Developing and Implementing Syllabus and Course Modules Jerash University Development of Interdisciplinary Program on Climate Change and Sustainability Policy- CLIMASP Development of Interdisciplinary Program on Climate Change and Sustainability Policy- CLIMASP 1

2 Developing a Course Syllabus; The development of a course syllabus is an integral part of an instructor's overall pedagogy because the syllabus provides students with a comprehensive overview of the course's aims and objectives, learning outcomes, and assessment strategies. The development of a course syllabus is an integral part of an instructor's overall pedagogy because the syllabus provides students with a comprehensive overview of the course's aims and objectives, learning outcomes, and assessment strategies. In many ways, the course syllabus functions as text itself for each course. Because of this, much care must be taken in developing a syllabus that communicates all aspects of a course to students.

3 Strategies to develop course syllabus; 1.Provide basic course information; Course information should include: current year, semester, course title and number, and meeting time and location. The instructor should list her/his name, office address, and, if necessary, a map for offices that are difficult to locate. Also include an office telephone number, the instructor’s address, website URL, fax number, and office hours. Outline guidelines for how students should book appointments during office hours. List the contact information for all teaching assistants (T.A.s) for the course.

4 2. Describe course prerequisites; list all required knowledge, skills, and experiences that students should have prior to taking the course. Provide students with specific strategies for how they might prepare for the course if they do not have the required knowledge. 3.Describe the course's purpose; provide an overview of the aims of the course (often from the Course Calendar). 4.State learning goals & objectives; list course objectives. List specific skills or knowledge that students will acquire with successful completion of the course.

5 5. Explain the course’s rationale; provide students with an overview of why you structured the course in the manner what you did. 6.Describe the course’s format; outline the various activities that students will be engaged in throughout the course. For example: fieldwork, research projects, lectures, field trips, and so on. 7.Outline the course’s schedule; the schedule should include the sequence of topics, readings, assignments, holidays, guest speakers, and so on. Ensure that examination dates are firmly fixed to provide students with sufficient time to prepare for them. Provide students with updated schedules when changes are made.

6 8. Texts and materials; clearly outline all required readings and texts. If possible, link readings to themes being examined in the course, especially if readings are assigned out of sequence from a text book. Indicate whether texts can be purchased from local bookstores and whether texts will be placed on reserve at the library. 8. Texts and materials; clearly outline all required readings and texts. If possible, link readings to themes being examined in the course, especially if readings are assigned out of sequence from a text book. Indicate whether texts can be purchased from local bookstores and whether texts will be placed on reserve at the library. 9. Additional materials; identify materials needed beyond texts, such as lab equipment, safety equipment, art supplies, calculators, computers, drafting materials, and so on.

7 10. Assessment; explain evaluation methods and the manner in which grades will be assigned. 11. Assignments; clearly describe all assignments that are required for the course. Include the expected length of each, with corresponding deadlines. Also include dates for quizzes and exams. Where possible, outline the format of each assignment (term paper, research essay, take home examination, and so on. 12. Discuss course policies; state course policies regarding attendance, late submissions, make-up tests, extra credit, extensions, illnesses, copyright, and so on.

8 EXAMPLE SYLLABUS RMES-520 Course Name; Climate Change: Science, Technology and Sustainable Development Dr. Hisham Zerriffi Winter Session 2013 (Term 1), Thurs. 1:00 PM to 4:00 PM Course Site: Course Description: Over the past few decades, climate change has emerged as one of the most complex challenges faced by both social and ecological systems globally. On the one hand, changes in global climate are likely to have significant impacts in many parts of the world, and while a small number of regions / sectors may benefit many others could be devastated. On the other hand, reducing greenhouse gas emissions poses significant technological, economic and political challenges. Reductions of greenhouse gas gases will be made in the presence of incomplete information and continued scientific and economic uncertainty.

9 The course will consist of five modules: 1.Module 1 provides a general overview of climate science and impacts, highlighting the current state of knowledge and remaining uncertainties. 2.Module 2 focuses on carbon management options: mitigation and energy system changes and efficiency options. 3.Module 3 will examine geo-engineering management options that may be considered if carbon management is not timely or sufficient enough to avoid major climate impacts with a focus on carbon capture and sequestration. Technology options, risk management issues and policy responses will be discussed. 4.Module 4 on vulnerability and adaptation will look at how different populations are at risk of climate change impacts and the options available and requirements for successful adaptation. 5.Module 5 related to carbon politics and carbon economics will cover the role of politics (at various scales) and the role of economics in addressing the climate change problem. Included will be discussion of international negotiations, equity, the role of local action, and economic versus other instruments to control carbon emissions.

10 Course Evaluation Grading for this course will be based on a series of short assignments (often tied to in-class activities), student led discussion sections, in-class and online participation, and a final paper. Grading is divided as follows: Final Paper 40% Short Assignments 15% Student Led Discussion 15% Viewpoints 10% Discussion Questions 10% Participation in Classes 10% Student Engagement: This is a graduate level seminar and so students are expected to come to class prepared for discussion and engagement with the instructor and their fellow students. In addition, students are expected to engage with their peer students on-line. Each student will be assigned a discussion group of approximately 4-5 students for the term.

11 Class Participation: In addition to the viewpoints and the discussion questions, student engagement will also be judged by participation in discussions during class time. Course Readings There is no single text for this course. Readings will come from a variety of articles, books and reports including the latest report of the Inter- Governmental Panel on Climate Change.

12 Thank You