Syllabus and Course Design

A SYSTEMATIC APPROACH
Syllabus and Course Design
By the end of this lesson, you will be able to
• Compare aspects of course design with those of a
research project
• Define key elements of a learner-centered syllabus
• Formulate a syllabus for a course in your discipline
ESED 8200 Online Summer 2015

Steps in Planning…
…a research project:
Determine possible funding
agencies and their interests
Choose objectives based on
these interests as well as
your expertise and interests
Choose scope and content
based on time and money
constraints, as well as the
needs of your academic
community
…a course:
Determine background and
interests of students
Choose objectives based on
these backgrounds, on
knowledge and skills
appropriate to teach, as well
as your expertise and
interests
Choose scope and content
based on time and money
constraints, as well as the
needs of your academic unit
(typically a department)

Steps in Planning, continued
…a research project:
 Develop research plan to
achieve objectives (theoretical
work, experimental work, etc);
design experiments, methods
for data analysis and
interpretation
 Develop project evaluation
plan; disseminate findings
(papers, presentations, etc.)
 Prepare final proposal based on
above.
…a course:
 Develop learning experiences
to achieve objectives (lectures,
in-class activities, group
projects, readings, homework)
 Plan feedback and evaluation of
student learning through tests,
written reports and other
assessments
 Prepare syllabus based on
above

Student Backgrounds
Determine the backgrounds and interests of the
students who are likely to enroll
 A priori knowledge is very important in learning
 Prior knowledge is often inaccurate, missing, or incomplete
 Students have trouble organizing information, which gets in
the way of learning
 They are novices, not experts

Course Objectives
Choose objectives based on students’ backgrounds
and interests, on the knowledge and skills you decide
are appropriate to teach, as well as your expertise
and interests
Also consider needs of department (accreditation
requirements, knowledge and skills for follow-on
courses, etc.)

Bloom’s Revised Taxonomy
The Knowledge
Dimension
The Cognitive Process Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge
List Summarize Classify Order Rank Combine
Conceptual Knowledge
Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge
Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge
Appropriate Use Execute Construct Achieve Action Actualize
From Bloom’s Taxonomy, Mary Forehand, University of Georgia
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Course Objectives – similar to Learning
Objectives but more general
“By the end of this course, the student will be able
to…”
This is followed by an action word
Use action words grouped by Bloom’s Taxonomy as a
guide
For a 3-credit course, there could be as many as 10 –
12 overall course objectives (and as many as 40
specific learning objectives within lessons)

The Role of the Syllabus
 The syllabus serves as a contract with the students
 The “promising syllabus” (rather than the demanding one) will
present objectives as promises and opportunities that the course
offers to students (“You will be doing…” “Here’s what you will be
able to learn/achieve…”)
 The syllabus goes on to identify what the students have to do to
realize those promises (requirements), allowing students to
maintain a sense of control over their education
 It should summarize how the instructor and the student will
evaluate the progress of learning

Reasons for Writing Course Objectives
Identify critical course material
 Organize presentation
 Allot appropriate time per topic
Identify and delete extraneous course material
Facilitate construction of in-class activities, out-of-
class assignments, and tests
 Assure comprehensive approach to course and coordinated
assessments
 Exercise all Bloom’s levels

Reasons for Writing Course Objectives
Tell faculty colleagues what they can expect students
who pass this course to be able to do
 Teachers of follow-on courses
 New instructors, adjunct instructors
 Curriculum planning committees
 Accreditation coordinators

Learner-Centered Syllabus
Expression of learning rationale and goals
Teacher accessibility
Collaborative opportunities
Feedback processes
Grades
Respective roles of teachers and students
Policy focus versus outcome focus
Experiential opportunities

The Syllabus
What must be included:
 Course number, name, semester
 Instructor’s name, office number
 Information on accessing instructor (office hours, email policy, etc.)
 Attendance policy
 Teaching assistants’ names, offices, office hours
 Course description
 Prerequisites, departmental restrictions
 Required texts and materials (computer requirements, etc.)
 Policies and procedures for assignments and grading
 Honor Code and Academic Integrity statements
 Accommodations for students with disabilities
 Equal opportunity statement (Title XI requirements)
Be sure to check your
university’s
requirements for what
goes into a syllabus

The Syllabus
What may be included:
 Topical outline and/or concept map
 Course objectives
 Specific learning objectives for each lesson/topic
 Dates for tests, drop/add deadlines
 Assignment schedule
 Supplementary references
What other ideas do you have?
 What have you seen on a syllabus that was helpful?
 What ways can a syllabus be organized that are helpful?

Examples of Syllabi
All course syllabi at Clemson must be posted each
semester in the Syllabus Repository as part of our
institutional assessment materials:
http://www.clemson.edu/assessment/syllabus_repo
sitory/
Group discussion and critiques of syllabi
 In groups of 2 – 4 (preferably with others in your discipline or
a related discipline), find a syllabus on the Syllabus Repository
in your discipline or a related discipline.
 Critique the syllabus based on required elements and aspects
of learner-centeredness.
 Suggest ways to improve the syllabus.

A note about academic integrity
Students, especially freshmen, are often confused
and/or conflicted about what constitutes cheating
Excerpt from Chapter 6 of My Freshman Year by
Rebekah Nathan
Discussion points:
 What aspects of course, syllabus and lesson design can help
avoid academic integrity infractions?

Syllabus Assignment
Write a syllabus for the course that your final project
(microteaching and report) falls within
Include all required syllabus elements for your
university
 At Clemson University, these guidelines can be found at
http://media.clemson.edu/administration/ugs/class-regs.pdf
Consider class discussions (syllabus “best practices”
brainstorming, syllabus critiques, academic
integrity)
Submit to the “Syllabus” assignment on Blackboard
(within Module 3, Lesson 2)

Syllabus and Course Design

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