Question What is an effective syllabus

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Developing an Student Centered Learning Syllabus
Gayle A. Brazeau, Ph.D. School of Pharmacy and
Pharmaceutical Sciences Phone (716)
645-2848 E-mail gbrazeau_at_buffalo.edu
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Todays Learning Outcome

• To provide the framework that will allow you to
  develop and implement an effectiveStudent
  Centered Learner Syllabus

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Teaching
I am a teacher at heart and there are moments in
the classroom ltand out of the classroomgt where I
can hardly hold the joy. When my students and I
discover uncharted territory to explore, when the
pathway out of a thicket opens before use, when
our experience is illuminated by the
lightning-life of the mind - then teaching is
the finest work I know. Parker Palmer, 1998 The
Courage to Teach Exploring the Inner Landscape
of a Teachers Life
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What are your thoughts about the Course Syllabi?

• What are the strengths of an effective syllabus?
• Would could be incorporated into the syllabus to
  enhance student learning?
• What are some activities that can be discussed in
  a syllabus and how will these contribute to the
  desired course outcomes and student learning?

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UB Faculty Staff Handbook

• III. E. Faculty Teaching Responsibilities
• At the beginning of the course, a student should
  receive a course outline that clearly states
• Course Requirements
• Academic Content
• Grading Policy
• Office Hours
• http//www.business.buffalo.edu/UbbContent/Hrs/fac
  ultyhandbook/III.htmE

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UB Teaching and Learning Committee Resolution 1

• Published syllabus within the first week which
  addresses fairness and disclosure concerning
  course goals, expectations of attendance,
  performance and deadlines, grading and
  availability of the instructor.

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Resolution 1

• May include
• General goals and specific objectives
• Whether/how course requirements and schedules
  might change
• How attainment of goals/objectives will be
  evaluated
• What additional student support is available and
  how to access it
• Attendance policies
• Other policies (e.g., laboratory)
• Grading Scheme
• Academic integrity policy of the university
  and/or unit

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UB Curriculum Committee and Grading Policies

• How course grades are determined
• Including assignments, activities and
  examinations
• Dates of the assignments, activities or
  examinations
• For each activity or assignment, what is the
  portion of the grade from these assessment
  activities

• Are course grades curved?
• Is attendance a factor in the course grade?
• Can course grade be modified by excessive
  absences
• UB Attendance Policy
• Alternatives if a student is absent from a
  required activity
• Acceptable reasons for absence from activity
• Conditions for alternative activities

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Importance of the Syllabus

• Forms the backbone for the course
• Blue print for you and your students
• Allows you to conceptualize your course
• Opens communication
• Means to document your scholarship of teaching

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Where do we start?
No wind favors him who has no destined port. -
Montaigne
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Key Student Centered Learning Syllabus

• Putting Your Thoughts Together Prior To Putting
  Syllabus On Paper
• Anticipate Student Questions and Concerns

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Critical StepThinking About Your Course

• What are the course outcomes?
• How will the students be different after they
  take this course?
• What methods will you use in your course?
• What will be the course activities?
• What will be the course assignments?
• What will be the course assessment activities?
• What technologies will you use in your course?

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Learning and Course Outcomes

• How will your students be different after they
  complete your course?
• What transformations will occur in your students?
• Course Ability-Based Outcomes - Integration
• Knowledge
• Skills
• Attitudes
• Help you to decide what activities will be used
  in the class to enhance student learning

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Knowledge
Skills
Attitudes
Learning Outcome
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Class Design - Where Do I Start?
What do you want the students to be able to do at
the end of your course? What levels of thinking
do you want the students to be able to
perform? What will be the best educational format
to achieve the above goals? How will you assess
their learning?
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Teaching Goals Inventory

• Developed Thomas Angelo and Patricia Cross
• Goal for Faculty Members
• Become more aware of what you want to accomplish
  with your course
• What are the best classroom assessment techniques
  and activities
• Starting point for discussion with faculty
• Community of Educators
• Online Southern Illinois University
• http//www.siue.edu/deder/assess/cats/tchgoals.ht
  ml
• http//www.siue.edu/deder/assess/cats/tchscor.htm
  l

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What do you think will be the hardest element(s)
to include in a student centered learning
syllabus?
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General Guidelines - Syllabus

• Focused on Student Learning
• You versus The Student
• Being involved or an active participant in the
  course
• Clear
• Easy to read and follow
• Organized with appropriate headings

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GoalEnhanced Student Learning

• Provide the foundation for the course
• Pre-Requisites and other knowledge or skills you
  assume students know prior to this class
• Facilitate Student Learning
• What is needed for successful completion?
• Logistics of the course
• How long will assignments take in your estimation
• Reduce test anxiety and exam taking skills
• Sample Examination
• Sample examination with components of the
  syllabus
• Assignments or Activities
• Relevant Handouts or Readings

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Activities to EnhanceStudent Learning?

• In class active learning activities
• Out of class activities
• Group activities
• Computer added instruction

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Syllabus Fundamentals

• Faculty members and/or all instructors
• Course Number and Title and Dual Listing
• Times and Location Meeting
• Course Outcomes
• Schedule with Readings and Assignment dates
• Academic Integrity
• Disability Statement
• Grading and Grading Policies
• Attendance Policy

See handout for suggestions
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Syllabus is Not a Static Document

• Can change over the semester
• How change should be outlined early
• Cautious
• Too much change
• Better to wait until next year

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More is Better?

• Personal Decision
• How much you incorporate in syllabus?
• Goal Start and Continue Student Learning
• Clearer the syllabus
• Avoid Student Confusion
• Avoid Issues with Grading
• Avoid Issues with Assignments or other activities
• Too much does it limit your flexibility during
  the semester?

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In Class Day 1 and Beyond

• Day 1 is Critical
• Spend time - explain the format and design
• Go over pertinent points
• Beyond and into the semester
• Make it a living, useful document
• Are you heading towards the course outcomes?
• Refer to syllabus as needed for assignments and
  grading
• Modify components as needed

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Great teachers take risks. They bet initially on
talent they perceive in younger people. And they
risk emotional involvement in working closely
with their juniors. The risks do not always pay
off, but the willingness to take them appears
crucial in developing leaders. Abraham
Zaleznik
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Your GoalHelping Students Achieve Professional
and Personal Excellence

• Excellence can be obtained if you ...care more
  than others think is wise ...risk more than
  others think is safe ...dream more
  than others think is practical ...expect
  more than others think is possible.
• Author Unknown

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• To think is easy. To act is hard. But the hardest
  thing in the world is to act in accordance with
  your thinking.
• Goethe