Beruflich Dokumente
Kultur Dokumente
1) Course fleseription
Drafting a course description is typically the first step an instnictor takes to define the
ideas a course will address and to articulate its scope. This paragraph- to page-long
description of the course may describe:
• the intellectual context of the ciass (with enough background about the diseipline to
explain the location of the ciass within that context)
• the ideas and questions that will drive discussion and inquiry in the ciass
• the general course objectives (see below)
• the nature of the kind of work the instructor expects ofthe students
• the kind of relationship the instructor expects the students to have with other
students, the instructor, and the ciass time
• the tocation of this ciass in the student’s curriculum (does this satisfy a requirement?
does it have or satisr a prerequisite?)
• the instructor’s pedagogical philosophy
• other key forces that define a course
4) Readings
Often, syllabus designers focus on identifying aud selecting the readings for a class rather
than thiriking about the pedagogical payoff of the readings. The readings should serve the
course objectives aud therefore should be a natural extension ofthose objectives.
Consider the following:
• Whar texts will studenis read? Choose texts and LOCATE them. Check for books in
print, check on available copies in the library. Review texts for style and audience;
will your students be able to read these, andior will you be able to teach them how to
read ihese?
• MOST IMPORTANT: make sure the course objectives determine the readings, not
the other way around. Put each text to a litmus test: what specflc learning objectives
are served by this reading? Jfyou catinotfind afit, the text shouldprobably be
dropped; aso, if you find that several texts address a single goal, you may be hitting
one ofyour many goals too hard and shortchanging others.
• Start breaking down the texts accordmg to the broad units ofrhe course andplot the
readings aut based on those units. Keep in mmd that most instruciors, due to their
love of the subject, often want to assign much more than students can process. Be
• When considering the amount ofreading per week, keep in mmd that students should
be doing three hours ofwork per week for every credit hour. This includes in-ciass
time. A four-credit course should result therefore in twelve hours ofwork for the
snident per week during the 15-week semester Make sure to consider all aspects of
the course (reading, homework, research, writing, and exam preparation.)
5) Assignments
Assignments, too, should flow naturally from the objectives. They can be seen both as a
way to move the students toward the objectives you have set for their leaniing and as a
way to measure the extent to which they have achieved the leaming objectives.
Remember you have more latitude than you think (you are not limited to lab reports.
fonnal essays, problem sets, midterms and finals!). Questions below prompt thirildng
about assignment goals and forrns:
• Written work: Should they write papers, short paragraphs. essays? Should they do
research projects? How rnany? What length? How can you break the assigmnents
down so that they are done step-by-step over the semester? (This will help prevent
procrastination and plagiarism.) What is the relationship of each written assignment
to the course objectives? Outside research: How might mnquiry-based learning help
students accomplish course objectives? Should students make trips to the library, use
online resources, conduct field/tab work? Etc.?
• In-ciass speaking: What role will speaking activiries play in helping students
accomplish course objectives? Do you want your srudents to give presentations?
Lead ciass discussion? Contribute to conversation? Etc.
• “Mix it up”: choose a variety of assignment types. This allows smdents to think aud
respond in different ways and gives students with a range ofieaming styles a chance
to flourish. Also, allow students the opportunity to make choices when feasible in
determining flie content or format of their work so that they can pursue their interests
(this has the nice consequence of giving you variety as you’re grading as well).
• MOST IMPORTANT: make sure the course objectives determine the assignments,
not the other vay around.
7) Course Policies
Finally, now that you have the bullc ofthe ciass designed, it’s time to articulate the
policies that will heip your students succeed in the course and make your life a littie
easier later in the semester:
• Office hours and iocation
• Attendance
• Onde percentages
• Missed exams and other work
• Late work
• Expectations for out-of-class work
• Statement on plagiarism
• Expectations for homework/essay forrnat
• Inclnsion (gender, ethnicity and race, disability, belief systems, etc.)
• Accommodations for students with disabilities
• Contact information for tnstructor
• Policy about responding to email messages
• First week’s readings
• Availability of readings (give name and location of copy shop preparing the reader
and the bookstore through which the books were ordered)
• Other?
Syllabus and Course Design
Attendance.
Will you grade for attendance?
How wtll you keep records?
Will students be able to make up missed days?
How late may a student come and still be counted?
Have you made a policy about medical absences (number permitted, types
of documentation required)?
LaR work.
Will there be penalties for late work? How severe. and how administered?
A vailability ofreadings.
Where should students buy the ciass texts? Are there enough copies on
the shell?
Where should students pick up the course reader?
At which libraries have you placed matenals on reserve?
Grade Determination
Have you indicated on your syflabus how the final grade for your course
wilI be determined either in percentages or aceumulation ofpoints?
BLOOM’S TAXONOMY
Coarse Segnient er Topk Using (lie verbs frem Bloem’s taxonomy, What learning activities er assignmenls wiII be IIow wiII you assess whcther studeuts hnve
sketch mat Ihe specifit outcomes for tised to heip studcnts reach these outcomes? achieved the cuteome? (assignments, papers,
student learning for tbis eourse segmcnl. (readiags, projects, writing, research, portfohos, ciams, etc.)
presentations, etc.)