The Learning Centered Syllabus Brian Smentkowski, Ph.D. Director, Center for the Advancement of Faculty Excellence Associate Professor of Political Science Queens University of Charlotte smentkowskib@queens.edu

What is a “good syllabus?” It’s easy to say that the syllabus “…is more than a description of a class and an articulation of faculty expectations; it is an essential building block for a successful learning experience”, But what does that mean? What does that require from the faculty and the students? How do we build it and what would it look like…literally/graphically? Take a few minutes and WITHOUT looking at your syllabus, jot down or sketch out what an effective syllabus would look like, and then discuss it at your table.

The Blank Slate. Fill it up. Literally.

What Do We See? What Should We See? Structure and a logical flow –(template) Content description and information –(template) CYA  Syllabus as Contract WIIFM  Learner-Centered Community & Purpose SLO  Goal/Outcome Oriented So, let’s build a learner-centered, goal-oriented syllabus that both sides would sign onto.

CYA: Syllabus as Contract A good contract protects both sides. How, in this case? Note that there are some formal rules that apply to both sides –we must provide students with a syllabus, we are generally bound by its language, we all observe university rules and policies including but not limited to holidays, inclement weather, and the like, but there are a few key Policies and Statements that we should include. Academic Integrity Student Disability Services Where and how do we fit these in? Attendance (see the template) Assignment & Grading Policies

WIIFM: Learning Centeredness Take a look at your syllabus. Would your colleagues nod approvingly? How about your students? How do they/did they react to it? Where do they look first? Now put yourself in their seat and take a WIIFM approach. Does it look like a set of rules and expectations? What do students look for and have more than just a “right” to know? If you want to engage your students with the content, with the curriculum, with the learning goals, with one another, with you, how do we do that?

SLOs: Accomplishing Goals As a roadmap to student success, the syllabus should clearly facilitate the accomplishment of learning outcomes. What are your learning goals/outcomes? Are the clearly articulated? How so? Examples? How do you empower your students to accomplish them? What are your methods and instruments (assessments and assignments)? Examples? How and why did you choose these? Do the students see –in the syllabus and throughout the semester– that this document is a carefully and thoughtfully crafted instrument intended to steer them towards those goals? That the readings, assignments, and activities were intentionally selected to do just that?

SLO Worksheet Goal What are you already doing in your class to accomplish this goal? What else might work? How can you express this and explain why in your syllabus? SLO1 SLO2 SLO3

Hints, Tips, and Prompts Relating to Learning

Building Community/Shared Purpose Recall that… The syllabus is the initial point of contact between the instructor and the students. It is often the initial point of contact between the student and the course, and even the curriculum and the discipline. It is the first chance we have to establish shared value –to engage in a collective and purposeful effort to accomplish learning goals. What does this mean to us, to the students, and with regard to the syllabus? How do we enhance that contact and sense of value?

Community and Shared Purpose Requires …using the written word carefully to reveal our commitment to their learning. …discussing the syllabus with the students on the first day of class and referring back to it as a guidepost throughout the semester. Take the time to write, and talk about… How the course relates to the curriculum, How the readings relate to the course and learning goals, How the assignments and assessments relate to SLOs, Student roles, rights, and responsibilities, Faculty roles, rights, and responsibilities.

University Policies These are the University Policies that must be present in all syllabi. MyCourses will automatically link this content when you upload your syllabus and launch your class.     Disability Accommodations Queens University of Charlotte is committed to making reasonable accommodations to assist students with disabilities. If you have a disability which may impact your performance, attendance, or grades in this course and require accommodations, you must first contact Karen Franklin (franklink@queens.edu), Director of Student Disability Services. The steps for receiving accommodations are located on the SDS’s web site and must be completed before a letter of accommodation can be written. SDS is responsible for coordinating classroom accommodations and other services for students with disabilities. Please note that classroom accommodations cannot be provided prior to your Professor receiving a Letter of Accommodation. The Honor Code The Honor Code, which permeates all phases of university life, is based on three fundamental principles. It assumes that Queens students: a) are truthful at all times, b) respect the property of others, and c) are honest in tests, examinations, term papers, and all other academic assignments. Please contact the Instructor if you believe a violation of the Honor Code has occurred. It is a violation of the Honor Code for a student to be untruthful concerning the reason for a class absence. See The Honor Code Book for more information on the process in the event of a suspected violation. QAlert QAlert is the emergency notification system that we use to notify the campus community of an emergency, inclement weather, or class cancellations. It sends messages about the status of a given situation, as well as other details the campus needs to know.  Students, faculty, and staff are automatically registered for QAlert through the university's enterprise resource management system.  To review and/or update your contact information--including your cell phone number for text messages--please log on to http://myaccount.queens.edu. Look for the "Update Your Contact Information” link in the center of the page. University Closings / Cancelled Classes When Queens’ campus is closed, students, faculty and staff will be notified via QAlert, Queens’ emergency notification system (sign up at www.queens.edu/alert). Up-to-date information will also be posted on the Queens website and available on the university’s Information Hotline (704-337-2567). NOTE: If classes are meeting, but you feel that you cannot find a safe way to get to class, you should notify me as soon as possible. Intellectual Property Policy Queens Intellectual Property policy applies to Queens faculty, staff and students.  The policy is available in the Catalog in the section Student Rights and Responsibilities. Human Participant Research All student-directed research that involves human participants must have a faculty sponsor.  Additionally, all research that involves human participants must be reviewed and approved by the university Institutional Review Board (IRB) PRIOR to the initiation of any research activities.  IRB information and approval forms are available on the myQueens portal.

Day 1 Tips Encourage/require them to “know the syllabus” and the mission of the class Share the floor and be open to input (but remain in control). Consider multi-modality –are there other or better ways to address certain learning goals? Consider using “reciprocal interviews”. Have them read the syllabus, Break up into small groups, Discuss their goals for the class and what the instructor can do to assist them in accomplishing them, Identify and share what the clearest/muddiest/best/worst points are, how they can and should be addressed. Participate in any revision of the syllabus