The Teaching Syllabus & Course Design

Melinda Rhodes-DiSalvo, Ph.D

Interim Director, Center for the Enhancement of Teaching & Learning (CET&L)
Change = Time to Challenge
 Session Goals

By the end of this session, participants

will understand ….
 Session Outcomes

• Describe the philosophy behind the teaching syllabus.

• Articulate the value-added of the course. (What will my
students be able to do five years from now?)
• Refine/condense learning outcomes with a view to unit
level outcomes.
• Revise “expected” parts of the syllabus with focus on the
student.
• Explain the concept of alignment and apply it.
 Session Outcomes

• Distinguish between learning goals and outcomes.

• Write specific and measurable learning outcomes.
• Explain how outcomes enhance the learning experience.
• Explain various ways students and instructors use learning
outcomes.
• Suggest appropriate activities and assessments for specific
learning outcomes.
 Goal vs. Outcome

More on that later.

 Why We Teach, What We Teach

Consider ONE course you’re teaching this semester. Take

five minutes to jot down your first responses to the following
questions:

1. What excites or interests you about this course?

2. Why do you think it’s important for students?
3. What are you passionate about in this course?

Share one of your answers with the people around you.

The Teaching Syllabus Perspective

The Move from planning to communicating.

syllabus
as a Orient to student perspective.
“book
jacket” Retool to:
for your • Encourage students to read and use it.
course • Focus on essential content & relevant activities.
• Improve daily effectiveness in the classroom.
• Anticipate (head off) student questions & issues.
• Spur student engagement and involvement.
 The Teaching Syllabus Rubric

•Addresses components recommended by UC

Faculty Senate.

• Charts progression from planning document to

student-centered communication.

• Enables you to evaluate each section of your

syllabus and prioritize revision.
The New Course Overview

What is the value-

added of your
course?

What is it that you

want your students
to be able to do five
years from now?
 Your Turn

Write a course overview in which you:

• Indicate how students might use this course’s content.
• Explain how this course is relevant to students.

(Review your answer from the “Why We Teach What We

Teach” exercise. How can you incorporate those ideas into
your course overview?)
Revised/Condensed Learning Outcomes

• Articulate behaviors/performances.
• Mark progress toward goals.
• Are closely tied with assessment.
*Also, you can have many possible outcomes relating to any one goal.
Revise/Condense Learning Outcomes

• Move from content covered to

student action.
• Consider how in-class
activities or out-of-class
assignments can model or
reinforce SLO’s.
• Use concrete and specific
verbs to identify what you want
students to be able to do.
Revised/Condensed Learning Outcomes
Each unit of your course should have SLOs that are:
• Process driven, not content driven.
• Active & student focused.
• Consistent and aligned with course student learning
outcomes.

And each unit should:

• Identify activities and/or assignments that will allow you to
cover content without lecturing.
• Present a snapshot of that unit’s objectives, learning
activities, and assessments.
What Is Alignment?
Assessments Align with Outcomes
 eCurriculum at UC:
http://www.uc.edu/ecurriculum.html
 eCurriculum at UC:
http://www.uc.edu/ecurriculum.html
 eCurriculum at UC:
http://www.uc.edu/ecurriculum.html
 Your Turn

• For the course you identified, write outcomes.

• Share with another neighbor.

• Debrief on any challenges or difficulties.

 From “CYA” to Student-Centered

Identify most important course policy and ask:

• How does this policy help my students succeed?
• What is my rationale for the policy?
• How do I balance the “legalistic” with the accessible?

Use the template and course rubric to help you.

Revising the Expected
 Academic Integrity

• Acknowledge the complexity of

“academic integrity.”
• Use examples specific to your course
to define integrity for students.
• Provide resources that help them
understand/troubleshoot.
• Explain consequences of academic
dishonesty clearly.
 Electronic Devices

• Define what devices are conducive to your course.

• Consider in-class and out-of-class uses, as well as
access.
• Describe how you will use technology in class.
• Provide details about how you will use Blackboard.
• Offer resources for help and access.