1. Creating a Learning Centered Syllabus: From contract to roadmap
Dr. Zachary Goodell Co-Director, CTE

2. Workshop Objectives Overview of Learning-Centered Teaching
Explore the purpose of a syllabus
Identify how to best communicate course expectations
Identify major content areas
Explore possible activities for the 1st day of class

3. Instruction-Centered vs. Learning-Centered
Balance of Power
The Resp. for Learning
The Role of the Teacher
The Purpose of Evaluation
The Role of Content
Instructor = Expert Student = Novice
Instructor > Student Student > Instructor
Transmit Knowledge - cover (or uncover)
Audit Student Performance
Foundation - Additional Content
Shared - Partners
Shared
Guide/ Facilitate
Audit & Inform
Foundation & Process

4. Evidence of L-C in a Syllabus
Balance of Power
The Responsibility for Learning
The Role of the Teacher
The Purpose of Evaluation
The Role of Content
Choice = Motivation
Active Learning = Students’ work in class
Facilitation = Group work (discussions, projects)
Feedback = Professional, peer, self (rubrics)
Learning Objectives = Content promotes higher level skills

5. Factors to Consider Environmental / Architectural
Content Characteristics
Course Characteristics
Profession / Discipline Characteristics
Student Characteristics
Instructor Characteristics
Situational Factors

6. Large Introductory Lecture
Power
Responsibility
Role of Inst.
Purpose of Eval.
Role of Content
ICT
LCT

7. Upper-level Seminar Power Responsibility Role of Inst.
Purpose of Eval.
Role of Content
ICT
LCT

8. What purpose(s) does a syllabus serve?

9. What purpose(s) might a Learning-Centered Syllabus Serve?

10. A L-C Syllabus should serve a variety of purposes!
Preparing students for academic work
Creating a framework for knowledge & learning
Encouraging responsibility for learning
Communicating expectations-both formal and informal
Satisfying school / department / and accrediting agency requirements

11. What are some of the implications of poor communication in a course?

12. Consider the following Vignettes!

13. Things to consider: What to communicate explicitly
Course Organization
Course Description & Course Goals
Course Objectives (learning outcomes)
Course Activities
Evaluation and Assessment
Expectations
Formal: policies and procedures
Informal: Philosophy of teaching and learning
Social Contract

14. Things to consider: What you communicate implicitly
Power and the responsibility for learning
Voice and vocabulary (audience)
Format (teacher-centered vs learning-centered
Contract or roadmap
Structured or flexible
My way or your way (choices)
Behavior (body language)
Dominant / subordinate or partners

15. Syllabus Content VCU mandatory VCU honor code / policy
Students with Disabilities (ADA policy)
Safety and Security Guidelines
Check with your department / school

16. Syllabus Content Strongly encouraged content (details)
Course Title and Number
Instructor name, contact info, office hours
Credit Hours
Prerequisites
Location, days and time class meets
Textbook (bookstore info)
Supplementary readings / resources /locations
Technology

17. Syllabus Content Strongly encouraged content (policies)
Attendance / Tardiness policy
Student conduct policy
Make-up test policy
Grading Policy
Lab Safety / Health policy
Communication policy ( , instant messaging, walk-ins, etc.)

18. Syllabus Content The Syllabus as a learning tool (roadmap)
Teaching and learning philosophy
Course Description and Goals
Course Objectives
Instructional Methods and Rationale
Learning Methods and rationale
Course calendar / schedule
Link Learning activities with objectives and evaluation

19. Syllabus Content The Syllabus as a learning tool (roadmap)
Academic Support Services
Tips on how to do well from other students
Specific study habits / strategies
Course relevance to other coursework or life in general
Opportunities and importance of feedback
Instructor
Peers
Self-Assessment

20. Suggested format Course details Teaching and learning philosophy
Course description and goals
Course objectives
Course Expectations
Course Roadmap
Course Policies
Course Calendar / Schedule

21. The first day of class
Don’t go over the syllabus at all. Spend the first class period talking about your discipline and how it is relevant to the average student. Then assign them the syllabus as a reading assignment and during the next class period you can…
Have them turn it in signed
Ask MC questions to review
Ask them to turn in minute papers at the beginning of class indicating what remains unclear
Divide your class up in to groups and assign each group with a different section of the syllabus to review and report 21

22. The first day of class Alternatives to reading the syllabus
Question scavenger hunt
Group question and review
Quiz
What gave genesis to your discipline?
What’s your story?
Knowledge Survey