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Making a Syllabus. Annotated Version. Dr. John Marvelle CART Teaching Fellow Professor of Elementary & Early Childhood Education December, 2004 Bridgewater State College, Bridgewater, MA. Workshop purpose: To explore ways to enhance our syllabi.

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Making a syllabus l.jpg

Making a Syllabus

Annotated

Version

Dr. John Marvelle

CART Teaching Fellow

Professor of Elementary & Early Childhood Education

December, 2004

Bridgewater State College, Bridgewater, MA


Workshop purpose to explore ways to enhance our syllabi l.jpg
Workshop purpose: To explore ways to enhance our syllabi.

At the completion of the workshop, participants will be able to:

  • Identify the items typically present on a syllabus

  • Identify 2-3 items that could be added to their syllabus

  • Write course objectives or outcomes for their course



Course purpose topics l.jpg
Course Purpose - Topics

Dear Dr. Marvelle:

Are we going to learn about how to work with parents of children with special needs?

Dear Dr. Greenberg:

Will this course help me prepare for the teacher test?


Attendance participation l.jpg
Attendance & Participation

Dear Dr. Thornell:

How many unexcused absences do we get in this class?

Dear Dr. Greenberg:

Is participation part

of our grade?

Dear Dr. Smith:Is it ok if I leave early – I have a class across campus?


Course grading l.jpg
Course Grading

Dear Dr. Fishbeck:

I don’t understand

how you graded the assignment. I thought I did a good job.

Dear Dr. Moir:

What can I do

to get a better

grade?

Dear Dr. Marvelle:

Do you drop our lowest test grade?


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Classroom Expectations

participation

preparation

class tardiness

plagiarism

cheating

cell phones

PC use


A syllabus shares the purpose of your course your expectations your assignments grading scheme l.jpg
A syllabus shares the purpose of your course, your expectations, your assignments, & grading scheme.

Preventing problems uses less energy than correcting them.



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EE 220 Introduction to Elementary EducationDr. Steven R. GreenbergProfessor of Elementary and Early Childhood EducationHow to contact me:Dr. Steven R. Greenberg, 135 Hart HallBridgewater State College, Bridgewater, MA 02325Phone:Office: (508) 531-2329; Fax: (508) 531-4329E-Mail:[email protected]

Office Hours:Tuesdays 9:30 – 10:30Thursdays 9:30 – 10:30 and 12:30 – 1:30

Contents

Course Description

Course Topics

Indices of Student Success (Course Objectives)

Textbooks and Suggested Readings

Grading Rubric

Course Schedule

These are links. When students click on any

of these links they see full descriptions of the item.

Another syllabus found on the web. Dr. Steve Greenberg’s syllabus (on BSC website).

Notice the difference this syllabi and the previous one.


There isn t a bsc syllabus template but consider l.jpg
There isn’t a BSC Syllabus Template, but consider…

  • Contact Information; Office hours, Email

  • Catalog Description

  • Course Rationale (Explanation / Context)

  • Teaching Approach

  • List Objectives (or Outcomes)

  • Course Overview -- List of Topics

  • Resources (Required texts, etc)

  • Classroom Expectations, Academic Policies, and Supports

  • Assignments / Assessments & Grading

  • Course Calendar


No template but consider l.jpg
No Template, but consider…

  • Contact Information; Office hours, Email

  • Catalog Description

  • Course Rationale (Explanation / Context)

  • Teaching Approach

  • List Objectives (or Outcomes)

  • Course Overview -- List of Topics

  • Resources (Required texts, etc)

  • Classroom Expectations, Academic Policies, and Supports

  • Assignments / Assessments & Grading

  • Course Calendar


Outcomes objectives l.jpg
Outcomes/Objectives

  • Objectives/Outcomes focus on student learning, not on what the teacher will do.

    The student will be to identify…

  • Objectives/Outcomes are measurable. (Outcomes are performance oriented.)

    The student will describe the steps…

Although objectives only take up 5-6 lines on a syllabus, many educators

believe that they are the most important item on a syllabus.


Outcomes objectives14 l.jpg

Action verbs often found in objectives.

Outcomes/Objectives

  • On completion of this course, students should be able to:

  • Analyze

  • Appreciate

  • Build

  • Classify

  • Compare

  • Describe

  • Display

  • Explain

  • Evaluate

  • Justify

  • List

  • Name

  • Organize

  • Outline

Based on Brown University’s syllabus template on the web..


List course outcomes l.jpg
List Course Outcomes

In this course, teacher candidates will complete the following course outcomes:

  • build their own portfolio that demonstrates their development as a professional and their accomplishments during their Professional Semester. (ACEI Guidelines: 1.3, 5.1, and 7.1).

  • describe how to create an inclusive classroom and will demonstrate an understanding of special education in terms of legal and moral responsibilities. (ACEI Guidelines: 6.0, 6.2, and 6.4).


Or course objectives l.jpg
or Course Objectives

By the end of this course, teacher candidates will be able to:

  • build their own portfolio that demonstrates their development as a professional and their accomplishments during their Professional Semester. (ACEI Guidelines: 1.3, 5.1, and 7.1).

  • describe how to create an inclusive classroom and will demonstrate an understanding of special education in terms of legal and moral responsibilities. (ACEI Guidelines: 6.0, 6.2, and 6.4).

Notice the difference: Will complete vs. Will be able to…

“Outcomes” describe what a student will actually do during the course.


No template but consider17 l.jpg
No Template, but consider…

  • Contact Information; Office hours, Email

  • Catalog Description

  • Course Rationale (Explanation / Context)

  • Teaching Approach

  • List Objectives (or Outcomes)

  • Course Overview -- List of Topics

  • Resources (Required texts, etc)

  • Classroom Expectations, Academic Policies, and Supports

  • Assignments / Assessments & Grading

  • Course Calendar


Stating expectations and creating the classroom climate l.jpg
Stating Expectations and Creating the Classroom Climate


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Use your syllabus and your first day of class to help your students know your expectations

Most professor don’t include all of these, but include those they feel are appropriate to their classroom style and maturity of their students..

  • Classroom Expectations

  • Attendance / tardiness

  • Participation

    • involvement

    • note-taking

    • use of laptops

  • Behavior

    • eating in class

    • civility & respect

    • (side conversations)

  • Academic Policies

  • quality of work (rubrics/checklists)

  • grading schemes

  • late assignments

  • plagiarism / cheating

  • Support

  • disabilities accommodations

  • additional help


Slide20 l.jpg

Use your syllabus and your first day of class to help your students know your expectations

  • Classroom Expectations

  • Attendance / tardiness

  • Participation

    • involvement

    • note-taking

    • use of laptops

  • Behavior

    • eating in class

    • civility & respect

    • (side conversations)

  • Academic Policies

  • quality of work (rubrics/checklists)

  • grading schemes

  • late assignments

  • plagiarism / cheating

  • Support

  • disabilities accommodations

  • additional help


Attendance policy l.jpg
Attendance Policy

Help your students know what your attendance policy by clearly stating it.

For example:Attendance in my sections of MMAE 202 is rigidly enforced.  I will hand out a sheet with each student's name on it. You are required to put your initials in the box corresponding to your name, otherwise you will be marked as absent. The part of my evaluation of your grade will be based upon your attendance record. Therefore, it is imperative that you come to class. If for some reason (and it better be good) you cannot attend class, you must e-mail me the day before and explain why.

M. Vural, Assistant Professor of Mechanical & Aerospace Engineering

Illinois Institute of Technology


Slide22 l.jpg

For example: “Never ask, `Did I miss anything important in class the other day?`

Of course you did.

I recommend the `buddy system.` If you do have to miss class for some reason, get your buddy’s notes and see what you missed first, then come and ask me questions. Also, you are responsible for all notes missed and all announcements made, and the buddy system is your best avenue for seeing to this.”

The Buddy System

From Dr. Aeon Skoble’s syllabus (on BSC website)


Slide23 l.jpg

For example:“As a student, you are responsible for learning about the course topics that are discussed in class. If you miss any class time, you are required to demonstrate your understanding of the topic(s). To do this, you are expected to submit a tangible product (see criteria below) on each topic presented or discussed during your absence.”

Missed Class Assignment

From Dr. John Marvelle’s syllabus


Participation l.jpg
Participation

Help your students know what you mean by participation.

Also, if and how it will be used in your grading.


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Positive Attributes

(1) Enters into class discussions

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(2) Offers questions or comments during class

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(3) Visits at podium after class

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(4) Visits during office hours to clarify ideas

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(5) Engages in the electronic learning forum

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(6) Offers questions or comments via e-mail

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

Negative Attributes

(7) Skips class

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(8) Shows up late

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(9) Sleeps in class

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

(10) Exhibits disruptive behavior

ALMOST ALWAYS

FREQUENTLY

OCCASIONALLY

SELDOM

ALMOST NEVER

Student Participation

Student's Name:

_________________ _________________ _________________

Thanks to Prof. Kathleen Tunney, SocialWork, SIUE

This is only one example. How do you tell your students what participation means and how you

will use it in your grading scheme?


Slide26 l.jpg

Disability Support

For example:Bridgewater State College, the faculty of the Elementary and Early Childhood Education Department and this instructor are committed to non-discrimination of handicapped persons as specified in Section 504 of the Rehabilitation Act of 1973. Students who qualify as handicapped persons or have extenuating circumstances, which might interfere with coursework, as assigned should meet with the instructor at the beginning of the course so that reasonable modifications in course requirements may be made when necessary.

Used by Elementary & Early Childhood Education Department

One way to let your students know about Section 504 and the availability of the

Academic Achievement Center.


Slide27 l.jpg

Another example:In compliance with Bridgewater State College policy and equal access legislation, I am available to discuss appropriate accommodations that you may require as a student with a documented disability. Requests for academic accommodations should be made during the add/drop period, unless there are unusual circumstances, so that appropriate arrangements can be made. Students should register with the Disability Resources Office in Boyden Hall for disability verification and determination of reasonable academic accommodations.

From Dr. Victor DeSantis’s syllabus (on BSC website)



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Academic Misconduct Statement

For example:Bridgewater State College is dedicated to the pursuit of truth. In this pursuit, academic honesty is of fundamental importance. Faculty, students and administrators all have a responsibility to value, demonstrate and safeguard academic integrity as one of the college’s most essential intuitional values.

Academic misconduct includes, but is not limited to plagiarism, cheating, disruption of teaching or research, dishonest practices in connection with examinations and disruptive classroom behavior.Any one of these examples may result in dismissal from the course with an F grade.

Plagiarism

Cheating


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The Not-the-13th-Grade PageA FREE Online Guide to College SuccessJames Hayes-Bohanan, Ph.D.Associate Professor, GeographyRevised: December 2, 2004

Supporting your course with your webpage

For example:

http://webhost.bridgew.edu/jhayesboh/NOT13TH/not13th.htm

Take a look at Dr. Hayes-Bohanan page to see how he uses the web to

encourage and support his students.


No template but consider31 l.jpg
No Template, but consider…

  • Contact Information; Office hours, Email

  • Catalog Description

  • Course Rationale (Explanation / Context)

  • Teaching Approach

  • List Objectives (or Outcomes)

  • Course Overview -- List of Topics

  • Resources (Required texts, etc)

  • Classroom Expectations, Academic Policies, and Supports

  • Assignments / Assessments & Grading

  • Course Calendar


The final grade l.jpg
The Final Grade…

  • Final grades in this course will be determined as follows:

    • In-class Final Examination: 30 percent

    • Written Essay: 20 percent

    • Case Study paper: 25 percent

    • Oral Presentation: 15 percent

    • Participation: 10 percent

Most syllabi include some grading scheme. On the following pages are

several examples.


Slide33 l.jpg

1. Quiz on Curriculum Frameworks

5

Points

2. Inclusion Project

5

Points

3. Quiz on Traditional Assessment

5

Points

4. Statement - Constructivism

10

Points

5. Midterm Examination

15

Points

6. Portfolio

5

Points

7. Assessment Project

20

Points

8. Prepracticum Project

5

Points

9. Class Participation and Attendance

15

Points

10. Final Exam

15

Points

Total

points


Grading checklist l.jpg

Task

Points

Content

/4

Presentation

/1

Total:

/5

Grading Assignments

Grading Checklist

Help students understand assignments by providing your grading checklists and rubrics.


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Grading Assignments

Help students understand assignments by providing your grading checklists and rubrics.

Holistic Grading Rubric


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Hybrid Grading Rubric

(Checklist-Rubric)

This shows how a checklist can be weighted.


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`Appealing a Grade` Statement

  • For example:If you find that your grades have been added incorrectly, or you would like a grade on your homework or examination reconsidered, you should

  • Prepare a written statement explaining why you think your grade is incorrect;

  • Leave your written request, together with the homework/exam in question in my office at E1-253D or mailbox at E1-247.

  • Grade change requests received later than one week after the graded assignment was returned to you will not be considered.

  • M. Vural, Assistant Professor of Mechanical & Aerospace Engineering

  • Illinois Institute of Technology

Just one example how a professor handled students

asking for a change of a test grade.


Last discussion topics l.jpg
Last Discussion Topics…

These topics were briefly discussed.

1 - WHAT SHOULD I INCLUDE ON MY SYLLABUS AND WHAT CAN WAIT?

2 - Many syllabi say, “NOTE: THE INSTRUCTOR RESERVES THE RIGHT TO CHANGE THE REQUIREMENTS AND SYLLABUS AT ANY TIME.”

Summary: Include what fits your style and the maturity of your students.

Although most of the participants agreed that a syllabus isn’t an absolute contract (most of do change the calendar and sometimes topics to be covered), most of us felt that a statement like this was too strong -- especially if it implied we could (on a wim, change the course requirements or the grading scheme.


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Dr. John Marvelle Elementary & Early Childhood EducationIf you would like to make an appointment to talk about your syllabus or teaching and learning, call or email me:[email protected] (508) 531-1367

Thank you for sharing!


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