Month, XX YEAR (Arial 10) Creating Learning-Centered Syllabi – Ted Scholz

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved 2 Benefits of Clearly Articulated Learning Goals (Middle States, 2008, pg 15) For Students Explain the sometimes “hidden agenda” (eg., we expect students to analyze relationships. They expect to memorize facts) Prioritize which goals are most important Help students to understand the nature of skills acquired for use in other contexts— during and after college. For Faculty and Staff Identify what to teach Discipline-specific knowledge and skills, Discipline-specific perspective and values Determine what will be evaluated Ensures that skills taught throughout curriculum are included in instruction and evaluation

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved 3 Relationship between program and course goals ProgramProgram GoalCourseCourse Goal General Education Recognize and appreciate artistic literary contributions of diverse cultures World HistoryIdentify and analyze major works representing several different cultures Forensic Psychology Students will develop an understanding of social, emotional, cognitive, physical, and moral development across the lifespan FO612 Psychology of Lifespan Evaluate and revise treatment strategies to meet the needs of the individual. Business Administration Function effectively as a team member to run a small business Introduction to Marketing Develop a feasible marketing plan for a small business

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved 4 A few things about designing learning goals realisticDeveloping meaningful, clear, and realistic learning goals is the most important step in developing successful assessment methods. (Wallvoord, 2004, p 40) Articulate student learning goals in terms of what, specifically, a student should be able to do. (p 40) – What observable behaviors should result from the learning experience?

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved Examples at TCS FO612 Psychology of Lifespan –Evaluate and revise treatment strategies to meet the needs of the individual. –Organize theoretical, research methods, and clinical approaches to psychological assessment. –Appreciate individual differences, alternative cultural values, and worldviews. FO613 Psychopathology –Evaluate and revise treatment strategies to meet the needs of the individual. –Implement clinically relevant interventions. Organize theoretical, research methods, and clinical approaches to psychological assessment. –Appreciate individual differences, alternative cultural values, and worldviews. –Deliver clinically relevant interventions and professional forensic services through the synthesis of clinical experience with forensic literature.

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved Some Thoughts About Constructing Learning Goals Begin with what you have –No need to redesign everything –Develop what is missing, unclear, or is no longer accurate Seek a collaborative approach –Expected learning outcomes are ineffective unless widely accepted by stakeholders Think assessment How do these fit within your Program Learning Objectives?

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved 7 Other considerations What types of skills are essential for your students to have before and after taking your course? What does an ‘A’ in your class represent in terms of ability and skills? In short, what will an ‘A’ student be able to do? What is the “promise” of your syllabus? (Bain, 2004)

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved Let’s take a look at a TCS example. And another one

The Chicago School of Professional Psychology ▪ proprietary and confidential information ▪ all rights reserved Your Syllabi?