1. Director, Institute for Faculty Development
The First Day of Class
Doug Harvey
Director, Institute for Faculty Development
August 23, 2017

2. Syllabus development
Wide variation in how individual programs handle syllabi
Social Work has master syllabi for all major courses, faculty have a little latitude, but not much, in adapting them.
Some programs have no master syllabi, and faculty who teach the same course make up their own syllabi, may even use different texts.
So, what should you do? What is the purpose of the syllabus? Sum up in one word and add to the Today’s Meet board.

3. Basics Opening section should include:
Course title and number
Meeting time(s) and place(s)
Your name
Contact information
Your office address, telephone number, and address
Your office hours
Links to course Blackboard space or website , if you have one
Other items could be the department, school, social media contact information, quotation or saying that fits the course

4. Basics Example

5. Sections Most syllabi include: Course Description
Goals/Outcomes/Objectives
Course Format
Requirements
Texts/Materials
Attendance Policy
Expectations for Participation
Academic Honesty Statement
Accessibility Statement
Assignments and Grading Criteria
Course Schedule

6. Starting Points
Small number of course objectives that reflect what you expect students to be able to do by the end of the course
Good objectives:
Clear and measurable
Have an action/performance verbs
Fuzzy: Understand; Know; Gain
Clear: Apply; Recall; Demonstrate

7. ELO Resources ELO syllabus (handouts) Rubrics: Civic Engagement Rubric
Creative Thinking Rubric
Critical Thinking Rubric
Ethical Reasoning Rubric
Global Learning Rubric*
Information Literacy Rubric
Inquiry Analysis Rubric
Integrative Learning Rubric
Intercultural Knowledge Rubric
Lifelong Learning Rubric
Oral Communication Rubric
Problem Solving Rubric
Quantitative Reasoning Rubric
Reading Rubric
Teamwork Rubric
Written Communication Rubric
HANDOUT

8. Accessibility Statement
In accordance with the Americans with Disabilities Act of 1990 as amended and Sections 504 and 508 of the Rehabilitation Act, students with a documented disability and need accommodations, are encouraged to register with the Learning Access Program (LAP). Registration for support services is strictly voluntary and on a confidential basis. Support services provided by LAP are meant to help students devise strategies for meeting the University’s educational demands and to foster independence, responsibility, and self-advocacy. The Learning Access Program can be found on campus in room J-204 or online at Please call or send an more information. Once you have received an accommodation letter from LAP, please contact your instructor to privately discuss your needs as soon as practical to ensure that reasonable accommodations are implemented.

9. Academic Honesty Statement
Academic Honesty: Dishonesty of any kind will not be tolerated in this course. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students.
Students who are found to be dishonest will receive academic sanctions and risk failing the course. Other sanctions may also apply and all cases will be reported to Academic Affairs. You are responsible for knowing this college policy on academic honesty.

11. Creative Suggestions Syllabus quiz Graphic Syllabus
Low stakes, early in semester
Insures students have read syllabus
Graphic Syllabus
The Graphic Syllabus by Linda Nilson
Problems with text syllabi:
Depict a complex (layered) structure as simple (linear)
Require familiarity with the discipline terminology

17. Turn your syllabus into an
WRIT University Writing
ENGL 350 Literature of Alaska
MKT Senior Marketing Internship
INTC 2610 Technology for Educators

19. What to do on the First Day

20. Purpose of the First Class
Introduce course syllabus
Get to know students (and they you)
QUESTION: Do you end early or teach content?

21. Tips Lang (2008) 3 Things to Cover
Present syllabus
Introduce topic and/or some initial material
Require at least some students to participate
Set expectations for rest of semester
Want discussion? Have discussion!
Ask the BIG question(s) for the course (Bain, 2004)
Questions that students find intriguing
Pre-assess student knowledge
Find out what they know already
How prepared are they for the course?

22. After the First Day - CIQ
Critical Incident Questionnaire
Developed by Stephen Brookefield
Designed to ask for anonymous feedback from students about your teaching
Formative and practical
Examples
In class form
Online form

23. Questions