1. An Overview of Basic Content1 A Presentation by: Marj Ashcraft, Towson University Dr. Joan McMahon, Towson University Creating an Effective Online Syllabus An Overview of Basic Content

2. 2 This presentation is designed to provide you with an overview of the basic components of the course syllabus content. purpose  The purpose of the syllabus primary elements  The primary elements of the syllabus along with what constitutes a Generic syllabus and a Syllabus and Schedule Itemsonline  Items you might include in an online syllabus Specifically, we will take a look at: * Issues of formatting your online syllabus – design/layout – are not addressed in this slide show for Part I of Station A.10: Creating an Effective Online Syllabus. Rather, they are presented in Part II of the station. *

3. An Overview of Basic Content3 The Purpose of the Syllabus

4. 4 “A good syllabus serves as a scaffold for the course…” Simon, 2000, p. 83.

5. An Overview of Basic Content5 The purpose of any course syllabus is to provide… the basic information and guidelines of the course the expectations of the instructor as well as the department Fullmer-Umari, 2000. Syllabus ===== ======= ===== ===== ====   These aims are underscored by the elements contained in the syllabus.  the foundation for measuring the learning experience

6. An Overview of Basic Content6 The Primary Elements of the Syllabus

7. 7 It is from these basic blocks that you build your syllabus. The learning objectives you wrote in Station A.4. This part of the syllabus tells what the student is expected to do, learn, know, perform, etc. in the course. (i.e., “Upon completing the course, students will be able to…”) It is not what the instructor wants to do, such as “Teach the basics of… “ or “Sensitize the student to…” I. Objectives Your course content. This tells students what information/ subject matter they can expect to cover in the course. II. Content The learning activities you wrote in Station A.5 as well as any specific technologies (identified in Station A.7) that you plan to use in support of these learning activities. This tells students what they can expect to be doing in the course (i.e., reading assignments, online discussions, scavenger hunts, lab work…). III. Activities IV. Assessments The assessments you wrote in Station A.6 as well as any specific technologies (identified in Station A.7) that you plan to use in support of these assessments. This tells students how they are expected to demonstrate their learning in the course (i.e., tests, projects, portfolios…) These mirror the learning objectives above. The Four Primary Elements of any syllabus are: The Learning OBJECTIVES The Learning CONTENT The Learning ACTIVITIES PROOFS of the Learning The learning objectives you wrote in Station A.4. This part of the syllabus tells what the student is expected to do, learn, know, perform, etc. in the course. (i.e., “Upon completing the course, students will be able to…”) It is not what the instructor wants to do, such as “Teach the basics of… “ or “Sensitize the student to…” Your course content. This tells students what information/ subject matter they can expect to cover in the course. The learning activities you wrote in Station A.5 as well as any specific technologies (identified in Station A.7) that you plan to use in support of these learning activities. This tells students what they can expect to be doing in the course (i.e., reading assignments, online discussions, scavenger hunts, lab work…).

8. An Overview of Basic Content8 The Generic Course Syllabus is usually the one approved by the department and/or the campus curriculum committee. Syllabus Cell Structures & Function BIOL325.101 Objectives The learning objectives approved by the department Content A simple 10 item outline of the major concepts to be learned. Activities A list of possible activities acceptable for the course, from which an instructor can choose. A Assessments A list of possible assessments acceptable for the course, from which an instructor can choose. A The official course description listed in the school catalog. This is important for advising and for acceptance of transfer credits. Course Description Common Institutional Policies Notice that it includes: Objectives Content Activities Assessments The 4 Primary Elements AS WELL AS common sense items such as… Course Title & Number A Brief Course Description Make sure this matches the official one in the school catalog. the institution’s policy on plagiarism

9. An Overview of Basic Content9 This Generic Course Syllabus could be an overlay for your own course and wouldn’t have to be re-written each semester. Common Syllabus Cell Structures & Function BIOL325.101 Course Description The official course description listed in the school catalog. This is important for advising and for acceptance of transfer credits. Objectives The learning objectives approved by the department Content A simple 10 item outline of the major concepts to be learned. Activities A list of possible activities acceptable for the course, from which an instructor can choose. Assessments A list of possible assessments acceptable for the course, from which an instructor can choose. Campus/Department Policies Those items such as class attendance, plagiarism, etc. It communicates to the student that you are teaching to department/campus expectations. Why is this important? Consider… What would happen if 5 faculty wrote a completely different syllabus for this same course? What message would that send to students? Have you asked for the approved syllabus as a place to start your own interpretation?

10. An Overview of Basic Content10 The Course Syllabus and Schedule allows a faculty member to customize his/her interpretation of the Generic Course Syllabus by both retaining and elaborating on the approved document. Your customized interpretation of the course Objectives Your interpretation of the common (generic) syllabus objectives. They should be closely aligned, if not identical. Content The approved course content embellished with your style & schedule. Activities The approved learning activities imprinted with your style AND maintaining the intent of the approved activities—clearly supporting the established learning objectives. Assessments The approved learning assessments imprinted with your style AND maintaining the intent of the approved assessments—clearly supporting established learning objectives and your learning activities. Syllabus and Schedule “Retained” items would be… The course title and # The Course Description Cell Structures & Function (BIOL325.101) Contact Information “Interpretations/Elaborations” would include such items as… Instructor: Dr. Lerna Lott Email: www.URweb.edu Phone:123-456-7890 FAX:123-456-1111 Office Hours: MWF afternoons from 12:30 - 2 and 3:15 - 4:30 retaining of the Course Syllabus by both and the approved document. customize his/her interpretation of the Generic Course Syllabus by both retaining and elaborating on the approved document. Course Description This should be a replica of what is printed in the course catalog and not new information. Instructor’s Name

11. An Overview of Basic Content11 Other additional customized components include… Your Special Preferences how you will be grading students’ work how late assignments will be handled a brief overview of your online teaching philosophy how you view the student’s online role Examples include: how you prefer students to submit their work (i.e., as email attachments? using the courseware tools?) how you prefer students to format their work and files a brief overview of your online teaching philosophy how you view the student’s online role how you will be grading students’ work how late assignments will be handled Training Track B.5: Course Management Strategies contains further practical suggestions you might wish to consider regarding how you may prefer to manage your online course. Fullmer-Umari, 2000; Simon, 2000. Your philosophy about teaching and learning Your Class Policies

12. An Overview of Basic Content12 Course Title & Number How you arrange the components in your syllabus is not important at this step. Class Policies Your Special Preferences We will be showing you syllabus design/layout options under Part II: Adapting Your Syllabus for Effective Use Online of this training station. Instructor’s Name Contact Information A Brief Course Description Syllabus Course Description Objectives Content Activities Due Class Policies Cell Structures & Function BIOL325.101 Dr. Lerna Lott www.webU.edu Phone:123-456-7890 FAX:123-456-1111 Making sure you remember to include the components is the point here!

13. An Overview of Basic Content13 Items You Might Include in an Online Syllabus

14. An Overview of Basic Content14 Fullmer-Umari, 2000, p. 96. Your appearance, voice and body language convey/model the tone. Consider that… In the online classroom… In the classroom… In the on-ground classroom… The tone of the course is established by your physical presence in the first class meeting. Thus, it is the syllabus which sets the tone of the online course. Your Syllabus establishes that crucial first contact…

15. An Overview of Basic Content15 To put your personal stamp on the course from the outset, consider adding the following elements to your syllabus: Fullmer-Umari, 2000, p. 96. A brief overview of your professional experience and education relative to the course A clear, up-to-date photo of you. This is your opportunity to introduce yourself to students online, much as you might do in any “first class” meeting. You could include: A brief description of your teaching philosophy, particularly as it relates to online learning Any hobbies or special interests A biographical sketch

16. An Overview of Basic Content16 Injecting humor is another way of setting the tone and putting your personal stamp on the course. Assignments Some clipart graphics to lighten the mood IF this is part of your teaching style and the kind of tone you want to set for your online class, you might want to include :

17. An Overview of Basic Content17 Many online instructors also like to include: These can include: sites offering students useful tips for improving their basic study/writing skills. sites related to the specific course subject/discipline http://www.mcsr.olemiss.edu/~egjbp/faulkner/intro.html A site devoted entirely to the life and writings of William Faulkner, developed by a graduate instructor & Ph.D. candidate from the University of Mississippi http://www.geocities.com/Athens/Troy/8866/ http://www.geocities.com/Athens/Troy/8866/ Includes web search information, how to write/ format research papers in MLA style, tips for doing presentations, etc. Links to helpful websites http://www.ohiou.edu/esl/help/index.html Ohio University site with tutorials on technology (web pages, email, etc.) as well as how to find/ evaluate/cite research on the web http://vlib.org/Science/Cell_Biology/ The WWW Virtual Library of Cell Biology, with myriad links to databases & informational sites relating to all aspects of cell biology from apoptosis (programmed cell death) to signal transduction in cell growth. http://www.geocities.com/Athens/Troy/8866/ http://www.geocities.com/Athens/Troy/8866/ Includes web search information, how to write/ format research papers in MLA style, tips for doing presentations, etc. http://www.ohiou.edu/esl/help/index.html Ohio University site with tutorials on technology (web pages, email, etc.) as well as how to find/ evaluate/cite research on the web

18. An Overview of Basic Content18 Many online instructors also like to include: These can include Frequently Asked Questions about the courseware and support technology FAQ pages for students FAQ about the technology FAQ about this course as well as common questions about the course itself.

19. An Overview of Basic Content19 As your experience with online instruction increases, so, too, will your… confidence in… effectiveness in… …determining exactly what items to include in your online syllabi. knowledge of… ! !

20. An Overview of Basic Content20 To sum up…

21. An Overview of Basic Content21 The purpose purpose of the syllabus is to provide: the basic information and guidelines of the course the expectations of the instructor as well as department the foundation for measuring the learning experience These aims are underscored by the elements contained in the syllabus. The 4 primary elements of the syllabus are: The Learning OBJECTIVES The Learning CONTENTS The Learning ACTIVITIES PROOFS of the Learning +++ the basic information and guidelines of the course the expectations of the instructor as well as department the foundation for measuring the learning experience These aims are underscored by the elements contained in the syllabus. Summary

22. An Overview of Basic Content22 The Generic Syllabus… is usually the one approved by the department and/or campus curriculum committee includes the 4 primary elements -- includes common sense items such as… the course title & number a BRIEF description matching the catalog common institutional policies (such as plagiarism) communicates to students that you are teaching to the expectations of both the department and campus. the learning objectives… the learning content… the learning activities… proofs of the learning Summary

23. An Overview of Basic Content23 The Course Syllabus and Schedule… allows a faculty member to customize his/her interpretation of the Generic Course Syllabus by retaining & elaborating on the approved document. “Interpretations/Elaborations” include such items as… your (the instructor’s) name and contact information  the learning objectives  the content “Retained Items” include … the course name and number the course description “Retained Items” include … the course name and number the course description Generic Syllabus Cell Structures & Function BIOL325.101 Course Description The official course description listed in the school catalog. This is important for advising and for acceptance of transfer credits. Objectives The learning objectives approved by the department Content A simple 10 item outline of the major concepts to be learned. Activities A list of possible activities acceptable for the course, from which an instructor can choose. Assessments A list of possible assessments acceptable for the course, from which an instructor can choose. Campus/Department Policies Those items such as class attendance, plagiarism, etc. Instructor: Dr. Lerna Lott Email: www.URweb.edu Phone:123-456-7890 FAX:123-456-1111 Office Hours: MWF 12:30 - 2 and 3:15 - 4:30 Objectives Your interpretation of the learning objectives approved by the department/campus. They should be aligned with if not identical to the approved (Generic) syllabus. Content The approved embellished course content and schedule that flows with your style. your customized interpretation of the course, including: Summary

24. An Overview of Basic Content24 Other additional customized components include… Your philosophy about teaching and learning Your Class Policies Your Special Preferences i.e., your online teaching philosophy….how you view the student’s role online i.e., your online teaching philosophy….how you view the student’s role online i.e., how you grade…how you handle late assignments, etc. i.e., how you grade…how you handle late assignments, etc. i.e., how you prefer students to submit their work, save their work and files, etc. Summary

25. An Overview of Basic Content25 online Because the online syllabus: And… Establishes the first crucial contact with your online students Thereby… Setting the tone of your online course… You might also include: biographical sketch A biographical sketch of yourself with an up-to-date photo graphics Some graphics to lighten the mood Links to helpful sites FAQs FAQs re the technology as well as the course itself. Summary

26. An Overview of Basic Content26 As your experience with online instruction increases, so, too, will your knowledge, confidence and effectiveness at determining the items to include in your online syllabi. And remember: Conclusion