11/5/09 Patriotism & Christian Education
10/16/09 Honors College Showcase
10/13/09 Women Leading in the Church?
9/23/09 Summit Conversation Series - Donald Miller
9/21/09 Summit Conversation Series - Carlos Sepulveda
9/16/09 Class Blogs Across Campus
9/15/09 Writing Intensive Teachers
9/10/09 The 3Gs: Reflections on the Future of Study Abroad
9/9/09 Writing Intensive Teachers
9/8/09 (Re)Viewing Student Success
9/3/09 Student Collaboration in a 3D Environment
5/12 - 5/14 MOBILE LEARNING INNOVATORS LAB
Explanation of Syllabus Components
The syllabus checklist was revised and distributed to all faculty in the spring of 2008. At this Web site you can find tutorials to help develop the essential elements of the syllabus. Look for links embedded in the syllabus checklist. You will also find helps and resources in the Instructional Development Manual.
The original syllabus checklist was developed in 1996 with input from college deans and academic councils. Since 1996, the checklist has evolved, representing university level academic council actions and standards. Any syllabus submitted to academic councils with a new course application should incorporate all items on the checklist.
Adams Center - Syllabus Checklist v.2.7
Course ID___________________
Developer_______________________________
Reviewer________________________________
Red = Required Elements
Purple = Exceptional Tactics to note to Councils
About the University
About the Course
About the Teacher
About the Students
Course Content
Teaching/Learning Methods and Format of Class Sessions
Texts, Readings, and Supplements
Statement Concerning Christian Perspective
Overall Outcome / Course Goals
Competencies
It is preferred that these three items be developed in the three column model, but developers may wish to integrate all three items into individual statements.
Grading Criteria
Course Policies
Clear statement of expectations concerning penalties for non-compliance regarding:
Course Calendar
Exceptional Tactics or Emphasis
Tactics are evident in this syllabus that emphasize certain institutional priorities, or promote specific liberal skills, teaching innovations, or leadership qualities.
Download Syllabus Checklist PDF
Sample syllabuses are available in the instructional development office and chairs' offices.
Download Syllabus Checklist v.2.7 (PDF)
Explanation of Syllabus Components
Basic course and instructor information:
The basic information about the institution, course, instructor, and semester is particularly relevant when students transfer and present a syllabus for course credit equivalency.
Mission - a frequent reminder of our purpose and our unique perspective.
Audience - who should take the course (for a specific major? general elective? to meet a core requirement?).
Prerequisites - list of specific courses, skills, GPA, etc., required for success in the course.
Course description - one or two paragraphs or an outline overview of course content and philosophy (or duplicate the catalog description).
Course goal - the overall goal or outcome students will achieve by the end of the course. See guidelines for writing a course goal.
Competencies - performance expectations related to student learning. Use specific verbs that communicate observable, measurable performance or outcomes. See guidelines for developing competency statements.
Evaluation methods - list of projects, papers, major assignments that will be graded to determine student competency for all course competencies. See guidelines for measuring competency.
Grading criteria - teacher's criteria and requirements for major projects and term papers (style, format specifics, length, due date, other criteria), and special grading practices (late work policy, make-up, extra credit).
Grade composition - list of all grade components, weight of each, scale for A, B, etc.
Text/s, readings, tools - full bibliographic info for texts (state whether required or optional); list of other tools and equipment, electronic resources, reading packets, etc., and where students obtain them or gain access to them.
Attendance and policies - attendance policy (tardies, absences, illness, excused and unexcused), academic dishonesty policy (cheating and plagiarism), drop/withdrawal policy,etc.
Christian perspectives - indication of how Christian perspectives will be integrated into the course (teaching philosophy about integration, competencies related to Christian perspective, course units focused on Christian perspectives or ethics, etc.).
Format - indication of the way class sessions will be conducted, types of activities (i.e. lecture, lab, research, discussion, groups, case studies, electronic media, etc.).
Course calendar - for each week or each class meeting, - list of activities and content to be covered, assignments, due dates for all graded items, exam dates.
Allow for flexibility and revisions of schedule based on progress and needs of the class.
Lecture - communicating content/expertise (dispensing information) through voice, gesture, movement, facial expression, and eye contact. Student is viewed as a passive receiver. (Gray)
Discussion - actively involving students in learning by asking questions that provoke thinking and verbal response. (Gray)
Cooperative Learning - small group structure emphasizing learning from and with others; academic and social outcomes; productive, positive interdependence; individual accountability for grades. (Karre)
Collaborative Learning - heterogeneous groups in an interdisciplinary context; emphasis on community; collectively accountable; shared resources and shared rewards. (Brody; Karre)
Learning Teams - teacher is seen as manager of overall instructional process; students are seen as empowered to take responsibility for their learning; course and activities are designed to give students opportunity and incentive to accept responsibility for learning. (Michaelsen)
Experiential Learning - learning by doing; including simulated experiences and real world experiences outside the classroom. (Silberman) Experiential learning strategies include:
Conferencing - discussion involving teacher and students on an equal plane in consultation on a topic.
Programmed Instruction (computer based or computer assisted) - instruction using computers to deliver part or all of the instruction.
Distance Learning - instruction conducted by a teacher at a distant sight from the students.
Team Teaching - teaching involving the collaborative efforts of two or more teachers.
How to Write Competency Statements
Clear competency statements (performance objectives) express what students will be able to do as a result of the course.
Ask yourself:
What will students be able to do (intellectual, affective, or psycho-motor skills) as a result of my course? (Resources and guidelines regarding various domains of learning are available through the director of instructional development.)
Guidelines for clear competencies (performance objectives):
Philosophy: Competencies (performance objectives) stated on a new course application may represent only minimum, quantifiable objectives every student should achieve in the course. You will frequently set additional objectives that may be more challenging or even immeasurable.
Tips on competencies for new course applications:
How to State Measurements for Competencies
Clear measurements express how you will quantify the level of competency your students reach (for competencies stated in the syllabus).
Ask yourself:
How will students show me they've gained these skills/competencies? How will I grade student achievement of these skills/competencies?
Guidelines for stating measurements:
Philosophy: The learning process continues through the step of evaluating student learning and should not be viewed as an opportunity to trick students. Means of measuring learning should flow from expectations you have clearly communicated to your students.
Tips on measurements for new course applications:
