1. Project Syllabus: SHU Edition
Amy Silvestri Hunter
Department of Psychology

2. Project Syllabus Rubric based on empirical work/data
All examples are from my own syllabi unless otherwise noted

3. 3 quick and easy changes you can make to enhance your syllabus (and your course)!
Faculty roles & responsibilities
Be explicit

4. faculty roles & responsibilities
From Leslie Berntsen, Introductory Psychology

5. faculty roles & responsibilities
From Erin Hardin, Supervised Research/Fieldwork

6. 3 quick and easy changes you can make to enhance your syllabus (and your course)!
Faculty roles & responsibilities
Rationale
Why?

7. rationale

8. 3 quick and easy changes you can make to enhance your syllabus (and your course)!
Faculty roles & responsibilities
Rationale
Tone

9. tone

10. tone
From Amy Joh, Elementary Psychological Statistics

11. 3 quick and easy changes you can make to enhance your syllabus (and your course)!
Faculty roles & responsibilities
Rationale
Tone
Your turn

12. 3 not-as-quick-but-still-pretty-easy changes you can make to enhance your syllabus (and your course)!
Student evaluation

13. Student evaluation
Student evaluation

14. 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

15. Formative student performance feedback
From Erin Hardin, Supervised Research/Fieldwork

16. 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

17. Multiple forms of assessment

18. 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

19. 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

20. Category 1: Teaching methods
, course format for Methods

21. Category 1: Teaching methods
Student engagement

22. student engagement
Tone
Student engagement

23. student engagement ToC Student engagement
From Leslie Berntsen, Introductory Psychology
ToC

24. Category 2: Learner support & resources
Accessibility/universal design for learning

25. Category 2: Learner support & resources
Accessibility/universal design for learning
Student roles and expectations

26. student roles & expectations
From Amy Joh, Elementary Psychological Statistics

27. student roles & expectations

28. student roles & expectations

29. Category 2: Learner support & resources
Accessibility/universal design for learning
Student roles and expectations
Faculty roles and responsibilities

30. Category 2: Learner support & resources
Accessibility/universal design for learning
Student roles and expectations
Faculty roles and responsibilities
Interaction and communication
ToC

31. Category 3: Assessment & evaluation of student learning
Assignments
Add biopsych lab grading

32. assignments

33. Category 3: Assessment & evaluation of student learning
Assignments
Student evaluation

34. Category 3: Assessment & evaluation of student learning
Assignments
Student evaluation
Formative student performance feedback

35. formative student performance feedback

36. Category 3: Assessment & evaluation of student learning
Assignments
Student evaluation
Formative student performance feedback
Multiple forms of assessment
ToC

37. Category 4: Course design, goals, & learning objectives
Rationale

38. rationale
rationale

39. 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.

40. Category 4: Course design, goals, & learning objectives
Rationale
Course goals
Learning objectives

41. learning objectives From Marianne Fallon, Research Methods I

42. Category 4: Course design, goals, & learning objectives
Rationale
Course goals
Learning objectives
Alignment of class time allocation with learning objectives and course goals

43. 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

44. alignment of learning objectives & assessment
From Marianne Fallon, Research Methods I

45. 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

46. Category 5: Syllabus organization & design

47. organization
organization

48. Category 5: Syllabus organization & design
Aesthetic design

49. aesthetic design
From Thomas Davis, Psychology of Sleep & Dreams

50. aesthetic design From Angel Munoz, Motivation

51. Category 5: Syllabus organization & design
Aesthetic design
Tone

52. tone

53. Category 5: Syllabus organization & design
Aesthetic design
Tone
Formatting

54. Category 5: Syllabus organization & design
Aesthetic design
Tone
Formatting
Required materials

55. required materials
ToC

56. Sources
Project Syllabus web page:
Rubric: %20FINAL%20with%20header.pdf
Bibliography, scholarship of teaching & learning related to effective syllabus creation & course design: es.pdf
PS rubric based on the Quality Teaching and Learning Rubric from Chico State University:

58. Category 1: Teaching Methods

59. Category 2: Learner support & resources

60. Category 2: Learner support & resources

61. Category 3: Assessment & evaluation of student learning

62. Category 3: Assessment & evaluation of student learning

63. Category 4: Course design, goals, and learning objectives
organization

64. Category 4: Course design, goals, and learning objectives

65. Category 5: Syllabus organization & design

66. Category 5: Syllabus organization & design