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Your Course Syllabus: A Peer Review and Just-in-time Revisions

Your Course Syllabus: A Peer Review and Just-in-time Revisions. Sandy Courter, EPD Mike Morrow, ECE. Overview. Introductions Collect syllabi for duplication Learning Outcomes Role of Syllabi Peer Review Resources.

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Your Course Syllabus: A Peer Review and Just-in-time Revisions

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  1. Your Course Syllabus: A Peer Review and Just-in-time Revisions Sandy Courter, EPD Mike Morrow, ECE

  2. Overview • Introductions • Collect syllabi for duplication • Learning Outcomes • Role of Syllabi • Peer Review • Resources

  3. Learning Outcomes: As a result of this workshop, you will be able to . . . • Examine the nature and content of syllabi in order to gain a better understanding of their attributes and characteristics • Identify the ways in which syllabi reflect and communicate university, college, and faculty goals and objectives • Identify ways in which syllabi communicate an implicit contract between the student and teacher

  4. Why use a syllabus? • In your groups, create a list of 5-7 reasons of why you would want to use a syllabus in your course. • Are we ready? • You have 3 minutes… • Time’s up! • Let’s see what you’ve come up with…

  5. Some basic ideas • Decrease the risk of miscommunication • Insure consistency and confidence that accurate information is being conveyed • Provide a permanent reference for students • Increase value that students place on syllabus as a learning tool

  6. Role of Syllabi: Calendar of events or Learning tool? • Course structure • Administrative • Communication

  7. Course structure: • Topical coverage • Course format • Readings • Prerequisites • Assessment

  8. Administrative: Contract with student • Public description of course • Evidence in grievance and judicial hearings • Course equivalency in transfer situations • Support for instructors’ decisions regarding grades and course policies • Contract between university and student

  9. Communication: • First impression • Written document • Presentation • Unwritten rules and expectations • Implicit contract negotiated through non-verbal behavior • Evolution

  10. Syllabus Review • Review Process • Use the checklist as a guide • Add any other items that you feel are important • Student and faculty perspectives • Individually review all syllabi, then critique each as a group • Group Presentation • Select one syllabus for presentation • Presentation worksheet is provided • Overview • Strengths • Weaknesses

  11. Peer Review of Syllabus • What worked? • What do the characteristics of your syllabus mean? • What evidence do you see that shows student-centered learning? • What didn’t work so well? • What can you do to make your syllabus more student-centered?

  12. Resources • Books • Videotapes and other media • Course homepages with course objectives • ABET criteria • Consultation Services • One-week opportunities

  13. TIP Workshop Evaluation • Please remember to complete the evaluations • Workshop • Program

  14. References • Eberly, Newton, Wiggins, “The Syllabus as a tool for Student-Centered Learning” • McKeachie, “Teaching Tips: Strategies, research, and theory for college and university teachers”

  15. Levels of Learning: Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis

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