1. Syllabus Writing Workshop Summer, 2003

2. Introduction Tom McCambridge Tom McCambridge Assistant Professor in the School of Education Assistant Professor in the School of Education E-mail:mccamb@clunet.edu E-mail:mccamb@clunet.edumccamb@clunet.edu Webpage address: http://public.clunet.edu/~mccamb Webpage address: http://public.clunet.edu/~mccamb

3. Plan for the Morning 40-50 presentation 40-50 presentation Break Break Small group work on syllabus evaluation Small group work on syllabus evaluation

4. Principles of Syllabus Construction A syllabus is a tool A syllabus is a tool It exists to serve a purpose It exists to serve a purpose You have to define that purpose You have to define that purpose I suggest that there are two large purposes I suggest that there are two large purposes The syllabus should make a PROMISE The syllabus should make a PROMISE The syllabus should provide a PLAN The syllabus should provide a PLAN

5. The Syllabus as Contract The syllabus should serve as a contract between you and your students The syllabus should serve as a contract between you and your students It should say to the students It should say to the students  This is what you must do  This is when it must be done  This is how it will be graded  This is how your grade for the semester will be determined

6. The Syllabus as Contract The syllabus should also say to your students The syllabus should also say to your students  This is what I will do  This is when I will do it In other words, the syllabus makes clear to the students what their obligations are to you, and what your obligations are to them

7. The Syllabus as Contract The syllabus should present this information in a way that is The syllabus should present this information in a way that is  Simple  Clear  Unambiguous  Straightforward, and  Easily found

8. The Syllabus as Contract Reasons to make this promise Reasons to make this promise First, it is the kind and humane thing to First, it is the kind and humane thing to Second, it implies an attitude. It says, I have planned this carefully and I expect that you will plan your participation in this course carefully, too. Second, it implies an attitude. It says, I have planned this carefully and I expect that you will plan your participation in this course carefully, too.

9. The Syllabus as Contract Objections Objections  We can’t perfectly predict what will happen down the road  You may be absent  Students may be more or less advanced than you thought  Lectures may take longer or shorter than you predicted

10. The Syllabus as Contract These are not mere concerns These are not mere concerns They are predictions: teachers know that these things happen They are predictions: teachers know that these things happen Is it possible to write a syllabus that is clear and specific, and still have flexibility? Is it possible to write a syllabus that is clear and specific, and still have flexibility? Yes, if you have a PLAN Yes, if you have a PLAN

11. The Syllabus as the Explanation of the Plan What is a “plan”? What is a “plan”? We use the word in a wide variety of ways, depending on the context We use the word in a wide variety of ways, depending on the context What is the context here? What is the context here? What is meant by a teaching and learning plan? What is meant by a teaching and learning plan?

12. The Syllabus as the Explanation of the Plan First, a word or two about what does not qualify as a plan: First, a word or two about what does not qualify as a plan:  Plowing through the textbook one chapter after another is not a plan  Picking out the three chapters that you really like and concentrating on them is not a plan  Deciding at the end of class what will be done in the next class is not a plan

13. The Syllabus as the Explanation of the Plan A plan requires a PURPOSE, a clear and specific goal A plan requires a PURPOSE, a clear and specific goal The question is, What do I want to accomplish in this course? The question is, What do I want to accomplish in this course? This requires This requires o Careful thought o Precise definition o Imaginative organization

14. Careful Thought Who are my students? Who are my students? What is their background in this area? What is their background in this area? What are the most important elements of this course for these students? What are the most important elements of this course for these students?

15. Precise Definition What are the main goals of this course? What are the main goals of this course? Why are these goals important? Why are these goals important? What are the main ideas that I want to thread throughout the course? What are the main ideas that I want to thread throughout the course?

16. Imaginative Organization How do I arrange the materials and activities of the course so that the students have the best chance of achieving the goals of the course: How do I arrange the materials and activities of the course so that the students have the best chance of achieving the goals of the course:  How do I order the readings?  How do I incorporate other sources, like videos, speakers, trips, etc.?

17. Imaginative Organization How do I inter-relate the materials and activities of the course so that everything we do is aimed at achieving the stated goals of the course? How do I inter-relate the materials and activities of the course so that everything we do is aimed at achieving the stated goals of the course?  Reading and Writing  Discussing  Group work  Research  Observation

18. The Necessity of Reflection To organize imaginatively, you must have clear goals for the course To organize imaginatively, you must have clear goals for the course  Choose materials, activities, teaching methods, evaluation methods, etc., that are appropriate to the goals of the course  Create a rhythm for the course that encourages achieving the goals of the course  Choose attendance policies, etc., that are appropriate

19. The Necessity of Reflection To determine the goals of the course takes time, but it will be the most valuable time you spend on your course To determine the goals of the course takes time, but it will be the most valuable time you spend on your course Ask yourself Ask yourself Who are my students? Who are my students? What do they need from this course? What do they need from this course? What do I think is the purpose of this course? What do I think is the purpose of this course? How can I best organize to achieve these goals? How can I best organize to achieve these goals?

20. The PLAN Allows for the PROMISE Reflecting on the purpose of the course, and organizing everything in a way that will help achieve that purpose, will help you stick to the contract AND be flexible Reflecting on the purpose of the course, and organizing everything in a way that will help achieve that purpose, will help you stick to the contract AND be flexible First, because this process helps you edit down the material, choosing what is necessary, what is important, and what can be ignored First, because this process helps you edit down the material, choosing what is necessary, what is important, and what can be ignored Second, because the content of any particular class is not discrete but a part of an organic whole Second, because the content of any particular class is not discrete but a part of an organic whole

21. The PLAN Allows for the PROMISE But most important, going through this process forces you to be realistic But most important, going through this process forces you to be realistic About who your students are About who your students are About what their capabilities are About what their capabilities are About what their interests are About what their interests are About what their needs are About what their needs are

22. The PLAN Allows for the PROMISE Syllabi do not exist in a vacuum Syllabi do not exist in a vacuum A syllabus exists in a context A syllabus exists in a context In this case, the most important element of the context is the nature of the students In this case, the most important element of the context is the nature of the students Their intelligence Their intelligence Their motivation Their motivation Their background Their background Their interest Their interest

23. The PLAN Allows for the PROMISE The PLAN should be appropriate to the students The PLAN should be appropriate to the students The reading The reading The writing The writing The methods of instruction The methods of instruction The methods of evaluation The methods of evaluation

24. The PLAN Allows for the PROMISE If you will define purpose and goals in light of a full and rich understanding of who your students are, you can write a syllabus that will not have to be changed as you go along. If you will define purpose and goals in light of a full and rich understanding of who your students are, you can write a syllabus that will not have to be changed as you go along. A syllabus that manifests a PLAN and makes a PROMISE encourages both good teaching and good learning A syllabus that manifests a PLAN and makes a PROMISE encourages both good teaching and good learning

25. Encouraging Teaching and Learning It encourages good teaching by It encourages good teaching by forcing you to think carefully about what you want to accomplish forcing you to think carefully about what you want to accomplish forcing you to think carefully about how to inter-relate the materials and activities of the course forcing you to think carefully about how to inter-relate the materials and activities of the course forcing you to think carefully about how most effectively to organize the materials, activities, and evaluation procedures of the class forcing you to think carefully about how most effectively to organize the materials, activities, and evaluation procedures of the class

26. Encouraging Teaching and Learning It encourages learning by It encourages learning by informing the students about the purpose and goals of the course, so that they have a context in which to put the materials and activities of the course informing the students about the purpose and goals of the course, so that they have a context in which to put the materials and activities of the course informing the students about exactly what they are required to do, and when, and how informing the students about exactly what they are required to do, and when, and how demonstrating to the students that there is coherence and meaning to the course demonstrating to the students that there is coherence and meaning to the course

27. Self-Diagnosis for Your Syllabus Ask yourself this question: Does my syllabus provide students with all the information they need to navigate this course, or will students have to guess, or ask me questions along the way, or make mistakes, because the syllabus was not clear or not complete? Ask yourself this question: Does my syllabus provide students with all the information they need to navigate this course, or will students have to guess, or ask me questions along the way, or make mistakes, because the syllabus was not clear or not complete? If you can answer “yes,” you have an effective syllabus. If you can answer “yes,” you have an effective syllabus.

28. Specific Elements of the Syllabus Basic Course Information Basic Course Information Course Number and Course Title Course Number and Course Title x Semester Credits x Semester Credits Semester, Year, Day, Time Semester, Year, Day, Time Classroom Classroom

29. Specific Elements of the Syllabus Instructor: Name Instructor: Name Office: Location Office: Location Phone: Number Phone: Number E-mail: Address E-mail: Address Office hours: Days and times Office hours: Days and times If you have a disability that requires an accommodation, please contact me immediately. If you have a disability that requires an accommodation, please contact me immediately.

30. Specific Elements of the Syllabus Course Description Course Description Catalogue Course Description Catalogue Course Description Course Plan and Rationale Course Plan and Rationale Course Goals Course Goals

31. Specific Elements of the Syllabus Assignments and Grades Assignments and Grades Required Readings and Learning Resources Required Readings and Learning Resources Recommended Reading and Resources Recommended Reading and Resources Graded Assignments Graded Assignments Grading Policy Grading Policy Course Schedule Course Schedule