1. Developing an Integrated Syllabus
Jennifer Stephens, Ph.D.
University Teaching and Learning Commons
125 McIver

2. A Learning-Centered Syllabus
Learning Goals and Objectives
Assessment Activities
Schedule
Overall Learning Environment
Palmer, M.S., Bach, D.J., & Streifer, A.C. (2014). Measuring the promise: A learning-focused syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33(1),

3. Learning Goals and Objectives
Encompass Fink’s dimensions of significant learning
Foundational Knowledge
Application
Integration
Human Dimension
Caring
Learning How to Learn
Use specific action verbs associated with cognitive processes
Include an object (usually a noun) that describes the knowledge to acquire or construct
Align appropriately with course level, class size, curriculum, and student population
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey-Bass.

4. A Model of Learning Objectives

5. Assessment Activities
Align appropriately with objectives
Include summative assessments
Are authentic
Include a rationale
Include frequent formative assessments
Involve immediate feedback from a variety of sources
Are adequately paced and scaffolded
Are separate though connected to grading information

6. Alignment of SLOs, Learning Activities, and Assessments

7. Schedule Articulated fully and sequenced logically
Lists topics/readings/questions chronologically with due dates
Allows for flexibility where appropriate

8. Overall Learning Environment
Has a positive, respectful, and inviting tone
Describes the potential value of the course in the learner’s current and post-course life
Communicates that content is used primarily as a vehicle for learning

9. Learning-Focused Syllabus Rubric

10. For More…