The Course Syllabus as an Effective Communication Tool

1. The Course Syllabusas an Effective Communication Tool Dr. Pam Brown, College of Education Dr. Steve Damron, College of Agricultural Sciences and Natural Resources

2. 7 purposes of a syllabus • Sets the tone for the course • Motivates students to set goals • Serves as a planning tool for faculty • Structures students’ work over time • Helps faculty plan and meet goals • Serves as contract between faculty and students • Is a portfolio artifact for job application, tenure, promotion From: Slattery & Carlson, 2005

3. Examples of syllabus language: Brown NETIQUETTE: I expect each class member to follow these basic rules of online conduct: • Keep discussions professional, not personal. Disagree with ideas (if needed), but donʼt denigrate another person. • Avoid profanity altogether. • Use standard English, not text-speak. • Design your online entries to stimulate further discussion rather than to serve as a “final word.” We are all learners. • Before posting to a discussion board, please read all questions and responses already posted on that topic in order to avoid repetition. I will take roll at each class meeting. Attendance includes not only physical presence, but also mental engagement.

4. Examples of syllabus language: Damron GRADE VERIFICATION POLICY. There are no exceptions to the following policy. • Various student groups ask students to have instructors verify attendance and/or grades in their classes. • I will not do this. If you are asked to do this, then please show the asker this syllabus. • Grades will always be available on D2L. Share them with whomever you wish.

5. The syllabus as a teaching tool • It can be more than a standard contract—perhaps a compact? A deal? A bargain? A covenant? • Think about including explanations imbedded in the syllabus about why you include various sections—give students a glimpse of your decision-making processes • Your syllabus could reflect principles you are teaching—for example, an art class may have an artistic format • If you use a standardized syllabus, consider adding a personal syllabus addendum to give the students some information about you, their instructor

6. What to include in the syllabus: Basics • Course title, number, semester, meeting location, times • Instructor contact information—email, phone(s), office location, office hours, other (social media, blog, etc.) • Necessary information for online course components • Rationale • Goals and objectives • Required readings • Assignments • Evaluation/grading scheme • Academic policies: for example, academic integrity, student disability services (OSU Syllabus Attachment for current semester) • Class schedule—date(s)/assignments/readings/activities/topics

7. You could also include: Extras(?) • Instructor beliefs, philosophy, assumptions • Specific assessment information—for example, rubrics or assessment methods • Teaching methods (life beyond the lecture) • Plans for feedback on student learning • Opportunities for students to provide course input (formative and summative) • Accreditation information

8. Syllabus evaluation rubric

9. Syllabus evaluation rubric

10. Syllabus evaluation rubric

11. Syllabus evaluation rubric

12. Other considerations • How will students be able to reach you? • How will you use the Desire to Learn online platform? • How do you know students will read and use your syllabus? • Perhaps a quiz (Damron) • Perhaps a creative format (Brown) • Don’t be afraid to refer students to the syllabus as long as you are certain it answers their questions fully and clearly

13. What questions do you have for us?