Developing an Integrated Syllabus Jennifer Stephens, Ph.D. University Teaching and Learning Commons jennifer.stephens@uncg.edu 336-256-1489 125 McIver

A Learning-Centered Syllabus Learning Goals and Objectives Assessment Activities Schedule Overall Learning Environment Palmer, M.S., Bach, D.J., & Streifer, A.C. (2014). Measuring the promise: A learning-focused syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33(1), 14-36.

Learning Goals and Objectives Encompass Fink’s dimensions of significant learning Foundational Knowledge Application Integration Human Dimension Caring Learning How to Learn Use specific action verbs associated with cognitive processes Include an object (usually a noun) that describes the knowledge to acquire or construct Align appropriately with course level, class size, curriculum, and student population Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed.). San Francisco, CA: Jossey-Bass. *Understanding and remembering information & ideas. *Application through skills, thinking, & managing projects. *Integrating ideas, people, & realms of life. *Learning about oneself & others. *Developing new feelings, values, & interests. *Learning how to become a better student, self-directed learner, & inquisitive/life-long learner.

A Model of Learning Objectives

Assessment Activities Align appropriately with objectives Include summative assessments Are authentic Include a rationale Include frequent formative assessments Involve immediate feedback from a variety of sources Are adequately paced and scaffolded Are separate though connected to grading information

Alignment of SLOs, Learning Activities, and Assessments

Schedule Articulated fully and sequenced logically Lists topics/readings/questions chronologically with due dates Allows for flexibility where appropriate

Overall Learning Environment Has a positive, respectful, and inviting tone Describes the potential value of the course in the learner’s current and post-course life Communicates that content is used primarily as a vehicle for learning

Learning-Focused Syllabus Rubric

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