1. The Power of the Syllabus Enhance the Process of Learning and Teaching 1 Dale R. Fish, PhD Senior Associate Dean for Academic and Student Affairs School of Public Health and Health Professions Paul T. Wietig, EdD Assistant Vice President University at Buffalo, Interprofessional Education

2. A Teaching Metaphor… “Teaching should not be like pitching a baseball toward a student in the batter’s box to see whether he/she hits or strikes out. Ideally, a teacher organizes a game of Frisbee, inviting students to catch an idea and pass it on…” Author unknown. 2

3. Thoughts on a Syllabus A set of ‘promises’ to your students Outcomes: What they will understand and do. Methods: How you and they will go about achieving goals. Evaluation: How you and they will understand progress. 3

4. A Syllabus Is… A contract between the student, instructor and the university Sets forth what is expected during the term of the contract and to guide the behaviors of both parties Sets forth responsibilities of students and of the instructor for tasks Sets forth procedures and policies Parks & Harris – The Purpose of a Syllabus 4

5. Questions To Be Considered A set of ‘promises’ to your students Which ideas or themes do you want to teach? or What kind of questions will your students be better prepared to answer as a result of your course? and What kind of skills will your course help them develop in order to answer those questions? 5

6. Additional Syllabus Development Points Aims The main themes or ideas I will emphasize are… The big picture or story line for this course is… The main question(s) I am interested in having students find / solve / understand, include… The mental model I am promoting … 6

7. Additional Syllabus Development Points continued Outcomes I want my students to become more skillful in doing… Style The diction / style / methodology I will use to convey the aims and outcomes … 7

8. Sample Syllabus

9. Learning Objective Components Audience; the ‘Who’ Behavior; the ‘What’ Condition; the ‘When’ Degree; the ‘How well’ 9

10. A Well-Written Learning Objective Student-centered Outcome-oriented vs. process-oriented Outcome-oriented vs. just stating the material to be covered Describes one outcome only Specific vs. general Observable and measurable

11. Writing Objectives to the Appropriate Level ’Bloomify’ the objective ①Knowledge (Remember) ②Comprehension (Understanding) ③Application (Apply) Mentoring Minds 11

12. Writing Objectives to the Appropriate Level ’Bloomify’ the objective ④Analysis (Analyze) ⑤Synthesis (Create) ⑥Evaluation (Evaluate) Mentoring Minds 12

13. Assessing Student Achievement Multiple choice (quiz, test) Pre and post testing for knowledge End of semester project Lab, field report Final paper 13

14. Assessing Student Achievement continued Oral presentation Group project Case study Portfolio project Journal Performance Problem sets Pop quiz One minute quiz 14