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, other than for personal educational use, without the consent of the owner.”

Late Assignments This section should outline how late assignments will be evaluated, and any penalties that will apply.

Missed Examinations and Assignments This section should outline how missed examinations and assignments will be handled. Include reference to Calendar Regulation 10.7.1 for the University policy on this matter.

Karen R. Grant, August 6, 2014

Requests for Accommodation Students with a documented disability who require accommodations should consult the Meighen Centre located on the third floor of the Wallace McCain Student Centre. Normally, arrangements for accommodations shall be made early in the academic term.

Please consult the University’s policy on disabilities at http://www.mta.ca/administration/vp/policies/1201.htm.

The Meighen Centre website includes information on accommodation procedures at http://www.mta.ca/Community/Student_services/Meighen_Centre/Faculty_and_Staff/Accommodation_Procedures/Accommodation_procedures/.

Students requiring accommodations for reasons other than a documented disability should discuss this with the course instructor as early as possible. For information on final examination accommodations, please refer to Academic Regulation 10.8.4.

MASU Recommended Statement on Student Mental Health

Adult learners are not immune to life stressors and events that can overwhelm normal coping strategies. The stress can be particularly acute when one is immersed in demanding academic pursuits such as an undergraduate program at Mount Allison. Mount Allison University’s Wellness Centre offers free, confidential services to students aimed at mitigating the impact of life challenges on personal wellbeing and academic performance. Information on the Wellness Centre is available at http://www.mta.ca/wellness/. Alternatively, a counsellor can be reached at counsellor@mta.ca. The Wellness Centre is located on the lower level in the Wallace McCain Student Centre. Please let me know if there's anything I can do to make the course more accessible, or if there's anything that is useful for me to know about your learning style or life circumstances which may affect your performance in the course. My intention is not to be intrusive, however, some notification in advance is useful. Reading and writing about academia is difficult, but the structure of the course itself should not be a barrier to learning.

Karen R. Grant, August 6, 2014