1. Creating an effective syllabus
Judy Ableser, Ph.D.
Center for Excellence in Teaching and Learning
Oakland University

2. Share your Syllabus
At your tables, if you brought a sample syllabus please share and discuss it
If you did not bring one, discuss what you plan to include in your syllabus

3. Agenda
Welcome Share your syllabus Agenda Learning Outcomes The Syllabus Creating an Accessible/UDL Syllabus Transforming Constructive Alignment into your Syllabus What to Include Sample Templates Syllabus Samples Revising your Syllabi Wrap-Up

4. Learning Outcomes Participants will be able to:
Describe the purpose of a syllabus
Embrace a syllabus that supports Universal Design for Learning and Accessibility Design
List the elements included in effective syllabi
Align the syllabus with learning outcomes and assignments that assess the learning outcomes
Review sample syllabus templates
Review sample syllabi
Begin to design or revise syllabi

5. Your Syllabus Your syllabus is your contract with your students
Clearly states student learning and behavioral expectations and responsibilities throughout the semester
Can also include your responsibilities to students
It should be given and reviewed during the first class and referred to throughout the semester
Encourage students to engage with syllabus, rather than simply reading it, create an activity around it (scavenger hunt, quiz, create it with them)

6. Your Syllabus cont.
Changes should not be made once the semester starts (except in special circumstances)
OU does not mandate a specific syllabus template. We have created on that you can use as a guide that incorporates best-practice in syllabus design including accessibility and UDL
Please check with your dept. or course director as some courses do have a required format, a set syllabi or required expectations

7. Universal Design for Learning and Digital Accessibility
Universal Design for Learning (UDL) promotes ways in which we can support student success by increasing access and reducing barriers to learning for all students with diverse learning and life needs
By providing a range of ways in which we
Present information (text, visual, oral)
Engage the students with the material (motivate, interests)
Have students demonstrate what they know (multiple types of assessment)

8. UDL and Digital Accessibility cont.
We need to strive to high rigorous, robust expectations for our students while being respectful of their life and situational demands
In addition to making the environment accessible, we need to present all digital information in an accessible format (that can be read by screen readers)
The template that we provided has been formatted to meet Accessibility Standards (i.e. font, spacing, etc.)

9. Rubric to Assess Your Own Level of Use of UDL in Your Syllabus

10. Syllabus Checklist Quick Note

11. Syllabus Checklist Top of page Course Information Title of course
Oakland University, School or College, Department
Course Information
Course Number
Semester, year, class location, number of credits, range of course
Course Description – to be copied directly from course catalog
General Education Requirement – if this is a general education course, include required information

12. Syllabus Checklist cont.
Professor Information
Name
Office location
Office hours and by appointment
How a professor can be reached
Professor expectations
Learning Outcomes
Using observable, measurable terminology (the student will be able to analyze/describe/create/etc.)
If a General Education course, include Gen Ed Outcomes and Cross-Cutting Capacities

13. Syllabus Checklist cont.
Textbook and Materials
Assignments
Grading (note new grading scale)
Using Moodle and Other Technologies

14. Syllabus Checklist cont.
Classroom and University Policies
Excused Absence Policy- university policy
Religious Observance- university guideline
Classroom Behavior- Academic Conduct Policy, Behavioral Code of Conduct-university policy
Preferred Name Policy- university policy
Sexual Misconduct
Accommodations and Special Considerations- university policy
Add/Drops
Attendance Policy- check to see if your department/course has specific policy- if not can create your own
Faculty Feedback-OU Early Alert System
Emergency Preparedness

15. Syllabus Checklist cont.
Tentative Course Schedule
Listed by week with topics, readings, due dates, and requirements
Detailed Description of Major Assignments with Rubrics
May either attach at end or provide later in the semester

16. Learning Outcomes
Observable, measureable, descriptive statements of what the students will be able to demonstrate by the end of the semester
Meaningful and relevant
Should be assessed/measured by the end of the course and aligned with course
“The student will be able to…” (TSWBAT)
If this is a Gen. Ed. course, should also include Gen. Ed. Learning outcomes and the Gen. Ed. Cross-cutting capacities

17. Learning Outcomes cont.
All syllabi are required to have learning outcomes. If there are multiple sections of a course, there should be standard L.O. across sections (may also include additional L.O.)

18. Constructive Alignment
What drives the curriculum
Professional standards, scope and sequence of program
Rationale
Curriculum content
Intended input
Objectives
Demonstrated evidence of what students learn
Observable, measurable, outcomes
Learning Outcomes
Tasks that instructor and students do
Instruction, lessons, readings, assignments, activities that are linked directly to objectives/outcomes
Implementation
Ways in which you measure the learning outcomes through assignments and activities
Observable, measurable outcomes
Assessment

19. When Writing Learning Outcomes
Observable Behaviors (cannot observe “knowing”)
Measureable
Knowledge, skills and professional behaviors/dispositions
Relevant, meaningful, purposeful
Demonstrated evidence of behavior

20. When Writing Learning Outcomes cont.
THE STUDENT WILL BE ABLE TO… (SWBAT…)
Use action verbs: describe, outline, analyze, demonstrate
Avoid terms such as “know,” “learn” or “understand” as cannot directly observe what goes on in a student’s brain

21. Activity: Write a Learning Outcome for Your Course
The student will be able to:
Describe…
Outline…
Analyze…
Create…

22. Assignments List all assignments
Type of assignment (essay, test, homework, lab)
Brief description
Due date
Grade weight
Link to where details of assignment/rubrics can be found
Link assignments to your learning outcomes

23. Assignments cont.
You may include a detailed description with a grading rubric at the end of the syllabus or you can provide these details later in the semester
Best practices recommend a range of types of assignments/assessments are used
Give an early assessment in the first two weeks so that students can get early feedback
Offer a range of types of assessments
Offer some “low stakes” assessments that reduce student stress
Consider allowing students to “revise” their work following feedback to improve grade and master the learning

24. Grading Chart as of Fall 2018
A range – Comprehensive, thorough coverage of all objectives, required content, critical and higher level thinking, original and creative, sound use of English skills, both written and oral
B range – Competent, mastery of basic content and concept, adequate use of English
C range – Slightly below average work, has met minimum requirements but with difficulty
D range – Has not met requirements of assignment/course, has significant difficulties in many areas
F – Has not completed requirements; has not officially withdrawn from course before drop date
Scale as of Fall 2018
Old Scale A
4.0 A-
3.7 B+
3.3 B
3.0 B-
2.7 C+
2.3 C
2.0 C-
1.7 D+
1.3 D
1.0 F
0.0

25. Instructions for Grading
Please check with your department as to specifics on grading as there is no university-wide standard to how grade values are determined
There is no “A+”
Commonly, satisfactory undergraduate grades are “C” and above
Commonly, satisfactory graduate grades are “B” and above

26. Instructions for Grading cont.
Certain courses/programs may require higher grades to be deemed satisfactory
Some courses have a S/U (Satisfactory/Unsatisfactory) or P/NP (Progress or Unsatisfactory Progress)
Check with department or course coordinator

27. Classroom and University Policies
You can select and copy/paste the policies that you wish to include
Classroom behaviors
Academic Conduct Policy
Behavioral Code of Conduct
Accommodations and Special Considerations
Attendance Policy
Faculty Feedback
Emergency Preparedness

28. Tentative Schedule for Semester
Include a list of your full schedule for semester including
Date/time
Topics
Readings
Homework and due dates
Assignments and due dates
Tests, quizzes, exams and due dates
Other
Include in accessible chart format
Only change due dates or schedule under extreme circumstances

29. Detailed Instructions of Major Assignments with Rubrics
You may either include a detailed description of all major assignments at the end of the syllabus or you may share each assignment later in the semester
Due Date/Time
How it is due (i.e. on Moodle, in person)
Points or Grading
Detailed Instructions
Learning Outcomes for Assignment
Assignments should include:
Rubric or Grading Scheme
Type of assignment

30. Syllabus Resources

31. Sample Templates
You will find sample templates that you can use to help you revise/design your syllabus
One is with instructions of how to complete syllabus
One is a “blank” template that you can use
You will also find some sample completed syllabi from WRT and BIO. The formatting should be followed for accessibility purposes and feel free to cut and paste the Classroom and University Policies
These templates can be found at: Syllabus Resources on the CETL website

32. Syllabus Resources Syllabus Basics
Guide to Syllabus Writing: Quick Note 
OU Syllabus Template (or use OU syllabus template without instructions) 
Example Syllabus, WRT 1060
Example Syllabus, BIO 4320 

33. Syllabus Resources OU Resource for Syllabi
Useful information for updating course schedules and including required information
Important Dates (holidays, recess, exam periods)
Course Catalog Use site's dropdown menu to select graduate catalog.

34. Syllabus Resources Learning Outcomes
Goals, Objectives and Learning Outcomes (5 minutes)
Learning Outcomes and Constructive Alignment (workshop recording and slides. eSpace login required.)

35. Syllabus Resources Getting Students to Use the Syllabus
These strategies keep students accountable to reading the syllabus, understand its most significant points, and connecting individual units to the “larger picture” of the course learning outcomes.
Syllabus: Active Reading from Day 1
Syllabus Scavenger Hunt
Using Your Syllabus for Learning

36. Syllabus Resources Other Syllabus Considerations
Accessible Syllabus - Brief, research-based ideas on how to use images, text, rhetoric, and policy in a way that best creates an inclusive learning environment.
ADA Discussion and Syllabus Statement
Textbook Affordability and Open Educational Resources at OU

37. Syllabus Template
This suggested syllabus template includes important information to share with your students. It also meets accessibility and Universal Design for Learning standards.
We hope this suggested template will help you as you create your syllabus.
Remove all text that appears in brackets as you finalize your document.
Keep heading styles as they are, as they help students using screen readers better navigate and comprehend the content.

38. Review Templates
Review and discuss which aspects of these syllabi you prefer
How does this template compare to syllabi that you have used or seen?

39. Design your Syllabus
Use this time to begin to design or revise your syllabus

40. Q & A Questions? Discussion
CETL is happy to review your syllabus draft. Feel free to contact Judy at

41. Wrap-Up Did we: Describe the purpose of a syllabus
List the elements included in effective syllabi
Align the syllabus with learning outcomes and assignments that asses the learning outcomes
Review sample syllabus templates
Review sample syllabi
Begin to design or revise syllabi