1 / 6

Writing a Syllabus: WHAT, WHY, WHEN, HOW, WHERE and WHO

Writing a Syllabus: WHAT, WHY, WHEN, HOW, WHERE and WHO. New Faculty Lunch Discussion November 2013 Rebecca Miles – Walton College of Business Scout Johnson – Fulbright College of Arts & Sciences. Our Objectives. Identify the components of a well-written syllabus

mahdis
Download Presentation

Writing a Syllabus: WHAT, WHY, WHEN, HOW, WHERE and WHO

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing a Syllabus: WHAT, WHY, WHEN, HOW, WHERE and WHO New Faculty Lunch Discussion November 2013 Rebecca Miles – Walton College of Business Scout Johnson – Fulbright College of Arts & Sciences

  2. Our Objectives • Identify the components of a well-written syllabus • Review and assess syllabus examples • Identify specific changes for your own syllabus Putting the FUN in syllabus, one course at a time.

  3. Our Agenda • A Working Lunch • Blind peer review • Meet your table mates • Syllabus Basics • You need one. • Your students need one. • Your institution needs one. • The rest is details…and details matter. • Analysis and Synthesis • Doing well • Could do better • Advice for new faculty • Wrap Up • Syllabus retrieval • Next steps • Evaluations

  4. WHAT to do • Conduct a blind peer review process to benefit both reviewer and reviewee. • Start with the syllabus in front of you: • Circle the items you like. • Underline anything about which you have questions or concerns. • NOTE: any missing pieces or content (in the margin). • Communicate in writing whatever additional feedback you wish to offer. • Pass the syllabus to your right and repeat the process for each syllabus on the table.

  5. Now WHAT? • Collaborative analysis and synthesis • Using your table knowledge: • As a faculty, what are we doing well? • What things might you start doing? • As a faculty, what could we be doing better? • Two suggestions for a first-time teacher. • Nominate a spokesperson for a report out.

  6. HOW to wrap up • Table feedback form • Complete and legible • We’ll aggregate and post • Syllabus retrieval • Consider sharing • Electronic syllabus • TFSC syllabus repository • Signature for permission • Evaluation forms

More Related