mastering the art of syllabus design

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powerpoint presentation mastering the art of syllabus design ermatova muborak course design and syllabus construction in pairs, compare your fall class syllabi what features do they have in common? what features are different? what is the purpose of each feature? course title course designator course number number of credits day, time, and place of class meetings instructor's name office location office hours at least one method of contacting you (phone, email, fax) a brief description of the course required and recommended materials and the location of the materials course goals, objectives, and expectations course prerequisites schedule of assignments, papers, projects, etc. criteria for grading and grading standards (including the u of mn definition of grades) make-up exam policy senate student academic workload policy statement on accommodations for students with disabilities statement on classroom conduct statement on academic misconduct statement regarding sexual harassment statement on penalties for late work syllabus requirements …

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submission information on special services or resources which might be helpful to the students other information which would help students succeed in this class syllabus enhancements syllabi serve several important purposes to communicate the instructor’s course design (e.g., goals, organization, policies, expectations, requirements) to students. to convey our enthusiasm for the topic and our expectations for the course to show how this course fits into a broader context (“the big picture”) to establish a contract with students by publicly stating policies, evaluation requirements, and procedures for the course to set the tone for the course, and convey how we perceive our role as the teacher and their role as students to help students assess their readiness for the course by identifying prerequisite areas of knowledge to help students manage their learning by identifying outside resources and/or providing advice to communicate our course goals and content to colleagues maintain some flexibility …

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? project? performance? setting overarching goals assignment complete up to section 1.2b research indicates that the pressing concerns for students beginning a course are: will i be able to do the work? will i like the professor? will the subject matter interest me? is it relevant to what i want to do? do i have the prerequisite skills and knowledge to succeed? can i handle the workload? is it possible for me to get a good grade? what sorts of policies does this instructor have regarding attendance, late work, participation, etc.? (loosely adapted from davis, 1993) addressing student concerns will help them to align their expectations with yours, give them a sense of your teaching styles and priorities, and allow them to make more informed decisions about whether or not to take the course. anticipate student questions and concerns and try to address them in your syllabus. 14 carnegie mellon-eberly …

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powerpoint presentation mastering the art of syllabus design ermatova muborak course design and syllabus construction in pairs, compare your fall class syllabi what features do they have in common? what features are different? what is the purpose of each feature? course title course designator course number number of credits day, time, and place of class meetings instructor's name office location office hours at least one method of contacting you (phone, email, fax) a brief description of the course required and recommended materials and the location of the materials course goals, objectives, and expectations course prerequisites schedule of assignments, papers, projects, etc. criteria for grading and grading standards (including the u of mn definition of grades) make-up exam policy senate...

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