1. STRATEGIES FOR SYLLABUS DEVELOPMENT AND TEACHING FALL SEMESTER ELIZABETH STOCKTON, PHD, ASSOCIATE DIRECTOR, CET&L

2. SESSION OUTCOMES Identify strategies for creating a more student-centered syllabus Rethink the “expected” parts of your syllabus Course overview Text Policies Revisions you can make right now

3. UNDERSTANDING THE “TEACHING SYLLABUS” “Book-jacket” for your course Move from a document that helps you plan to a document that communicates directly to students Take a step back from the syllabus to consider from the student’s perspective Retooling ANY part of your syllabus will help you: Encourage students to read and use it Focus on essential content and relevant student activities Improve your daily effectiveness in the classroom Anticipate (and head off) student questions and issues Spur student engagement and involvement

4. “TRADITIONAL” COURSE OVERVIEW

5. TEACHING SYLLABUS: NEW COURSE OVERVIEW

6. WHY WE TEACH, WHAT WE TEACH Consider ONE course you’re teaching this semester Take five minutes to jot down your first responses to the following questions: 1.What excites or interests you about teaching this course? 2.Why do you think this course is important for students? Share one of your answers with the other people at your table

7. RE-TOOLING THE TEXT Before:After:

8. REVISIONS YOU CAN MAKE RIGHT NOW 1.Attendance Explicit attendance policy significantly improves student grades What do you do in class that is so important for their success 2.Technology Use How should they use laptops, e-readers, smartphones What about students who don’t have technology access? Provide guidance on how to prepare for tech failures (planning ahead, where to go for help, etc.) 3.Communication Not just how to reach you, but what to contact you for and how long should they expect to wait for a response Student etiquette: identify yourself, how to address faculty

9. TEACHING SYLLABUS WORKSHOPS Refine your course to be more effective, accurate, and student-friendly Develop strongly aligned learning outcomes for each unit of your course Create a more robust course calendar that moves beyond reading assignments and exam dates Learn new strategies that will better support your learning outcomes Just in Time Teaching (JiTT) Peer instruction Alternative assessment measures

10. QUESTIONS?