Post on 06-Jan-2016
description
Your Course Syllabus: A Peer Review and
Just-in-time Revisions
• Sandy Courter, EPD• Mike Morrow, ECE
Overview
• Introductions– Collect syllabi for duplication
• Learning Outcomes• Role of Syllabi• Peer Review• Resources
Learning Outcomes: As a result of this
workshop, you will be able to . . .
• Examine the nature and content of syllabi in order to gain a better understanding of their attributes and characteristics
• Identify the ways in which syllabi reflect and communicate university, college, and faculty goals and objectives
• Identify ways in which syllabi communicate an implicit contract between the student and teacher
Why use a syllabus?• In your groups, create a list of 5-7
reasons of why you would want to use a syllabus in your course.
• Are we ready?• You have 3 minutes…
• Time’s up!• Let’s see what you’ve come up
with…
Some basic ideas
• Decrease the risk of miscommunication
• Insure consistency and confidence that accurate information is being conveyed
• Provide a permanent reference for students
• Increase value that students place on syllabus as a learning tool
Role of Syllabi: Calendar of events or
Learning tool?
• Course structure• Administrative• Communication
Course structure:
• Topical coverage• Course format • Readings• Prerequisites• Assessment
Administrative: Contract with student• Public description of course• Evidence in grievance and judicial
hearings• Course equivalency in transfer
situations• Support for instructors’ decisions
regarding grades and course policies
• Contract between university and student
Communication:
• First impression– Written document– Presentation
• Unwritten rules and expectations• Implicit contract negotiated
through non-verbal behavior• Evolution
Syllabus Review
• Review Process– Use the checklist as a guide
• Add any other items that you feel are important
– Student and faculty perspectives– Individually review all syllabi, then
critique each as a group• Group Presentation
– Select one syllabus for presentation– Presentation worksheet is provided
• Overview• Strengths• Weaknesses
Peer Review of Syllabus
• What worked?– What do the characteristics of
your syllabus mean?– What evidence do you see that
shows student-centered learning?
• What didn’t work so well?– What can you do to make your
syllabus more student-centered?
Resources
• Books• Videotapes and other media• Course homepages with course
objectives• ABET criteria• Consultation Services• One-week opportunities
TIP Workshop Evaluation
• Please remember to complete the evaluations– Workshop– Program
References
• Eberly, Newton, Wiggins, “The Syllabus as a tool for Student-Centered Learning”
• McKeachie, “Teaching Tips: Strategies, research, and theory for college and university teachers”
Levels of Learning: Bloom’s Taxonomy
• Knowledge• Comprehension• Application• Analysis• Synthesis