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STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER

STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER. Facilitators: Pamela Baker, PhD, Director, CET&L, ADJUNCT ASSISTANT PROFESSOR, DEPARTMENT OF HISTORY, A&S AND THE GRADUATE SCHOOL ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L. Session outcomes.

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STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER

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  1. STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER Facilitators: Pamela Baker, PhD, Director, CET&L, ADJUNCT ASSISTANT PROFESSOR, DEPARTMENT OF HISTORY, A&S AND THE GRADUATE SCHOOL ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L

  2. Session outcomes • Identify strategies for creating a stronger, more student-centered syllabus • Articulate “What is the value-added of this course” or “What will my students be able to do or understand five years from now” • Articulate the content/concepts you intend to cover with a view to unit level learning outcomes

  3. design & tone • Qualities/characteristics that make it different • Visual • Tone • Components (see examples) • Value-added of this approach • Efficiency • Student Learning

  4. Example of traditional syllabus

  5. Teaching syllabus: new course overview

  6. Teaching syllabus: revising the expected Before: After:

  7. Reconsidering course articulation • Articulate “what is the value added of this course”: • What will my students be able to do or understand five years after taking my course? • What are the 3 or 4 most important things I hope students will learn how to? • What do students in this course need to learn to prepare them for subsequent courses? • How might students use the material in this course to accomplish something important as a working professional?

  8. Making slo’s more meaningful to students • Move from content covered to student action • Consider how in-class activities or out-of-class assignments can model or reinforce SLO’s • Make course calendar more explicitly supportive of SLO’s

  9. Unit Level slo’s • 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 • You can use the course calendar template to assist you with these.

  10. Identify Strategies • Of the things you learned today, which strategies might you implement and how might you go about making these changes? • Syllabus Design & Tone • Value-Added Statement • Text-Book Articulation • Explicitly linking Course Learning Outcomes with activities and assignments • Detailed Course Calendar

  11. Questions?

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