1. G UIDELINES FOR COURSE SYLLABUS DESIGN B EST PRACTICES AND INTERNATIONAL TRENDS KOMAR UNIVERSITY OF SCIENCE AND TECHNOLOGY (KUST) OFFICE OF QUALITY ASSURANCE AND ACCREDITATION (OQAA)

2. Welcome

3. Workshop main topics What is a course syllabus? Purpose of course syllabus Schools of syllabus General framework to syllabus design What you need before course syllabus design The common components of a syllabus Self-assessment and syllabus checklist

4. What is a course syllabus? The syllabus as learning contract… 1.Between you and the students 2.Between you and Department/College/University The syllabus as planning tool 1.For you.. 2.For the students 3.For the Department/College/University The syllabus as learning tool 1.For the students 2.For the learning program 3.For the accreditation process

5. Purpose of course syllabus Motivation aspects: 1.More friendly 2.More attractive 3.Introduce the overall work during the semester Structuring the course load: 1.What 2.When 3.Where Evidence and proof of assessment: 1.For the students 2.For the faculty 3.For the benefit of program assessment.

6. Schools of syllabus A)Lancaster School A)London School B)Toronto School

7. Choose between 5-10 top accredited universities in the fieldChoose between 5-10 top accredited universities in the field 1 Check: textbook, chapters, assessment package, grading system, outcomes, prerequisite……etc.Check: textbook, chapters, assessment package, grading system, outcomes, prerequisite……etc. 2 Design your own syllabus respecting the international standardsDesign your own syllabus respecting the international standards 34 General framework to syllabus design Discuss your syllabus with: Colleagues, QA, students in order to get (+) feedbackDiscuss your syllabus with: Colleagues, QA, students in order to get (+) feedback

8. Ask your self 11 questions: 1.What do you know about your students? What things would you like to know? 2. What goals do you have for your course? What do you want your students to learn? 3.At what levels of Bloom’s Taxonomy do you want your students to perform? 4.What is the best textbook for the course? 5.What specific topics should be covered? In what order? Select the readings to accompany/augment each topic. 6.Given course constraints, what are the best activities for the students to learn the material? 7.What assignments will you use to evaluate the success of your students in meeting your course goals? 8.What criteria will you use to determine the amount of success a student has achieved during the course? 9.What grading system will work best? 10.What are the special policies for the course? 11.What behaviors do you expect of your students while they are in class and what behaviors can your students expect of you?

9. The common components of a syllabus

10. Faculty Information Biography Contact information  Office number  Phone  Email Online office hours (moodle, blackboard…etc)

12. General Description of Course Welcome to students Broad course goals Relationship of course to overall curriculum Synopsis of content Prerequisites

13. Course Objectives Learner-centered Measurable Clear and concise Complete Specific Competency based

14. Course Schedule Content release and deadlines Readings and web resources Due dates  Individual and group assignments  Assessments – quizzes, exams Calendar information

15. Instructional Strategies Content delivery – reading assignments Discussion forums Individual and group activities Written assignments Student reflections Self-assessment Quizzes

16. Required Texts and Resources Primary textbook Other course materials – Optional texts and reading materials – Web resources – Library resources Laboratory materials Hardware and software requirements

17. Assessment Procedures & Criteria Participation standards – quality and quantity of discussion postings Individual and group activities Quizzes and exams Extra credit criteria

18. Relevant Institutional Policies Academic integrity Students with disabilities Course and instructor evaluation Link to student handbook

19. Syllabus Guidelines University of Maryland  http://www.faculty.umd.edu/teach/syllabus.htm http://www.faculty.umd.edu/teach/syllabus.htm Expanded Departmental Guidelines  http://www.bsos.umd.edu/advising/faculty_handbook/fh_syllabus.ht m http://www.bsos.umd.edu/advising/faculty_handbook/fh_syllabus.ht m Professor Butterworth  http://www.bsos.umd.edu/gvpt/butterworth/Index.htm http://www.bsos.umd.edu/gvpt/butterworth/Index.htm

20. Examples of Syllabi University of Pittsburgh  http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/fds/SYLLABUS.HTML http://www.pitt.edu/~ciddeweb/FACULTY-DEVELOPMENT/fds/SYLLABUS.HTML Boise State University  http://oit.boisestate.edu/fp/syllabus.htm http://oit.boisestate.edu/fp/syllabus.htm Dallas County Community College  http://dallastelecollege.dcccd.edu http://dallastelecollege.dcccd.edu

21. Summary Define your challenges – Academic as well as personal Set realistic expectation – Mastery is not achieved overnight Keep your eye on the learning outcomes – Mentorship programs

22. O PEN DISSCUSSION