Project Syllabus: SHU Edition Amy Silvestri Hunter Department of Psychology
Project Syllabus Rubric based on empirical work/data All examples are from my own syllabi unless otherwise noted
3 quick and easy changes you can make to enhance your syllabus (and your course)! Faculty roles & responsibilities Be explicit
faculty roles & responsibilities From Leslie Berntsen, Introductory Psychology http://teachpsych.org/resources/Documents/otrp/syllabi/LB18intro.pdf
faculty roles & responsibilities From Erin Hardin, Supervised Research/Fieldwork http://teachpsych.org/resources/Documents/otrp/syllabi/eh18resfldwrk.pdf
3 quick and easy changes you can make to enhance your syllabus (and your course)! Faculty roles & responsibilities Rationale Why?
rationale
3 quick and easy changes you can make to enhance your syllabus (and your course)! Faculty roles & responsibilities Rationale Tone
tone
tone From Amy Joh, Elementary Psychological Statistics http://teachpsych.org/resources/Documents/otrp/syllabi/aj15statistics.pdf
3 quick and easy changes you can make to enhance your syllabus (and your course)! Faculty roles & responsibilities Rationale Tone Your turn
3 not-as-quick-but-still-pretty-easy changes you can make to enhance your syllabus (and your course)! Student evaluation
Student evaluation Student evaluation
3 not-as-quick-but-still-pretty-easy changes you can make to enhance your syllabus (and your course)! Student evaluation Formative student performance feedback
Formative student performance feedback From Erin Hardin, Supervised Research/Fieldwork http://teachpsych.org/resources/Documents/otrp/syllabi/eh18resfldwrk.pdf
3 not-as-quick-but-still-pretty-easy changes you can make to enhance your syllabus (and your course)! Student evaluation Formative student performance feedback Multiple forms of assessment
Multiple forms of assessment
3 not-as-quick-but-still-pretty-easy changes you can make to enhance your syllabus (and your course)! Student evaluation Formative student performance feedback Multiple forms of assessment Your turn
Choose Your Own (Syllabus) Adventure Category 1: Teaching Methods Category 2: Learner Support & Resources Category 3: Assessment & Evaluation of Student Learning Category 4: Course Design, Goals, & Learning Objectives Category 5: Syllabus Organization & Design
Category 1: Teaching methods , course format for Methods
Category 1: Teaching methods Student engagement
student engagement Tone Student engagement
student engagement ToC Student engagement From Leslie Berntsen, Introductory Psychology http://teachpsych.org/resources/Documents/otrp/syllabi/LB18intro.pdf ToC
Category 2: Learner support & resources Accessibility/universal design for learning
Category 2: Learner support & resources Accessibility/universal design for learning Student roles and expectations
student roles & expectations From Amy Joh, Elementary Psychological Statistics http://teachpsych.org/resources/Documents/otrp/syllabi/aj15statistics.pdf
student roles & expectations
student roles & expectations
Category 2: Learner support & resources Accessibility/universal design for learning Student roles and expectations Faculty roles and responsibilities
Category 2: Learner support & resources Accessibility/universal design for learning Student roles and expectations Faculty roles and responsibilities Interaction and communication ToC
Category 3: Assessment & evaluation of student learning Assignments Add biopsych lab grading
assignments
Category 3: Assessment & evaluation of student learning Assignments Student evaluation
Category 3: Assessment & evaluation of student learning Assignments Student evaluation Formative student performance feedback
formative student performance feedback
Category 3: Assessment & evaluation of student learning Assignments Student evaluation Formative student performance feedback Multiple forms of assessment ToC
Category 4: Course design, goals, & learning objectives Rationale
rationale rationale
Category 4: Course design, goals, & learning objectives Rationale Course goals The goal should be long-term, broad, and achievable but not necessarily measurable. The goal helps keep instruction focus on the targeted content. On the other hand, course objectives inform specific learning outcomes and are derived from the course goal.
Category 4: Course design, goals, & learning objectives Rationale Course goals Learning objectives
learning objectives From Marianne Fallon, Research Methods I http://teachpsych.org/resources/Documents/otrp/syllabi/MF17RM1.pdf
Category 4: Course design, goals, & learning objectives Rationale Course goals Learning objectives Alignment of class time allocation with learning objectives and course goals
Category 4: Course design, goals, & learning objectives Rationale Course goals Learning objectives Alignment of class time allocation with learning objectives and course goals Alignment of learning objectives and assessment
alignment of learning objectives & assessment From Marianne Fallon, Research Methods I http://teachpsych.org/resources/Documents/otrp/syllabi/MF17RM1.pdf
Category 4: Course design, goals, & learning objectives Rationale Course goals Learning objectives Alignment of class time allocation with learning objectives and course goals Alignment of learning objectives and assessment Assessment strategies Frequent quizzing, weekly homework assignments, etc ToC
Category 5: Syllabus organization & design
organization organization
Category 5: Syllabus organization & design Aesthetic design
aesthetic design From Thomas Davis, Psychology of Sleep & Dreams http://teachpsych.org/resources/Documents/otrp/syllabi/TD14sleepanddreams.pdf
aesthetic design From Angel Munoz, Motivation http://teachpsych.org/resources/Documents/otrp/syllabi/AMGA18motivation.pdf
Category 5: Syllabus organization & design Aesthetic design Tone
tone
Category 5: Syllabus organization & design Aesthetic design Tone Formatting
Category 5: Syllabus organization & design Aesthetic design Tone Formatting Required materials
required materials ToC
Sources Project Syllabus web page: http://teachpsych.org/otrp/syllabi/index.php Rubric: http://teachpsych.org/resources/Documents/otrp/syllabi/rubric%20revision %20FINAL%20with%20header.pdf Bibliography, scholarship of teaching & learning related to effective syllabus creation & course design: http://teachpsych.org/resources/Documents/otrp/syllabi/rubric%20referenc es.pdf PS rubric based on the Quality Teaching and Learning Rubric from Chico State University: http://www.csuchico.edu/eoi/
Category 1: Teaching Methods
Category 2: Learner support & resources
Category 2: Learner support & resources
Category 3: Assessment & evaluation of student learning
Category 3: Assessment & evaluation of student learning
Category 4: Course design, goals, and learning objectives organization
Category 4: Course design, goals, and learning objectives
Category 5: Syllabus organization & design
Category 5: Syllabus organization & design