strategies for syllabus development and teaching fall semester
DESCRIPTION
STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER. Facilitators: Pamela Baker, PhD, Director, CET&L, ADJUNCT ASSISTANT PROFESSOR, DEPARTMENT OF HISTORY, A&S AND THE GRADUATE SCHOOL ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L. Session outcomes. - PowerPoint PPT PresentationTRANSCRIPT
STRATEGIES FO
R SYLLABUS DEV
ELOPM
ENT
AND TEACHING FA
LL SEM
ESTER
FA C I L I T A T O R S : P A M E L A B A K E R , P H D , D I R E C T O R , C E T & L , A D J U N C T A S S I S T A N T P R O F E S S O R , D E P A R T M E N T O F H I S T O R Y , A & S A N D T H E G R A D U A T E S C H O O LE L I Z A B E T H S T O C K T O N , P H D , A S S O C I A T E D I R E C T O R , C E T & L
SESSION OUTCOMESIdentify strategies for creating a stronger, more student-
centered syllabusArticulate “What is the value-added of this course” or “What
will my students be able to do or understand five years from now”
Articulate the content/concepts you intend to cover with a view to unit level learning outcomes
DESIGN & TONEQualities/characteristics that make it different Visual Tone Components (see examples)Value-added of this approach Efficiency Student Learning
EXAMPLE OF TRADITIONAL SYLLABUS
TEACHING SYLLABUS: NEW COURSE OVERVIEW
TEACHING SYLLABUS: REVISING THE EXPECTED
Before: After:
RECONSIDERING COURSE ARTICULATIONArticulate “what is the value added of this course”:
What will my students be able to do or understand five years after taking my course?What are the 3 or 4 most important things I hope students will learn how to?What do students in this course need to learn to prepare them for subsequent courses?How might students use the material in this course to accomplish something important as a working professional?
MAKING SLO’S MORE MEANINGFUL TO STUDENTSMove from content covered to student actionConsider how in-class activities or out-of-class assignments can
model or reinforce SLO’sMake course calendar more explicitly supportive of SLO’s
UNIT LEVEL SLO’SEach unit of your course should have SLOs that are: Process driven, not content driven Active & student focused Consistent and aligned with course student learning outcomes
And each unit should: Identify activities and/or assignments that will allow you to cover
content without lecturing Present a snapshot of that unit’s objectives, learning activities, and
assessments
You can use the course calendar template to assist you with these.
IDENTIFY STRATEGIESOf the things you learned today, which strategies might you
implement and how might you go about making these changes?
Syllabus Design & ToneValue-Added StatementText-Book ArticulationExplicitly linking Course Learning Outcomes with activities and assignmentsDetailed Course Calendar
QUESTIONS?