2. Your Course Syllabus: A Peer Review and Just-in-time Revisions Sandy Courter, EPD Mike Morrow, ECE

3. Overview Introductions –Collect syllabi for duplication Learning Outcomes Role of Syllabi Peer Review Resources

4. Learning Outcomes: As a result of this workshop, you will be able to... Examine the nature and content of syllabi in order to gain a better understanding of their attributes and characteristics Identify the ways in which syllabi reflect and communicate university, college, and faculty goals and objectives Identify ways in which syllabi communicate an implicit contract between the student and teacher

5. Why use a syllabus? In your groups, create a list of 5-7 reasons of why you would want to use a syllabus in your course. Are we ready? You have 3 minutes… Time’s up! Let’s see what you’ve come up with…

6. Some basic ideas Decrease the risk of miscommunication Insure consistency and confidence that accurate information is being conveyed Provide a permanent reference for students Increase value that students place on syllabus as a learning tool

7. Role of Syllabi: Calendar of events or Learning tool? Course structure Administrative Communication

8. Course structure: Topical coverage Course format Readings Prerequisites Assessment

9. Administrative: Contract with student Public description of course Evidence in grievance and judicial hearings Course equivalency in transfer situations Support for instructors’ decisions regarding grades and course policies Contract between university and student

10. Communication: First impression –Written document –Presentation Unwritten rules and expectations Implicit contract negotiated through non-verbal behavior Evolution

11. Syllabus Review Review Process –Use the checklist as a guide Add any other items that you feel are important –Student and faculty perspectives –Individually review all syllabi, then critique each as a group Group Presentation –Select one syllabus for presentation –Presentation worksheet is provided Overview Strengths Weaknesses

12. Peer Review of Syllabus What worked? –What do the characteristics of your syllabus mean? –What evidence do you see that shows student-centered learning? What didn’t work so well? –What can you do to make your syllabus more student-centered?

13. Resources Books Videotapes and other media Course homepages with course objectives ABET criteria Consultation Services One-week opportunities

14. TIP Workshop Evaluation Please remember to complete the evaluations –Workshop –Program

15. References Eberly, Newton, Wiggins, “The Syllabus as a tool for Student- Centered Learning” McKeachie, “Teaching Tips: Strategies, research, and theory for college and university teachers”

16. Levels of Learning: Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis