1. More than a Contract Roxanne Cullen, Ph.D. The Learner-Centered Syllabus

2. Two views of education

3. Instructional Paradigm Transmission of knowledge from teacher to student Student is empty vessel waiting to be filled Teacher is owner and dispenser of knowledge Learning is passive Students compete against one another for grades

4. © M.Harris 4 Learner-Centered Paradigm

5. Learner centered paradigm Knowledge is constructed by learner Learner is actively engaged in making meaning Teacher is designer of learning experiences, guiding students toward understanding Students work with one another and learn from one another in cooperative learning experiences

6. Teaching strategies  problem-based learning  transformative learning  academic service learning  cognitive apprenticeship  and other active and reflective learning strategies.

7. Seven Best Practices Chickering & Gamson 1. encourages contact between students and faculty, 2. develops reciprocity and cooperation among students 3. encourages active learning 4. gives prompt feedback 5. emphasizes time on task 6. communicates high expectations 7. and respects diverse talents and ways of learning.

8. Learner-Centered Pedagogy  Creates a sense of community, an environment conducive to learning  Shares power and control, empowers students to actively engage in the learning process  Relies on assessment and evaluation to monitor learning and encourage students to excel

9. The Learner-Centered Syllabus Putting our best practices on paper

10. Syllabi outside the classroom Promotion/tenure Hiring Post tenure review Assessment Transfer equivalency decisions Student complaint process

11. Why do we use syllabi for all these non instructional purposes?

12. What will your syllabus say about you?

13. Continuum between Paradigms

14. continuum You will attend class regularly Each semester I fail students for not attending class. Don’t test me. Attendance is mandatory. Effort and engagement are two of several factors that are part of the “discretionary” percentage of your final grade. Therefore I will take attendance daily to monitor your effort and engagement. Attending class regularly is the best way to succeed in this class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class greatly increases your ability to succeed. In order to support your ability to succeed, I have made attendance a factor in your final grade. This should be the easiest outcome for you to achieve in this class. As a class we will negotiate an attendance policy for this semester.

15. Syllabus as teaching tool While a syllabus is an important document for establishing rules and policies, it can be much more.

16. More than a contract Outlines expectations Clarifies rules and policies Established framework for knowledge Clarifies context for learning Illustrates teaching philosophy Attitude toward students

17. Traditional Template Course name, number, prerequisites Course description Course objectives Required materials Course policies/procedures Grading

18. Learner-centered Template Course name, number, prerequisites Course description Learning outcomes Required materials Course requirements and rationale Course policies and rationale Assessment and evaluation tied to learning outcomes Teaching philosophy Learner support information

19. Learning Outcomes Focus on learner’s behaviors that are to be changed Serve as guidelines for content, instruction and evaluation Identify specifically what should be learned Convey to learner what will be accomplished

20. Writing Learning Outcomes Bloom’s Taxonomy: 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Verbs to use: 1.Define, list, label, memorize, recall 2.Classify, describe, explain, identify 3.Calculate, choose, interpret, perform 4.compare, contrast, critique, appraise 5. design, formulate, construct, combine 6. assess, defend, examine, argue

21. Upon successful completion of this course students will be able to: Describe the relationship between the past and the present Write an essay defining a pluralistic society and its relationship to our democratic principles Outline the structure of the U.S. constitution Identify and define the social, political institutions that impact the modern society Describe the major events and individual associated with the history of the U.S.

22. Why provide rationale?

23. Providing rationale Can give relevance to learning Helps establish community Demonstrates respect for learners

24. Assessment & Evaluation Formative Multiple measures Monitor progress Peer Self Summative Multiple measures Tied to Learning Outcomes Professor

25. Multiple Assessments Peer Review Self Assessment Professor feedback

26. Monitor whether learning is taking place  lecture response slips  clicker questions  ungraded quizzes  individual conferences  class discussion  progress logs  journals

27. Teaching Philosophy

28. Writing a teaching philosophy statement Statement about how students learn Statement about how as a teacher you can support student learning Statement of how those beliefs are implemented in the design of the course Goals for students relative to the discipline

29. Learner support information

30. Community1234 Accessibility of teacher Available for prescribed number of office hours only; Available for prescribed number of office hours; provides phone and email. Multiple means of access; encourages interaction.Multiple means of access; requires interaction. Learning Rationale No rationale provided for assignments or activities. Explanation of assignments and activities but not tied directly to learning outcomes. Rationale provided for assignments and activities; tied to learning outcomes. Rationale provided for assignments, activities, methods, policies and procedures; tied to learning outcomes. CollaborationCollaboration prohibitedCollaboration discouraged Collaboration incorporated; use of groups for work and study. Collaboration required; use of groups for class work, team projects. Power & Control1234 Teacher Role Rules are written as directives; numerous penalties Numerous rules with no explanation/relevance; not tied to L.O Students offered some choice. Relevance of rules offered Students participate in developing policies; rules tied to LO Outside Resources No outside resources other than required text. Reference to outside resources provided but not required. Outside resources encouraged; Students responsible for their own learning. Independent investigation required; outside learning required; share outside learning with class Syllabus Focus Focus is on policies and procedures. No discussion of learning or outcomes Weighted toward policy and procedures with some reference to content covered. Includes course objectives. Balance between policies and procedures and focus on learning. Syllabus weighted toward student learning outcomes and means of assessment; policies are minimal or left to class negotiation. Evaluation/Assessment1234 Grades Focus on point deduction; grades used to penalize. Emphasizes the accumulation of points disassociated from learning performance. Grades are tied directly to learning outcomes; students have some options for achieving points. Grades are tied to learning outcomes; option for achieving points; not all work is graded. Feedback Mechanisms Mid-term and Final test grades only. Students not allowed to see or to retain copies of tests. Mid-term and Final test grades with minimal other graded work. Tests not cumulative. Students may see but not retain tests. Grades and other feedback in the form of non-graded assignments, activities, opportunities to conference with teacher. Periodic feedback mechanisms employed for the purpose of monitoring learning. EvaluationTests only (not comprehensive) Tests, quizzes and other summative evaluation. Multiple means of demonstrating outcomes; some ungraded peer assessment Multiple means of demonstrating outcomes; self evaluation and peer evaluation. Learning OutcomesNo outcomes statedGoals for course stated but not in the form or learning outcomes Learning outcomes clearly statedLearning outcomes stated and are tied to specific assessments.

31. What will your syllabus say about you?