1. Office of Semester Conversion Faculty Development Academic Programs and Graduate Studies August 18, 2015 LI2250 Developing Transformed Syllabi: 10:00 -12:00 Hands-on Work Session: 12:00 -2:00

2. Semester Curriculum Conversion Schedule We are here

3. Developing Transformed Syllabi Workshop Outcomes Why a transformed syllabus? What IS a transformed syllabus and who is it for? Elements of a transformed syllabus and the connections among these elements Uses for a transformed syllabus Provide input on the Course Outline: Detailed Syllabus for Transformed Course form before it is finalized

4. Deliverables for “Transformation”  New or revised PLOs  New or revised curriculum map  New or revised assessment plan  Detailed syllabi for transformed courses  New or revised roadmap: including GE, pre- requisite, required, and elective courses Page 5, Semester Conversion Guide

5. What is a Detailed Syllabus for Transformed Course? A proposed template is in your handouts. We will work from this template today. We ask for your feedback on the template throughout the workshop and on the workshop evaluation form!

6. Elements of the Detailed Syllabus for each Transformed Course 1. Course information  Department, Course Title and Number, Catalog Description, Number of units, Student Population 2. Learning Outcomes  Course, Program, GE, ILO 3. Pedagogical approaches and course activities  Describe specific pedagogical approaches and course activities, and explain how they align with course learning outcomes. 4. Course assignment and assessment tools  Describe key assignments and how they will be assessed to measure the students’ achievement of course learning outcomes. 5. How it all fits together

7. Uses for a Transformed Syllabus Submitted with New Course Requests (via Curriculog) Items 3, 4, and 5 are what represent the transformation. Records the department’s thoughts and commitment to transformation. Can be a resource for instructors. Can be used as an assessment tool.

8. Making Connections Among the Elements Course Learning Outcomes Course Assignments and Assessment Tools Pedagogical Approaches and Course Activities

9. Activity #1 Outcome – Approach – Assessment Fill in a Row Using Sample Outcome Outcome In an economics course, students will cite connections between supply and demand in the marketplace. OR Students will demonstrate an understanding of and ability to apply the principles, methodologies, value systems, and thought processes employed in human inquiries. REPORT OUT

10. Bloom’s Taxonomy with Associated Assessments Handout

11. Bloom’s Taxonomy Levels of Thinking Page 12, Semester Conversion Guide Revised Bloom’s Taxonomy of the Cognitive Domain. Adapted from L.W., & Krathwohl, D.R. (2001) A Taxonomy for learning, teaching, and assessing. Abridged Edition. Boston, MA. Allyn and Bacon.

12. Activity #2 Outcomes Critique Outcomes must be measurable and observable… For each of the following outcomes…what could be changed to make them better? Or, if the outcome is great, how would you observe and measure it?

13. Activity #2 Outcomes Critique 1. Compare and contrast the multiple determinants of behavior (environmental, biological, and genetic) 2. Evaluate and classify various marketing strategies 3. Become aware of major events associated with the history of the United States 4. Outline the structure of the United States Constitution 5. Develop an appreciation of music 6. Discriminate among different Western music styles 7. Demonstrate a developing intellectual curiosity and a habit of lifelong learning, through choice of research topics, the number and quality of questions asked in class, the application of course concepts or themes to lived experiences or world events, or through other similar means 8. Design a grounded research study using the scientific method 9. Learn about digestion

14. Using the Bloom’s Taxonomy handout and the Verb list on page 13 of the semester conversion guide: 1. Write a rough draft or fine-tune 1-2 course outcomes for a course you are instructing/transforming. 2. select possible pedagogical approaches you might use for one or both of the outcomes 3. Identify an existing or new course assignment/assessment that matches the outcomes, pedagogy, and discipline. Share with a partner and provide each other feedback. Activity #3 Using Your Own Outcome Outcome – Approach – Assessment

15. Page 13, Semester Conversion Guide

16. Some Pedagogical Approaches and Course Activities Describe specific pedagogical approaches and course activities (e.g. AAC&U High Impact Practices), and explain how they align with course learning outcomes. Examples Writing-to-learn (e.g. quick- writes, journals, blogs, other reflective writing) Progressive assignments with ongoing feedback Collaborative projects and assignments Building cross-curricular perspectives Diverse and global perspectives Problem-based learning Performances, demonstrations, and presentations Research experiences Service learning, community based learning Field trips Capstone projects What else?

17. Some Key Course Assignment & Assessment Tools Key Course assignment examples that can also serve as assessments Paper (e.g. essay, research, case study analysis, service learning reflection) Portfolio (including ePortfolio) Project (including capstone, group project) Product, exhibition Skill demonstration (e.g. presentation) Performance Assessment Tool Examples Rubrics (scoring guide), exam, review/evaluation (faculty, peer, juried, clinical) What else?

18. Activity #4 Add Additional Examples Use post-its to add additional examples of Approaches/Activities and Assignments/Assessments to the posters around the room.

19. Strong Assignments for Assessment Depend on your “level” of learning (Bloom’s taxonomy, handout, page 12, guide) Are appropriate for the outcome Often help students achieve multiple learning outcomes. Have real-world application Are designed in the medium(s) appropriate for the discipline or GE area (e.g. academic paper, presentation, group project, portfolio, performance, skill demonstration, or product). Make worthwhile use of students’ learning time Are often key assignments broken into smaller assignments with feedback Page 18, Semester Conversion Guide

20. Rubrics as Assessment Tools A rubric is a faculty-developed scoring guide for use in assessing student work along specific dimensions. Rubrics can be developed and applied to virtually any student work making grading more consistent, accurate, and unbiased. Rubrics help students to better understand faculty expectations, can inspire better performance, provide a clearer picture of strengths and weaknesses, and reduce arguments about grading practices. Results of assessments can also INFORM PEDAGOGY. What are some OTHER assessment tools that are effective ways of measuring student achievement of outcomes? Page 19, Semester Conversion Guide

21. Page 20, Semester Conversion Guide

22. Semester Conversion Workshops Back to the Bay Sept. 17 Back to the Bay Sept. 17 TimeWorkshop 10:00 amKeynote Speaker: Carl Kemnitz, San José State University 11:00 amSemester Conversion Questions and Answers 1:00 pmTools and Strategies for Semester Transformation Part 1 2:00 pmTools and Strategies for Semester Transformation Part 2 Reimagining Your Courses for Semesters Department Chair Panel on Semester Conversion 3:00 pmCurriculog

23. Please complete the workshop feedback including suggested changes you have for the Course Outline: “Detailed Syllabus for Transformed Course” form Thank you! Hands-on Work Session: 12:00-2:00