Designing a Course and Preparing a Syllabus

1. Designing a Course and Preparing aSyllabus Dr. Jackie Cason & Dr. Genie Babb Center for Advancing Faculty Excellence New Faculty Orientation Fall 2007 *Adapted from a pre-conference workshop by Linda B. Nilson, Clemson University, Writing Across the Curriculum Conference, May 2006, and from the UAF Center for Distance Education and Distance Learning Systems based on the work of Grant Wiggins & Jay McTighe, 1998, Understanding by Design.

2. Reflecting on Current Practice What ‘planning process’ do you currently use when developing a course and preparing your syllabus? Take a moment to generate a response. You can jot notes, create a diagram or flowchart, or write a descriptive paragraph. Just capture your current process!

3. Identifying Course Goals • Traditional Process • Curriculum Content Guides http://www.curric.uaa.alaska.edu/curric/courses/ • Previous Syllabi • Backward Design • Enduring Understandings • Essential Questions • Unit Questions and Activities

4. Traditional Process Teach, Test, Hope for the Best

5. Backward Design Stages of the Backward Design Process

6. Why “Backward”? The stages are logical but they go against habits! • We’re used to jumping to lesson and activity ideas first before clarifying our performance goals for students. • By thinking through the assessments up front, we ensure greater alignment of our goals and means, and ensure that our teaching is focused on desired results.

7. Curricular Priorities Types of Understanding/Bodies of Knowledge

8. Levels of Knowledge It’s worth being familiar with if it…  is really interesting and adds value to lifelong learning.  can be a hook to a big idea or theme. • helps in making links to other ideas or disciplines. It is important to know and do if it…  is key to understanding the subject.  is something one might need to know and do throughout life.  links to enduring understandings. It is an enduring understanding if it…  is at the heart of the discipline.  has value beyond the classroom.  is that aspect of learning that will remain for a lifetime

9. Uncoverage • Instead of Covering Material, Uncover It • Find ways to have students do the material, not just learn it. • Focus on integrated performance, not isolated lessons. • Enduring understandings are subtle and unobvious. • Uncover what is vital and revealing. • What is uncovered refers to the results of our inquiries, problem solving efforts, and constructed arguments, not the self-evident facts. • Breadth • Unearth, Analyze, Question, Prove, Generalize • Not the same as coverage • Depth • Connect, Picture, Extend

10. Some Enduring Understandings American History • Individuals and their varied backgrounds contribute to the diversity of American culture and society. • Tensions are inherent in the principles, values, and ideals of American society.

11. Some Enduring Understandings Composition Studies • Communication is contextual and occurs at the intersection of writer, audience, and publication forum. • Genres evolve, and are always evolving, as a matter of practice; therefore, the “rules” of good writing are descriptive rather than prescriptive. • Citation practices in academic writing are the means of joining an ongoing intellectual conversation and a way of contributing new knowledge to that conversation. • Writing styles arise out of a community’s particular ways of knowing and being.

12. Activity:Enduring Understandings Use Worksheet 1

13. Understanding → Questions Understanding Leads to Essential Questions • From Enduring Understandings… • Physics: the nature of gravitational force • History: the subjective aspect of the historical record • Literature: the roles of morals, heroes, and villains in fiction • Communication: the characteristics of sarcasm, irony, and spin • …Create Essential Questions • What is gravity? • Is history objective? Is it a history of progress? • Must fiction involve morality? • Do we always “mean what we say and say what we mean?” • The Essential Questions Endure • Recur throughout the course (and beyond) • Can’t be answered simply… or sometimes at all

14. Essential Questions Essential Questions--Organizational Framework for Units of Instruction • Go to the heart of the discipline—address the philosophical or conceptual foundations of the discipline • Have no obvious “right” answer • Recur naturally throughout one’s learning and in the history of the field/discipline • Raise other important questions, often across disciplinary boundaries • Lead readily to asking research or inquiry questions • Are framed to provoke and sustain student interest

15. Activity:Essential Questions Use Worksheet 2

16. Essential → Unit Questions Essential Questions Lead to Unit Questions • Unit questions inform class activities • Uncover facets of essential understandings • Still not self-evidently true… uncovered • Provoke/sustain student interest • Samples of Unit Questions • Physics: How is gravity related to mass? Explain the basic inverse square proportion (Newton’s Law) • History: How have perceptions of Columbus (and our celebration of Columbus Day) changed? Why? • Literature: Who are the moral centers of Huck Finn? • Communication: Is the Alanis Morrissette song “Ironic” actually ironic? How does it differ in this respect from Mark Antony’s “Brutus is an honorable man?”

17. First Impressions: Course Design and the Graphic Syllabus Now that you have taken the time to design your course with enduring understandings, essential questions, and authentic activities and assessments, how do you communicate that to students?

18. Traditional Definition of a Syllabus The Oxford English Dictionary defines syllabus as “a statement of the subjects covered by a course of instruction or by an examination, in a school, college, etc.; a programme of study” [1889].

19. Three Functions of a Syllabus • Contract • Communication device • Plan of action • Cognitive map • Reference guide

20. Three Functions of a Syllabus • Contract • Communication device • Plan of action • Cognitive map • Reference guide

21. 1. A Contract The syllabus is an important quasi-legal document that represents an agreement between you and your students (and UAA). • By remaining in your class, a student consents to be governed by the syllabus.

22. At UAA, a syllabus is a student right… • “Students have the right to be informed at the beginning of each term of the • nature of the course, • course expectations, • evaluation standards, • and the grading system.” (Ch. 5)

23. At UAA, a syllabus is a student right… • “Students have the right to be informed at the beginning of each term of the • nature of the course, • course expectations, • evaluation standards, • and the grading system.” (Ch. 5)

24. The nature of the course • The syllabus must reflect the purpose of the course as stated in the Catalog. • It should alert students to controversial content.*

25. When using “controversial” material, please notethe rights and responsibilities of Academic Freedom • It is your right to use any material, even if it is controversial, if you deem it germane to the subject being studied. • It is your responsibility to warn students about controversial material at the beginning, so that they can make an informed choice as to whether to stay in the course.

26. The syllabus should alert students to material that might be offensive. • “The texts studied in this course are intended for adults and may include some disturbing language or situations.” • “The writings of the past are filled with ideas, images, and words that contemporary readers may find offensive.”

27. At UAA, a syllabus is a student right… • “Students have the right to be informed at the beginning of each term of the • nature of the course, • course expectations, • evaluation standards, • and the grading system.” (Ch. 5)

28. Course expectations • List all required textbooks and course materials. • Indicate all required assignments and tests. • Provide a calendar for the whole semester. • Give your contact information (2 ways to contact you, office location, office hours).*

29. Tip: Clarify your boundaries as a faculty member. • Your role is to teach your subject—don’t try to be all things to all students! • List student services that are available for non-academic needs, such as • Disability Support Services • Information Technology Call Center • Enrollment Services • Counseling

30. Course expectations, cont. • State policies explicitly, clearly.* • Attendance • Late work • Make-up exams • Incompletes • Set standards for proper classroom etiquette or online netiquette. • Remind students of standard of academic integrity.

31. Course policies must be stated explicitly to be enforceable. Interpret the following policy statement: “Papers must submitted in class on the day they are due; no late papers will be accepted.”

32. At UAA, a syllabus is a student right… • “Students have the right to be informed at the beginning of each term of the • nature of the course, • course expectations, • evaluation standards, • and the grading system.” (Ch. 5)

33. Evaluation standards/methods • Types of tests • Types of papers • Group work • Field trips • Grading on the curve

34. At UAA, a syllabus is a student right… • “Students have the right to be informed at the beginning of each term of the • nature of the course, • course expectations, • evaluation standards, • and the grading system.” (Ch. 5)

35. Grading system • Indicate all assignments that will be graded. • Indicate what individual assignments are worth. • Specify “hidden” points or deductions (for lateness, extra credit, etc.). • Specify the grading scale. (for example 90%-100%=A, 80%-89%=B, etc.)

36. Ensure that your grading system makes sense and adds up. Interpret the following grading scale: Attendance A in the class 1-3 absences B in the class 4-6 absences C in the class 7-9 absences D in the class 10-12 absences F in the class – more than 12 absences Paper #1 = 250 points Paper #2 = 250 points Paper #3 = 500 points Total points possible = 1000

37. A few more generally applicable words of advice…. • Assignments and policies should be realistic. • Policies should be worth the trouble to enforce. • Policies and grading should give room for (fairly) exercising your discretion in unexpected situations.

38. Evaluate the following attendance and grading policy: “If you are 15-29 minutes late, you will receive half of the attendance grade for the day. If you are more than 30 minutes late, you will receive no credit for attendance for the day.”

39. Three Functions of a Syllabus • Contract • Communication device • Plan of action • Cognitive map • Reference guide

40. 2. A Communication Device The syllabus provides the opportunity to anticipate and respond to student questions and to establish a tone for the course.

41. a. Plan of action The syllabus should represent the overall plan of action for the semester • Course mission http://curric.uaa.alaska.edu/curric/courses/ • Educational philosophy • Course strategy • Course goals • Course calendar

42. A calendar should be more than dates and topics Organization of Course, BLAH 300: “Something I Gotta Take to Graduate” • Week 1: Overview of Course • Week 2: From Compasses to GPS Technology • Week 3: Equipment • Week 4: Encountering wildlife • Week 5: Bird-watching • Week 7: Fur Rendezvous • Week 7: Iditarod • Week 8: How to Cure a Hangover and Prevent Pregnancy • Week 9: Cabin Fever and S.A.D.

43. b. Cognitive map Because students need to engage actively in creating their own cognitive maps, you can facilitate active learning by modeling the mapping process.

44. Handouts: CAS Template Checklist Syllabus Checklist

45. What is a Graphic Syllabus? Definition: • A flow chart, diagram, or topical organization of the course that complements the printed syllabus.

46. Benefits of a Graphic Syllabus • Appeals to nonverbal learning styles • Models a learning tool by encouraging students to map course concepts • Reinforces memory • Offers the big picture without being over-laden with language • Forces us to tighten our own course organization and to clarify the enduring understandings and essential questions as well as the relationships among various units of instruction • Releases faculty creativity in course design

47. Examples See handouts with examples of graphic syllabi: • Social Stratification • Conservation Biology • Public Science Writing

48. Variations in Graphic Syllabi • Shape, Shading, and Color of key enclosures, activities, assignments, etc. • Shape, Shading, and Color of Connecting lines • Type size, face, features (bold, italics) • Graphic metaphors or symbols

49. Case Method Teaching Application SL PBL Simulations Verbal & Visual Variations Verbal: “When properly implemented, the case method, problem-based learning (PBL), service-learning (SL), and simulations all teach students how to apply course material.” Visual:

50. Case Method PBL • SL Simulations Teach Applications Verbal & Visual Variations Verbal: “When properly implemented, the case method, problem-based learning (PBL), service-learning (SL), and simulations all teach students how to apply course material.” Visual: