Creating an effective syllabus Judy Ableser, Ph.D. Center for Excellence in Teaching and Learning Oakland University ableser@oakland.edu

Share your Syllabus At your tables, if you brought a sample syllabus please share and discuss it If you did not bring one, discuss what you plan to include in your syllabus

Agenda Welcome Share your syllabus Agenda Learning Outcomes The Syllabus Creating an Accessible/UDL Syllabus Transforming Constructive Alignment into your Syllabus What to Include Sample Templates Syllabus Samples Revising your Syllabi Wrap-Up

Learning Outcomes Participants will be able to: Describe the purpose of a syllabus Embrace a syllabus that supports Universal Design for Learning and Accessibility Design List the elements included in effective syllabi Align the syllabus with learning outcomes and assignments that assess the learning outcomes Review sample syllabus templates Review sample syllabi Begin to design or revise syllabi

Your Syllabus Your syllabus is your contract with your students Clearly states student learning and behavioral expectations and responsibilities throughout the semester Can also include your responsibilities to students It should be given and reviewed during the first class and referred to throughout the semester Encourage students to engage with syllabus, rather than simply reading it, create an activity around it (scavenger hunt, quiz, create it with them)

Your Syllabus cont. Changes should not be made once the semester starts (except in special circumstances) OU does not mandate a specific syllabus template. We have created on that you can use as a guide that incorporates best-practice in syllabus design including accessibility and UDL Please check with your dept. or course director as some courses do have a required format, a set syllabi or required expectations

Universal Design for Learning and Digital Accessibility Universal Design for Learning (UDL) promotes ways in which we can support student success by increasing access and reducing barriers to learning for all students with diverse learning and life needs By providing a range of ways in which we Present information (text, visual, oral) Engage the students with the material (motivate, interests) Have students demonstrate what they know (multiple types of assessment)

UDL and Digital Accessibility cont. We need to strive to high rigorous, robust expectations for our students while being respectful of their life and situational demands In addition to making the environment accessible, we need to present all digital information in an accessible format (that can be read by screen readers) The template that we provided has been formatted to meet Accessibility Standards (i.e. font, spacing, etc.)

Rubric to Assess Your Own Level of Use of UDL in Your Syllabus

Syllabus Checklist Quick Note

Syllabus Checklist Top of page Course Information Title of course Oakland University, School or College, Department Course Information Course Number Semester, year, class location, number of credits, range of course Course Description – to be copied directly from course catalog General Education Requirement – if this is a general education course, include required information

Syllabus Checklist cont. Professor Information Name Office location Office hours and by appointment How a professor can be reached Professor expectations Learning Outcomes Using observable, measurable terminology (the student will be able to analyze/describe/create/etc.) If a General Education course, include Gen Ed Outcomes and Cross-Cutting Capacities

Syllabus Checklist cont. Textbook and Materials Assignments Grading (note new grading scale) Using Moodle and Other Technologies

Syllabus Checklist cont. Classroom and University Policies Excused Absence Policy- university policy Religious Observance- university guideline Classroom Behavior- Academic Conduct Policy, Behavioral Code of Conduct-university policy Preferred Name Policy- university policy Sexual Misconduct Accommodations and Special Considerations- university policy Add/Drops Attendance Policy- check to see if your department/course has specific policy- if not can create your own Faculty Feedback-OU Early Alert System Emergency Preparedness

Syllabus Checklist cont. Tentative Course Schedule Listed by week with topics, readings, due dates, and requirements Detailed Description of Major Assignments with Rubrics May either attach at end or provide later in the semester

Learning Outcomes Observable, measureable, descriptive statements of what the students will be able to demonstrate by the end of the semester Meaningful and relevant Should be assessed/measured by the end of the course and aligned with course “The student will be able to…” (TSWBAT) If this is a Gen. Ed. course, should also include Gen. Ed. Learning outcomes and the Gen. Ed. Cross-cutting capacities

Learning Outcomes cont. All syllabi are required to have learning outcomes. If there are multiple sections of a course, there should be standard L.O. across sections (may also include additional L.O.)

Constructive Alignment What drives the curriculum Professional standards, scope and sequence of program Rationale Curriculum content Intended input Objectives Demonstrated evidence of what students learn Observable, measurable, outcomes Learning Outcomes Tasks that instructor and students do Instruction, lessons, readings, assignments, activities that are linked directly to objectives/outcomes Implementation Ways in which you measure the learning outcomes through assignments and activities Observable, measurable outcomes Assessment

When Writing Learning Outcomes Observable Behaviors (cannot observe “knowing”) Measureable Knowledge, skills and professional behaviors/dispositions Relevant, meaningful, purposeful Demonstrated evidence of behavior

When Writing Learning Outcomes cont. THE STUDENT WILL BE ABLE TO… (SWBAT…) Use action verbs: describe, outline, analyze, demonstrate Avoid terms such as “know,” “learn” or “understand” as cannot directly observe what goes on in a student’s brain

Activity: Write a Learning Outcome for Your Course The student will be able to: Describe… Outline… Analyze… Create…

Assignments List all assignments Type of assignment (essay, test, homework, lab) Brief description Due date Grade weight Link to where details of assignment/rubrics can be found Link assignments to your learning outcomes

Assignments cont. You may include a detailed description with a grading rubric at the end of the syllabus or you can provide these details later in the semester Best practices recommend a range of types of assignments/assessments are used Give an early assessment in the first two weeks so that students can get early feedback Offer a range of types of assessments Offer some “low stakes” assessments that reduce student stress Consider allowing students to “revise” their work following feedback to improve grade and master the learning

Grading Chart as of Fall 2018 A range – Comprehensive, thorough coverage of all objectives, required content, critical and higher level thinking, original and creative, sound use of English skills, both written and oral B range – Competent, mastery of basic content and concept, adequate use of English C range – Slightly below average work, has met minimum requirements but with difficulty D range – Has not met requirements of assignment/course, has significant difficulties in many areas F – Has not completed requirements; has not officially withdrawn from course before drop date Scale as of Fall 2018 Old Scale A 4.0 A- 3.7 B+ 3.3 B 3.0 B- 2.7 C+ 2.3 C 2.0 C- 1.7 D+ 1.3 D 1.0 F 0.0

Instructions for Grading Please check with your department as to specifics on grading as there is no university-wide standard to how grade values are determined There is no “A+” Commonly, satisfactory undergraduate grades are “C” and above Commonly, satisfactory graduate grades are “B” and above

Instructions for Grading cont. Certain courses/programs may require higher grades to be deemed satisfactory Some courses have a S/U (Satisfactory/Unsatisfactory) or P/NP (Progress or Unsatisfactory Progress) Check with department or course coordinator

Classroom and University Policies You can select and copy/paste the policies that you wish to include Classroom behaviors Academic Conduct Policy Behavioral Code of Conduct Accommodations and Special Considerations Attendance Policy Faculty Feedback Emergency Preparedness

Tentative Schedule for Semester Include a list of your full schedule for semester including Date/time Topics Readings Homework and due dates Assignments and due dates Tests, quizzes, exams and due dates Other Include in accessible chart format Only change due dates or schedule under extreme circumstances

Detailed Instructions of Major Assignments with Rubrics You may either include a detailed description of all major assignments at the end of the syllabus or you may share each assignment later in the semester Due Date/Time How it is due (i.e. on Moodle, in person) Points or Grading Detailed Instructions Learning Outcomes for Assignment Assignments should include: Rubric or Grading Scheme Type of assignment

Syllabus Resources

Sample Templates You will find sample templates that you can use to help you revise/design your syllabus One is with instructions of how to complete syllabus One is a “blank” template that you can use You will also find some sample completed syllabi from WRT and BIO. The formatting should be followed for accessibility purposes and feel free to cut and paste the Classroom and University Policies These templates can be found at: Syllabus Resources on the CETL website

Syllabus Resources Syllabus Basics Guide to Syllabus Writing: Quick Note  OU Syllabus Template (or use OU syllabus template without instructions)  Example Syllabus, WRT 1060 Example Syllabus, BIO 4320 

Syllabus Resources OU Resource for Syllabi Useful information for updating course schedules and including required information Important Dates (holidays, recess, exam periods) Course Catalog Use site's dropdown menu to select graduate catalog.

Syllabus Resources Learning Outcomes Goals, Objectives and Learning Outcomes (5 minutes) Learning Outcomes and Constructive Alignment (workshop recording and slides. eSpace login required.)

Syllabus Resources Getting Students to Use the Syllabus These strategies keep students accountable to reading the syllabus, understand its most significant points, and connecting individual units to the “larger picture” of the course learning outcomes. Syllabus: Active Reading from Day 1 Syllabus Scavenger Hunt Using Your Syllabus for Learning

Syllabus Resources Other Syllabus Considerations Accessible Syllabus - Brief, research-based ideas on how to use images, text, rhetoric, and policy in a way that best creates an inclusive learning environment. ADA Discussion and Syllabus Statement Textbook Affordability and Open Educational Resources at OU

Syllabus Template This suggested syllabus template includes important information to share with your students. It also meets accessibility and Universal Design for Learning standards. We hope this suggested template will help you as you create your syllabus. Remove all text that appears in brackets as you finalize your document. Keep heading styles as they are, as they help students using screen readers better navigate and comprehend the content.

Review Templates Review and discuss which aspects of these syllabi you prefer How does this template compare to syllabi that you have used or seen?

Design your Syllabus Use this time to begin to design or revise your syllabus

Q & A Questions? Discussion CETL is happy to review your syllabus draft. Feel free to contact Judy at ableser@oakland.edu

Wrap-Up Did we: Describe the purpose of a syllabus List the elements included in effective syllabi Align the syllabus with learning outcomes and assignments that asses the learning outcomes Review sample syllabus templates Review sample syllabi Begin to design or revise syllabi