Prepping for the Semester

Bill Reynolds, PhD, LCSW

Director, Institute for Faculty Development

Associate Professor of Social Work

The Richard Stockton College of NJ

August 25, 2015

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Syllabus development 1

Wide variation in how individual programs handle syllabi

On one extreme, Social Work has master syllabi for all major courses, faculty have a little latitude, but not much, in adapting them.

Other extreme, some programs have no master syllabi, and faculty who teach the same course make up their own syllabi, may even use different texts.

So, what should you do?

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Syllabus development 2

Small number of course objectives that reflect what you expect students to know and be able to do

Consider a “promising” or “inviting” syllabus (Bain)– The promise(s): What this course promises the students

Intriguing, provocative questions High expectations (promote “growth” over “fixed” mindset) Your commitment (passion, engagement, etc.)

– Ways to fulfill those promises; i.e., activities that naturally flow from promises (formerly course requirements, assignments)

– Ways for the student and teacher to understand the nature and progress of the student’s learning (formerly “grading policy”)

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Essential Learning Outcomes

Stockton has launched a wide-ranging effort to articulate 10 essential learning outcomes (ELOs) that students should achieve during their college experience here.

Stockton ELO web page– http://intraweb.stockton.edu/eyos/page.cfm?siteID=209&pageID=154

– ELO Newsletter ELO syllabus statement (handouts)

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General Studies (“G”) Courses

Process takes time (details in new faculty workshop)– Info here: http://

talon.stockton.edu/eyos/page.cfm?siteID=18&pageID=7– Senate will be looking at the G course proposal process

Don’t plan to teach new G course until 2 semesters after it’s proposed

Inquire about existing courses– Check course catalogue– Talk to colleagues– Seek assistance from Assistant Deans in your school.– Use mentor(s) as a resource

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Suggestions

Meet with in-program mentor in the first week or two of the semester– Ask for resources– E.g., sample syllabi, grading rubrics, videos, podcasts, etc.– Request “student” access to their BB courses– Ask them for precepting guidance (can you observe precepting

sessions) Meet with colleagues who teach/taught the courses

you’re teaching Meet with an out-of-program mentor for additional

suggestions Use the IFD

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Suggestions: Grants

Meet with Grants Director (Todd Regn) Become very familiar with grants programs, calendar

– Internal funding, FY16 – GO calendar

2020 Initiative funds

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Fall Calendar

Available online--http://intraweb.stockton.edu/eyos/page.cfm?siteID=30&pageID=144

Upcoming dates– Union session ("Community Engagement: Faculty Share their Roadmap

to Community Engagement."): Thursday, 8/27, 8:00 – Noon, C134– Fall Faculty conference: Tuesday, Sept. 1, 8:00 – 4:00– New faculty workshops: Wednesdays from 9:55-11:10 in G137

Useful dates for syllabi– Dates for dropping, withdrawing from class– Precepting– Last day of classes– Grades due

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Miscellany

Allow extra time to get to class and the new faculty workshops the first few weeks of the term due to parking.

12 month pay option—talk to HR You can request a computer lab for an individual class

section if need be for the fall—do it early. 13D, 13O: Tenure clock starts now Mentee booklets in your folders (review tonight)

– Suggestions for a first conversation– Nail down a day/time that will be good for your mentor– Benefits (even if you don’t “need” mentoring)

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Questions