Get ready to learn more about effective syllabus design and delivery. Today’s session will help you create a syllabus that is accessible to your students and provides a comprehensive overview of your course. . Improving Your Syllabus . Complete this sentence: .
Get ready to learn more about effective syllabus design and delivery. Today’s session will help you create a syllabus that is accessible to your students and provides a comprehensive overview of your course.
The syllabus for my course [insert title] is like a _________________________ because_______________________.
Think about ways that you can make your syllabus appealing AND convey the logic behind your course design.
Question: Why would you ignore a life raft?
Answer: You didn’t recognize it as a life raft.
Think/Pair/Share: What are some ways you can encourage your students to engage with the syllabus throughout the course?
Complete the box “Setting the Tone” on your own
What concrete strategies did you identify?
Complete the “Course Requirements” box on your own
What kinds of resources can you assist your students in finding?
Complete the “Goals” box on your own
You may want to refer to the master syllabus
Work on the “Success” box on your own
Pay particular attention to any hidden expectations you may have for your students
Think/Pair/Share: What unstated expectations did you become aware of and how will you address them?
Complete “Practicing Transparency” on your own
Complete the first box onlyunder the section titled “Classroom Behavior”
Now work with a partner to brainstorm ways you can encourage desirable behaviors and minimize undesirable ones. You can use the space provided to record your ideas.
Complete the final box under “Classroom Behavior” on your own
Complete the box marked “Class Preparation” on your own
What strategies can you share for holding students accountable for preparation?
Complete both boxes on the final page
How can we equitably evaluate student participation?
Altman, H.B. and Cashin, W.E. (1992). Writing a syllabus. Kansas State University: Center for Faculty Evaluation and Development. Idea paper No. 27.
Ballantine, J., & Risacher, J. (1993). Coping with annoying classroom behaviors. Paper presented at the 13th Annual Lilly Conference on College Teaching, Oxford, OH. November 12.
Grunert, J. (1997). The Course Syllabus: A Learning-Centered Approach. Bolton, MA: Anker.
Nilson, L. B. and Jackson, N. S. (2004). Combating Classroom Misconduct (Incivility) with Bills of Rights. Paper presented at the 4th Conference of the International Consortium for Educational Development, Ottawa, Ontario, Canada. June 21-23.
Royce, A. P. (2000). A survey of academic incivility at Indiana University: Preliminary report. Bloomington, IN: Center for Survey Research, Indiana University.
Strada, M.. (2000). The case for sophisticated course syllabi. In, D. Lieberman, ed. To improve the academy. Bolton, Mass: Anker.