New Faculty Syllabus Workshop

1. New Faculty Syllabus Workshop Session 1

2. Activity #1: Why Syllabi? • Take five minutes to complete a brief journal entry in response to the following prompt: Why do you create and distribute a syllabus for your classes? • I will ask you to share your ideas with the group.

3. Invitation To invite my students to share in the excitement of my discipline: to offer guiding questions that will frame our work in the course. • How do cultural forces shape the lives of young Latinos in America today? (Puente English 803) • How do competing versions of the California dream shape our state’s politics and culture? (English 100) • How did a promised land--a new world--founded on dreams of freedom, equality, and economic opportunity descend into the horror of civil war? How has the culture and literature of that emergent and divided nation shaped who we are today? (American Literature)

4. Promise To make promises to the students about what they will be able to do when they have completed this course and how their progress toward those outcomes / objectives will be assessed. • Outcomes / Objectives • Assessment • A Guide to Success in the Course (The Learner Centered Syllabus)

5. Objectives / Outcomes • Two Sources • Your expertise • The official course outline • Copy? Rephrase? Omit? • Supplement • Why are students taking this course: what will they leave the class able to do?

6. Evaluate the following assessment policy? How would you modify it? Grading Policy Students will be graded on a percentage scale as follows: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 59 and below%

7. Types of assignments and weight of those assignment Rubrics / Criteria / Methodologies Make up, revision, or dropping low grade policy Submission requirements Late work policy VP’s and Deans Room for students to recover from mistakes--retention? Clear, detailed Live by your policies Imagine an administrator dealing with a complaint about your grading--does your syllabus make that Dean’s job easy? Assessment: Key Elements

8. The Learner Centered Syllabus Might… • Provide estimated student work loads for the class • Provide study skills and success strategies guidance • Link student to academic support resources • Use color or be in an alternative format

9. The Learner Centered Syllabus Might… • Connect students to other campus resources • require students to see a counselor to update their ed plans) • Consider an “hours by arrangement” model that requires students to invest a certain number of hours using campus resources • Include information about an optional class field trip or service learning activity

10. Structure To keep myself, the students, and the class organized and focused during the semester. • Calendar • Classroom Guidelines • Attendance Policies

11. Last Day to Add Classes: 8/25 Last Day to Add Classes with Instructor Approval: 9/1 Last day to drop classes with refund and no grade on record: 9/1 Labor Day Holiday: 9/3 Veteran’s Day Holiday: 11/12 Last Day to Drop with a “W” grade: 11/15 Thanksgiving Holiday: 11/22-25 Final Exam Date and Time: 12/8-14 Calendar

12. Course Title and # Classroom #’s Your Name Phone Email Web Tips and Expectations Communication

13. Be clear about your concerns and “pet peeves” Involve students if you can Keep posted in classroom (or in student binders, etc.) Discuss / Explain Use positive assertions when possible Classroom Guidelines: Key Elements

14. Evaluate the following attendance policy? How would you modify it? Attendance Policy • Committing the necessary amount of time to succeed in this course begins with attending class. If you are not attending class, you cannot learn from our classroom community, and I cannot effectively evaluate your progress. For this reason, I reserve the right to drop a student who misses six hours of class or more. • I give a quiz at the beginning of each class meeting. Students who arrive after the quiz begins may not participate in or make up the quiz. • If you are absent from class, send me an email summarizing what we covered in class and including a one paragraph reflection on the reading.

15. The “drop paradox” Make up options? Documentation Attendance Policy: Key Elements • Positive vs punitive • Grades and attendance • Clarity and consistency

16. Hot Spots to Check For • Does your syllabus generate excitement about or interrest in your class? • Does your syllabus communicate who you are and what you believe as an educator to you, your students, your colleagues, and campus administrators? • Are all your assessment policies actually in the syllabus (ex. Do students need to complete all major projects and final to pass the course?) • Is your assessment clear and detailed? Can a student easily calculate or find her grade at any point in the course? Could a campus administrator easily understand and defend your policy and practice? Does your grading policy leave students some room to grow and develop? In other words, does it encourage retention without lowering expectations? • Have you communicated your expectations of and pet peeves about classroom behavior to students in some written form? • Do you have the most recent and official disability language in your syllabus?