Thiết kế đề cương môn học
Course design involves the planning of curriculum, assessments, and opportunities for learning which attempt to meet the goals of the course and evaluate whether those goals are indeed being met. The designing of a course can be adeptly performed through the use of backwards design, which is based on the principle of working first from the material and concepts you want students to master, in order to plan how you will assess whether this learning has occurred, and this information thus guides which resources and methods of teaching are employed in order to enact learning of this material....
Phương pháp giảng dạy
đại học theo học chế tín chỉ
Phần 5
Thiết kế đề cương môn học
Copyright © 2009 Trung tâm nghiên cứu cải tiến
phương pháp dạy và học đại học – ĐH KHTN TP HCM
Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học
ĐỀ CƢƠNG
CHỦ ĐỀ: THIẾT KẾ ĐỀ CƢƠNG CHI TIẾT MÔN HỌC
Giảng viên:
o TS. Phùng Thúy Phượng [email protected]
Số tiết: 12 tiết (3 buổi)
Mục tiêu:
Sau phần này, học viên có thể
o Xác định tầm quan trọng/ vai trò của đề cương
o Liệt kê những nội dung cần phải có trong một đề cương
o Thiết kế đề cương môn học
o Đánh giá một đề cương môn học
Đánh giá:
o Thảo luận
o Bài tập
Tài liệu tham khảo:
o Preparing a course: course design
o Preparing a course: building a syllabus
o Example course syllabus-guide for course outlines in the Faculty of Science
o Syllabus components - What you might include in your syllabi
o Write the syllabus
o Evaluation Rubric for Peer Review of Course syllabi
o Fink’s Five Principles of Good Course Design
o Syllabus rubric
o Rubric to Evaluate Syllabus
Tài liệu tham khảo đọc thêm:
o http://www.cte.ku.edu/teachingQuestions/preparingCourse/courseDesign.shtml
o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/prep
cors.htm
o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/fink
s5.htm
o http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/less
pln1.htm
o http://www.mtnhomesd.org/Classrooms/Brantley/physics%20stuff/physics_syllab
us.htm
o http://www.starsandseas.com/Agenda/BioSyllabus.htm
o Creating a syllabus
Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM
www.cee.hcmuns.edu.vn
Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học
Các hoạt động và nội dung chính:
Buổi 1: Mục tiêu:
Học viên xác định tầm quan trọng của việc thiết kế đề cương;
Học viên liệt kê được các nội dung chính của đề cương
Nội dung Hoạt động Thời lƣợng
Thiết kế đề cƣơng môn học Giới thiệu 5’
Động não (Brainstorming) 2’
Các câu hỏi Làm việc theo cặp 3’
Bản đồ tư duy 10’
- Tầm quan trọng của việc Trình bày bản đồ tư duy 30’
thiết kế đề cương; Đọc tài liệu 45’
- Các nội dung chính của đề cương Preparing a course: course design
- Làm thế nào để thiết kế một đề cương môn học
Preparing a course: building a
syllabus
Example course syllabus-guide for
course outlines in the Faculty of
Science
Syllabus components- What you
might include in your syllabi
Write the syllabus
Thảo luận 30’
Trình bày 40’
Bài tập về nhà Viết đề cương một môn học ( mỗi
nhóm chọn một môn học để viết
đề cương)
Buổi 2: Mục tiêu:
Học viên có thể thiết kế đề cương môn học
Học viên có thể xây dựng các tiêu chí đánh gíá một đề cương môn
học
Nội dung Hoạt động Thời lƣợng
Trình bày đề cương 25’
Thiết kế đề cƣơng môn học Trình tự thiết kế đề cương môn học 10’
Backward design 5’
Câu hỏi - Sử dụng và quản lýCác tiêu chí đánh gía đề cương
thời gian trên lớp có hiệu quả. 10’
Đọc tài liệu 45’
Trình tự thiết kế đề cương môn học Fink’s Five Principles of good course
design
Đánh gía đề cƣơng môn học Evaluation Rubric for Peer Review of
Course syllabi
Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM
www.cee.hcmuns.edu.vn
Phương pháp giảng dạy đại học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học
Câu hỏi
Syllabus rubric
Những tiêu chí đánh gía đề cương môn học?
Rubric to Evaluate Syllabus
Bài tập: Xây dựng tiêu chí đánh giá đề cương Thảo luận 30’
Trình bày 40’
Buổi 3: Mục tiêu:
Học viên có thể đánh giá đề cương môn học
Nội dung Hoạt động Thời lƣợng
Tổng kết các tiêu chí đánh giá 45’
Đánh giá đề cƣơng môn học Đánh giá chéo đề cương 30’
Hoàn chỉnh đề cương 45’
- Sử dụng và quản lý Trìnhgian trên lớp có hiệu quả.
thời bày 45’
Copyright © 2008 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM
www.cee.hcmuns.edu.vn
Phương pháp dạy và học theo học chế tín chỉ Thiết kế đề cương chi tiết môn học
PREPARING A COURSE: COURSE DESIGN
Course design involves the planning of curriculum, assessments, and opportunities for
learning which attempt to meet the goals of the course and evaluate whether those
goals are indeed being met. The designing of a course can be adeptly performed
through the use of backwards design, which is based on the principle of working first
from the material and concepts you want students to master, in order to plan how you
will assess whether this learning has occurred, and this information thus guides which
resources and methods of teaching are employed in order to enact learning of this
material.
Four questions from Wiggins & McTighe (1998) are suggested as a guide for
condensing the course’s material into a few key topics:
• To what extent does the idea, topic, or process represent a “big idea” having
enduring value beyond the classroom?
• To what extent does the idea, topic, or process reside at the heart of the discipline?
• To what extent does the idea, topic, or process require uncoverage?
• To what extent does the idea, topic, or process offer potential for engaging
students?
Also consider the goals and characteristics of your future students. Some reasons that
students may be taking your course include: to develop a philosophy of life, to learn
to interpret numerical data, to understand scientific principles or concepts, to learn to
effectively communicate, to learn to organize ideas, or to understand how researchers
gain knowledge. As the instructor, you can use this information, along with your own
goals for the course, to guide your course structure and teaching pace.
After having determined which material will guide the course design, the next step in
backwards design is to establish the criteria you will employ to evidence student
learning. Instead of using a lone cumulative exam to assess learning, however,
backwards design is guided by the concept that understanding increases across time,
as students process, reassess, and connect information. Therefore, assessments to
measure this increasing level of understanding should be conducted throughout the
semester, using a variety of methodologies such as discussions, tests and quizzes,
projects, and assessments in which students analyze their own level of understanding.
Once key concepts and assessment criteria have been decided upon, you can then
focus on which teaching methodologies and activities you will use to help students
reach these course goals. In this manner, teaching is driven by the concepts that are
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crucial to the course, rather than the course being driven by the teaching methodology
itself.
Resources: Wiggins, G. & McTighe, J. (1998). Understanding by Design. Merrill
Prentice Hall: Upper Saddle River, New Jersey
http://www.cte.ku.edu/teachingQuestions/preparingCourse/courseDesign.shtml
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PREPARING A COURSE: BUILDING A SYLLABUS
Start with the basic information of the course, including the year and semester of the
course, the course title and number, number of credits, and the meeting time/place.
Provide your name, office address (and a map if it’s hard to find), and your contact
information. Indicate whether students need to make appointments or may just stop in.
If you list a home number, be specific about any restrictions for its use. Next, clarify
what prerequisites, knowledge, skills, or experience you expect students to have or
courses they should have completed. Suggest ways they might refresh skills if they’re
uncertain about their readiness.
When discussing the course, outline the course purpose(s); what is the course about and
why would students want to learn the material? Outline the three to five general goals or
objectives for the course (see Course design for more information), and explain why
you’ve arranged topics in a given order and the logic of themes or concepts you’ve
selected. When discussing the course format and activities, tell students whether the
class involves fieldwork, research projects, lectures, and/or discussion, and indicate
which activities are optional, if any.
In regard to the textbooks & readings, include information about why the readings were
selected. Show the relationship between the readings and the course objectives. Let
students know whether they are required to read before class meetings. Also detail any
additional materials or equipment that will be needed.
Specify the nature and format of the assignments, and their deadlines. Give the exam
dates and indicate the nature of the tests (essay, short–answer, take–home, other).
Explain how the assignments relate to the course objectives. Describe the grading
procedures, including the components of the final grade and weights for each
component. Explain whether you will grade on a curve or use an absolute scale, if you
accept extra credit work, and if any of the grades can be dropped. Also explain any other
course requirements, such as study groups or office hour attendance. Clearly state your
policies regarding class attendance, late work, missing homework, tests or exams,
makeups, extra credit, requesting extensions, reporting illnesses, cheating and
plagiarism. You might also list acceptable and unacceptable classroom behavior. Let
students know that if they need an accommodation for any type of disability, they should
meet with you to discuss what modifications are necessary.
Include a course calendar with the sequence of course topics, readings, and assignments.
Exam dates should be firmly fixed, while dates for topics and activities may be tentative.
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Also list on the course calendar the last day students can withdraw without penalty. Give
students a sense of how much preparation and work the course will take.
Finally, a syllabus is a written contract between you and your students. End with a caveat
to protect yourself if changes must be made once the course begins; e.g., “The schedule
and procedures in this course are subject to change in the event of extenuating
circumstances.” For more information, please see Ombud’s Website.
Resources: Appleby, Drew C. “How to improve your teaching with the course
syllabus.” APS Observer, May/June 1994. Davis, Barbara Gross. Tools for teaching.
San Francisco: Jossey–Bass, 1993. “Syllabus Checklist.” (2002). Teaching Matters, 6
(1), 8. This material is drawn from Eddy, Judy. (2001). Creating a Syllabus. Handout.
http://www.cte.ku.edu/teachingQuestions/preparingCourse/syllabus.shtml
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Example Course Syllabus
Guide for Course Outlines in the Faculty of
Science
Introduction
A typical, informative course outline will range anywhere from 3 to 6 pages, or
perhaps more in some cases, for example where week-by-week or lecture-by-lecture
descriptions are included.
Course outlines may be provided on the web (e.g., ACE) or in hard copy. Note that if
a course outline is made available only on-line and a student requests a hard copy, an
instructor is obliged to provide the hard copy.
A good course outline should include most or all of the following elements. Note that
some items below marked with an asterix (*) indicate that specific types of
information are mandatory – these are related to student assessment, discipline and
grievances.
Course description
Include an informative course description. Minimally, this could be the official
calendar description, or an enhanced version (preferred). Other details that might be
presented are where the course fits into a discipline, who the course might appeal to,
how or where knowledge gained from the course may be applied, or how the course
draws from and relates to other courses in the program/plan.
Also be sure to indicate how the course is delivered – lectures with chalkboard,
PowerPoint, or seminars, etc. If this course has a web presence, include relevant
details.
You might also consider indicating the nature of teaching and learning activities
students might expect – will there be small group discussions, collaborative labs, or
special projects? Is there anything else that is especially unique about your course?
Course learning objectives
Describe these from the students’ perspective – what will they learn, be able to do, or
better appreciate.
Learning objectives can be broad or they can be narrow and focused on course details.
A course may have several learning objectives that reflect one or more overarching
institutional philosophies like learning to think critically, communicating clearly or
looking at issues in a global context.
Objectives should be measurable, where possible, and specific. More focused learning
objectives could be at the departmental or discipline-level. Examples include:
For a course in molecular biology – “Explain techniques used to
monitor DNA, RNA or protein abundance, recognizing the benefits
and limitations of each technique”;
For a course in computational chemistry – “Calculate potential energy
surfaces for chemical reactions”;
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For a course in solid state physics – “Explain the operation and use of
several modern electronic devices, including the p-n junction,
transistors, opto-electronic devices, etc.”;
For a course in Earth history – “Examine the concepts and approaches
used in the stratigraphic analysis of rocks and sediments”.
Contact information
Identify instructor(s), teaching assistants; indicate office or help locations, telephone
numbers, email addresses. Some of these details, particularly those pertaining to TAs,
might not be available if the outline is prepared far ahead of time, of course. Also
include office hours (if any), and the preferred way for students to contact either
instructor(s) or TAs. If you have a preference for how students should contact you by
email, provide a clear example (e.g., using course-identifying subject lines such as
“BIOL 130 query”).
You may also want to indicate what kinds of email will be responded to. If your class
is large and email communication concerning course material could be overwhelming,
you may decide to emphasize that no emails about course content will be answered
via email and students must instead must use office hours, class or tutorial time.
Also useful is an indication whether you will respond to emails on weekends. You
might want to provide an indication of when a student might expect to hear back (e.g.,
mornings) or the expected length of time that students might wait for a response (e.g.,
within 24 hours).
Resources
Include full details regarding course texts (required, recommended), course notes,
laboratory manuals, other materials required (e.g., clickers, calculators –
programmable or not), library reserves, relevant URLs, etc.
Course topics
Provide the full list of primary and secondary topics – more detailed outlines may do
this on a week-by-week or lecture-by-lecture basis.
Expectation of student commitment to the course
Estimate the number of hours, on average, that a student should devote to your course
each week. Consider all aspects – lectures, labs, tutorial, reading, assignments, etc.
and break them out individually if this might be useful. If there is an uneven work
load, indicate when those times are.
*Student assessment
Indicate clearly how grade assessment will be done – this information must be
included in any course outline (see section below for other mandatory statements).
What are the values of exams, assignments, essays and other tools used for grade
assessment? If there is a participation element, including attendance, to the grading
scheme, explain precisely the expectation.
Indicate unambiguously the penalties for late submissions and course policy for
missed course elements, including exams. Indicate if accommodations of any sort will
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be considered and whether this will occur only with verified Verification of Illness
Forms (VIF), counseling letters, etc. Indicate if there is opportunity to make up
missed grading elements, such as mid-terms, or whether the grading scheme will be
modified, for example the missing assignment or mid-term weight assigned to the
final exam instead. You might also include a statement encouraging students to bring
their VIFs to the Science Undergraduate Office for verification and filing.
Also be sure to include due dates for their assignments and essays, as well as the
scheduled dates for quizzes and mid-terms. Indicate that students are expected to
check the appropriate UW websites for details concerning final examinations and
various course drop deadlines.
Statement for students with disabilities
Although not mandatory, instructors should consider incorporating the following
statement into their course outlines:
“Note for students with disabilities: The Office for Persons with Disabilities
(OPD), located in Needles Hall, Room 1132, collaborates with all academic
departments to arrange appropriate accommodations for students with
disabilities without compromising the academic integrity of the curriculum. If
you require academic accommodations to lessen the impact of your disability,
please register with the OPD at the beginning of each academic term.”
Statement regarding travel and the final examination period
It may be useful to include the statement that “Student travel plans are not considered
acceptable grounds for granting an alternative examination time.” (see
http://www.registrar.uwaterloo.ca/exams/finalexams.html). Instructors should include
here the exact dates of the exam period for that term. The final exam schedule is
usually posted about 5 or 6 weeks into the term, so a reminder in the outline
encouraging students when to check may be useful:
for Fall exams “…start checking toward the end of October”
for Winter exams “…start checking in the middle of February”
for Spring exams “…start checking in the middle of June”.
Changes to Course Outlines
If appropriate, include a statement that some types of course details may be revised
(e.g., topics treated, emphasis on certain topics, etc.).
When circumstances do arise such that it becomes necessary to change some aspect of
a course, students need to be informed of this as soon as possible so they have ample
opportunity to respond. This applies to outlines in hard copy as well as on-line.
While it is reasonable in some situations that certain elements of a course outline
might “evolve” over the term (e.g., range of topics to be treated in course), the grading
scheme and other elements related to evaluation cannot change. If minor changes
are made to non-grading elements of the outline, the new outline should draw
attention to these changes. If changes are made, an instructor has to be able to show
an archive of the outline from the time it was first made available to students at the
beginning of a course.
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Other special considerations or rules
If there are other rules or policies that you want your students to know about (e.g.,
protocols for participating in course chat rooms or e-submission of assignments),
explain clearly what they need to know. If a student has a concern related to how a lab
assignment was graded, who should be contacted – the TA? Lab instructor? Course
instructor? If you have a policy about recording (audio, video) lectures, indicate it. If
there you have a preference for a particular citation style for assignments or essays,
this should also be conveyed, and perhaps you could point to a source of guidance for
this information.
Also consider how you wish to handle unclaimed student submissions (e.g.,
assignments, quizzes). You must hold on to these for a year, unless you notify
students otherwise that you intend to keep them only for a shorter length of time and
after that time the material in question will be securely destroyed.
*Expectation of Academic Integrity
Instructors should be very clear about their expectation of Academic Integrity in their
courses. You are encouraged to include the following optional statement in your
course outline:
“To create and promote a culture of academic integrity, the behaviour of all
members of the University of Waterloo should be based on honesty, trust,
fairness, respect and responsibility.”
The statement below regarding Academic Integrity must be included in course
outlines.
“Note on avoidance of academic offences:
All students registered in the courses of the Faculty of Science are expected to
know what constitutes academic integrity, to avoid committing academic
offences, and to take responsibility for their actions. When the commission of
an offence is established, disciplinary penalties will be imposed in accord with
Policy #71 (Student Discipline). For information on categories of offences and
types of penalties, students are directed to consult Policy #71
(http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm). If you need help
in learning what constitutes an academic offence; how to avoid offences such
as plagiarism, cheating, and unauthorized resubmission of work; how to
follow appropriate rules with respect to “group work” and collaboration; or
if you need clarification of aspects of the discipline policy, ask your TA and/or
your course instructor for guidance. Other resources regarding the discipline
policy are your academic advisor and the Undergraduate Associate Dean.”
Courses that include group work should have clear statements of what an acceptable
amount of collaboration is and what is unacceptable; relevant examples might help
student avoid problems. It might also be a good idea to remind students that the same
level of academic integrity is expected on an assignment worth 2% as one worth 50%.
The Faculty of Arts has an excellent website on “Avoiding Academic Offences” –
(http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html). Refer students to
this site as most of it is very applicable to Science students as well, regardless of the
courses they are in.
The following URL is a useful one to refer students to concerning citation styles:
http://tinyurl.com/29s5tj
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*Student Grievances
Another statement that must be included in course outlines concerns student
grievances:
“Students who believe that they have been wrongfully or unjustly penalized
have the right to grieve; refer to Policy #70, Student Petitions and Grievances,
http://www.adm.uwaterloo.ca/infosec/Policies/policy70.htm.”
Student Appeals
Although not mandatory, another useful statement to include in light of earlier
statements on Policy 70 and Policy 71 is the following:
“Concerning a decision made under Policy 33 (Ethical Behaviour), Policy 70
(Student Petitions and Grieveances) or Policy 71 (Student Discipline), a
student may appeal the finding, the penalty, or both. Students who believe that
they have grounds for an appeal should refer to Policy 72 (Student Appeals)
http://www.adm.uwaterloo.ca/infosec/Policies/policy72.htm.”
March 3, 2008
Mario Coniglio, Ph.D.
Associate Dean of Science, Undergraduate Studies
Faculty of Science
University of Waterloo
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SYLLABUS COMPONENTS
WHAT YOU MIGHT INCLUDE IN YOUR SYLLABI
Basic Identifying Information
Course title and number, section number, crn, number of units
Term (e.g., Fall 2001)
Meeting time and location
Your name, office address, telephone number, fax number, email address
URLs for course and faculty member
Your office hours
Teaching assistant and hours
Prerequisites
Prerequisite courses, knowledge, skills, etc.
Suggestions for refreshing knowledge, skills, etc.
Course Purpose and Objectives
Overview of course purpose
Explanation of what course is about and why students would want to learn the
material
List of student learning goals or objectives
Ties to program learning goals or objectives
Course Structure
Conceptual structure used to organize the course
Format of activities for the course
Readings and Web assignments
Projects, papers, exams, etc.
Nature and format of assignments, expected lengths, deadlines
Nature of tests
Relationship of assignments to learning objectives
Expectations for written work (e.g., style, length, word processing
requirements, etc.)
Role of technology in the course
Required Purchases
Texts/Workbooks/ and supplies (required/optional/suggested)
Where they can be purchased
Grading Procedures
Grading components and weights
Grading criteria
Extra credit policy
Exam dates and coverage
Other Course Policies
Attendance
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Late work
Missing homework
Test make-ups
Requesting extensions
Reporting illnesses
Academic honesty: cheating and plagiarism [see college catalog or schedule of
classes]
Student and faculty responsibilities in the learning process
Accommodations for physical or learning disabilities
Classroom civility guidelines
Course Calendar
Topics
Readings
Assignment deadlines
Important drop dates
Supplementary Information
Estimated student workload
Study hints or guides
Glossary
References, recommended readings or URLs, library materials on reserve
Campus resources (e.g., tutors)
Handouts, lecture outlines, etc.
Campus Expectations for Syllabi
The University Handbook (Section 303.1) states that:
Faculty members shall provide a course syllabus to students in each of their
classes which, in addition to standard information (e.g., instructor name, course
name, date, etc.) contains at least the following information:
a) course objectives
b) assignment and exam due dates
c) grading policy
d) campus policy on academic dishonesty
e) other - in accordance with departmental guidelines.
CSUB Catalog and Class Schedule Information
Academic Freedom. Page 53 of the 1999-2001 Catalog or page 47 of the Fall
schedule.
Academic Honesty. Page 53 of the 1999-2001 Catalog or page 47 of the Fall
schedule.
Classroom Conduct. Page 53 of the 1999-2001 Catalog or page 47 of the Fall
schedule.
Nondiscrimination Policy. Pages 76-77 of the 1999-2001 Catalogy or page 47 of the
Fall schedule.
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Academic Calendar. Page 5 of the Fall Schedule (Note last day to withdraw without
a “W”; last day to withdraw for serious and compelling reason; holidays; SOCI
week; last day of classes; and final exam day.
Final Exam Schedule. Page 97 of the Fall schedule. Use this to determine your
official final exam day and time.
Other Resources
Online syllabi examples (e.g., the World Lecture Hall at
http://www.utexas.edu/world/lecture/ provides links to Web pages created by
faculty from a variety of disciplines worldwide.) Or, contact the Web pages of
faculty in your discipline at other campuses.
TLC Books on Teaching (e.g., McKeachie’s Teaching Tips; Preparing Instructional
Objectives; Designing & Assessing Courses & Curricula). Browse the TLC
library at http://www.csub. edu/~tlc/library.html
TLC Handouts: Handouts from the TLC that deal with a variety of teaching/learning
issues, such as “Integrating Learning Objectives into Courses and Course Syllabi.”
Most can be downloaded from the site
(http://www.csub.edu/~tlc/tlchandouts.htm), or copies can be provided by
contacting the TLC.
TLC Online Links: Links to a variety of pedagogical sites
(http://www.csub.edu/~tlc/links.htm)
Your syllabus is a university commitment to students to teach the course according to
the guidelines you set. It also is a reflection of you, your teaching philosophy, and
your attitudes towards students—take time to make it an accurate reflection.
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Write the Syllabus
Syllabi serve several important purposes, the most basic of which is to communicate the
instructor’s course design (e.g., goals, organization, policies, expectations, requirements)
to students. Other functions commonly served by a syllabus include:
To convey our enthusiasm for the topic and our expectations for the course
To show how this course fits into a broader context ( the big picture )
To establish a contract with students by publicly stating policies, requirements,
and procedures for the course
To set the tone for the course, and convey how we perceive our role as the
teacher and their role as students
To help students assess their readiness for the course by identifying prerequisite
areas of knowledge
To help students manage their learning by identifying outside resources and/or
providing advice
To communicate our course goals and content to colleagues
What’s in a syllabus?
A syllabus usually includes the following components:
COMPONENT
DESCRIPTION
(Labels link to components of real
(See also samples of whole syllabi.)
syllabi.)
Course number and title, semester and
year, number of units, meeting times and
Title page location, instructor and TA information
(e.g., name, office, office hours, contact
information)
A brief introduction to the course: scope,
Course description
purpose and relevance of the material.
Skills and knowledge you want students
Course objectives
to gain.
Explanation of the topical organization of
Course organization
the course
Required (and/or optional) books (with
authors and editions), reserve readings,
Materials course readers, software, and supplies
with information about where they can be
obtained
Courses students need to have taken
before yours (or at the same time);
prerequisite skill sets (e.g., programming
Prerequisites and co requisites
languages, familiarity with software).
Provide advice on what students should
do if they lack these skills (e.g., drop the
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course; get outside help; study
supplementary material you will provide)
What students will have to do in the
course: assignments, exams, projects,
performances, attendance, participation,
Course requirements etc. Describe the nature and format of
assignments and the expected length of
written work. Provide due dates for
assignments and dates for exams.
What will the final grade be based on?
Provide a breakdown of components and
an explanation of your grading policies
Evaluation and grading policy
(e.g., weighting of grades, curves, extra
credit options, the possibility of dropping
the lowest grade)
Policies concerning attendance,
participation, tardiness, academic
integrity, missing homework, missed
exams, recording classroom activities,
food in class, laptop use, etc. Describe
your expectations for student behavior
Course policies and expectations
(e.g., respectful consideration of one
another’s perspectives, open mindedness,
creative risk taking). Let students know
what they can expect from you (e.g., your
availability for meetings or e mail
communication).
A day to day breakdown of topics and
Course calendar assignments (readings, homework, project
due dates)
How to use the syllabus; how to study for
the course (how to read efficiently and
effectively, whether readings are to be
Advice done before or after the class they pertain
to, when to start assignments, approved
forms of collaboration, etc.); how to seek
help.
When should you write your syllabus?
Writing your syllabus should come late in the process of course design, after the
course is essentially planned, but well before the first day of class. You’ll notice
that of Fink’s 12 questions to ask oneself when designing a course (below), the
question pertaining to the syllabus comes in #11! (Fink, 2003)
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o Where are you? (situational constraints)
o Where do you want to go? (learning objectives)
o How will you know if students get there? (assessments)
o How are you going to get there? (learning activities)
o Who and what can help? (resources)
o What are the major topics in this course? (organization)
o What will the students need to do? (specific learning activities)
o What is the overall scheme of learning activities (integrating instructional
strategy with course structure)
o How are you going to grade?
o What could go wrong? (debugging design)
o How will you let students know what you are planning? (syllabus)
o How will you know how the course is going, and how it went? (planning
feedback)
General advice on writing a syllabus:
o If you are new to teaching, or to a department, look at the syllabus of a
colleague – preferably someone known to be an excellent instructor as a
rough model of format and style. Syllabi vary according to disciplinary
and departmental conventions, and while there is plenty of room for
individual variation and creativity in syllabus design, it’s a good idea to
see what the norm is before you begin.
o Anticipate student questions and concerns and try to address them in
your syllabus. Research indicates that the pressing concerns for students
when beginning a course are:
Will I be able to do the work?
Will I like the professor?
Will the subject matter interest me? Is it relevant to what I want to
do?
Do I have the prerequisite skills and knowledge to succeed?
Can I handle the workload?
Is it possible for me to get a good grade?
What sorts of policies does this instructor have regarding
attendance, late work, participation, etc.?
(loosely adapted from Davis, 1993)
Addressing student concerns will help them to align their expectations
with yours, give them a sense of your teaching styles and priorities, and
allow them to make more informed decisions about whether or not to
take the course.
o Distribute the syllabus on the first day of class and go over key points
with students. Make it clear to them that they are responsible for
everything in the syllabus, and reference the syllabus in class periodically
to remind them of its content. To encourage students to read the syllabus
carefully, some instructors actually give students a short quiz via an on
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