1. Ready-2-Zoom: Transparent Syllabus 11-29 (Th) Noon – 1 P.M.
Ruth Ahn, Education
Yam Lee, Chemical & Materials Engineering
Jennifer Mahlke, Communication
Faculty Center for Professional
Development
R2Z

2. Why Transparency?
Transparency in teaching and learning is the act of explicitly attending to and articulating to students the whys and hows of their learning experiences.
Transparency in:
a) Teaching
b) Assignments
c) Assessments
d) Grading
e) Syllabus
Source: The Science & Art of Transparency in Higher Education by M. Palmer
Faculty Center for Professional
Development
R2Z

3. Transparent Syllabus
What type of syllabus do you provide to your students?
How do you know if it’s effective?
How are your students’ responses to your syllabus?
Faculty Center for Professional
Development
R2Z

4. These are all links. SLOs R2Z Faculty Center for Professional
Teaching philosophy
Faculty Center for Professional
Development
R2Z

5. Theoretical Support for Transparent Syllabus
Expectancy x Value = Motivation!!
(I can do it) (It’s worth it) (I’ll do it!!)
knowledge
Faculty Center for Professional
Development
R2Z

6. Why does it matter to have a transparent syllabus?
Because students should not have to guess
=> we want students to succeed!!
Because it provides fairness & consistency
Because students appreciate it!!
Because it organizes the instructor’s plans for the course
Faculty Center for Professional
Development
R2Z

7. Students’ Perceptions
Syllabus as useful, organizing document
Course as interesting, relevant, & rigorous learning experience
Instructor as caring & supportive integral to the learning process
Source: The Science & Art of Transparency in Higher Education by M. Palmer
Faculty Center for Professional
Development
R2Z

8. 3 Things to Include in a Transparent Syllabus
Purpose: Why?
Task: What? How?
Criteria: How are we evaluated? What are the goals?
Source: The Science & Art of Transparency in Higher Education by M. Palmer
Faculty Center for Professional
Development
R2Z

9. Examples of Transparent Syllabus
Yam
Jen
Ruth
Faculty Center for Professional
Development
R2Z

10. Yam’s Examples Why this course is important Teaching Approach R2Z
Faculty Center for Professional
Development
R2Z

11. Why is this course important?
This is the fundamental course for the field of Chemical Engineering. In any industrial process, it is necessary to determine the flowrate and composition of each stream and its corresponding temperature and pressure. This is the first of two sequential courses (CHE201/211L and CHE202/212L) which introduce the material and energy balance concepts in solving these types of problems. The students would also learn the engineering problem solving skills which are essential in pursuing a successful chemical engineering career.

12. Teaching Approach
This course will be conducted by using the active learning approach which has been shown to be a more effective learning process for students than pure lecturing in classroom. I would use collaborative learning methodology and introduce problem-based learning in the course work. Please read assigned textbook readings before class and be prepared to engage in group discussion on problem-solving in the classroom. You must take responsibility for your own learning, because nobody else can learn for you. I will give a short lecture and guide your discussion with clarification in concepts as needed. You should be able to learn the component skills needed to solve a complex real world problem in context which should help you in retaining your understanding of the concepts. Iclicker questions will be used to assess your understanding of the class materials before the end of the class. You can vote the answer once individually and discuss with your group for a second voting. The score of the second voting will be counted. Please bring your iclicker and calculator to each class session.

13. Jen’s Example Cell phone policy R2Z Faculty Center for Professional
Development
R2Z

14. We focus on success & how to get there!
More from Jen’s syllabus
I like to color code the schedule & reinforce images from class lectures/activities.
We focus on success & how to get there!
I use direct language for strict policies.
Faculty Center for Professional
Development
R2Z

15. Ruth’s Examples Participation & absence policy R2Z
Faculty Center for Professional
Development
R2Z

16. Class Participation (5% of course grade)
The class structure is based on Vygotsky’s social constructivist theory of learning: Social interaction, cultural tools, and activity shape individual development and learning (Woolfolk, 2007, p.346). Therefore, thoughtful and active participation with your peers and instructor is essential to your learning and the success of the class. You are expected to complete the reading, writing, and other assignments on time and be prepared to offer your thoughts. As a developing teacher, it is critical that you learn to share your ideas and thoughts constructively with others. A commitment to learning to teach and being a supportive colleague includes being punctual, respectful, and responsible in responding to other people’s talk and behavior, being collegial in helping the group function well as a learning community, being open to new ideas and not being judgmental about others’ reasons and actions, and being able to receive constructive criticism, as well as thoughtfully taking notes during class and observations.

17. Absence Policy
Regular attendance is expected of all students, as attendance is critical to full class participation. If you miss a class meeting for any reason, you will be held responsible for all material covered and announcements made in your absence by contacting your classmates. If you must miss a class due to an emergency, please notify the professor by as soon as possible. If you miss 3 class sessions, your participation grade may be reduced by 50% (i.e. 5% to 2.5%). If you miss 4 or more class sessions, be aware that your grade may be endangered. Late arrivals/leaving early will be considered as partial absence.  

18. Tips for Creating a Syllabus for Student Success
Look at it through the students’ eyes
Creating a syllabus requires deep thought and attention to detail, not a last minute endeavor
Resist the temptation to change it midstream during the course
Remember, students have multiple classes & instructors with varying expectations!
They need clear expectations & deadlines to schedule accordingly
Use it as a roadmap throughout the semester
Always refer to the syllabus
Faculty Center for Professional
Development
R2Z

19. Tips for the First Day of Class
Post the syllabus on Bb no later than the first class session
Send a welcome prior to the first class and bring the syllabus to the first meeting
In class, don’t read it out loud!!
Have students act out key information in skit form
Create a sense of community by connecting with the students and having them get to know one another
Maximize your first session by engaging the students in meaningful activities
Faculty Center for Professional
Development
R2Z

20. Next Semester R-2-Z Future Topics:
“7 Things you need to know when starting a new class”
“Effective scaffolding to improve student learning”
“CFA Success Kit for Lecturers Part 2”
Any feedback or questions???
Ruth Ahn at
Faculty Center for Professional
Development
R2Z