1. College of Education and Allied Studies Office of Semester Conversion Academic Programs and Graduate Studies February 4, 2016 2:00 pm – 4:00 pm Oakland/Concord Room Developing Transformed Syllabi

2. Deadlines for Programs and Departments ProgramDue Date Service courses10/12/15 – 12/11/15 Graduate and credential programs 11/16/15 – 2/12/16 Undergraduate programs1/11/16 – 5/13/16 General education courses1/11/16 – 5/13/16

3. Developing Transformed Syllabi Workshop Outcomes Why a transformed syllabus? What IS a transformed syllabus and who is it for? Elements of a transformed syllabus and the connections among these elements Uses for a transformed syllabus

4. Deliverables for “Transformation”  New or revised PLOs  New or revised curriculum map  New or revised assessment plan  Detailed syllabi for transformed courses  New or revised roadmap: including GE, pre- requisite, required, and elective courses Page 5, Semester Conversion Guide

5. What is a Detailed Syllabus for Transformed Course? A template is in your handouts. We will work from this template today. Note that this is NOT intended as a student syllabus.

6. Elements of the Detailed Syllabus for each Transformed Course 1. Course information  Department, Course Title and Number, Catalog Description, Number of units, Student Population 2. Learning Outcomes  Course, Program, GE, ILO 3. Evidence of Transformation 4. Connections between your course outcomes, relevant course activities, assignments and assessment strategies 5. Examples Transformed Syllabus Approaches

7. Uses for a Transformed Syllabus Template is submitted with New Course Requests (via Curriculog as an attachment in 2016) # 3, “Evidence of Transformation” is what represents the transformation. Records the department’s thoughts and commitment to transformation Can be a resource for instructors teaching the course (especially those new to the course) Can be used as an assessment tool

8. Making Connections Among the Elements

9. What Level(s) for Your Outcomes? Revised Bloom’s Taxonomy of the Cognitive Domain, Page 14, Semester Conversion Guide. What are the levels of thinking in the course? (Could also be other levels such as attitudinal or psychomotor) How can you express these levels using learning outcomes that are measurable and observable?

10. Bloom’s Taxonomy with Associated Assessments Handout

11. Activity #1: Outcomes Critique 1. Analyze literary works for their structure and meaning 2. Develop an appreciation of music 3. Develop and present an integrated marketing communications advertising campaign 4. Demonstrate a developing intellectual curiosity and a habit of lifelong learning, through choice of research topics, the number and quality of questions asked in class, the application of course concepts or themes to lived experiences or world events, or through other similar means 5. Identify soil texture and structure 6. Learn about digestion 7. Critically evaluate the choreography, performance, and theatrical elements of a dance performance Are these measureable? Are these observable?

12. Rethinking our Pedagogy: Another Transformational Practice High-Impact TeachingHigh Impact Learning Writing-to-learn (e.g. quick- writes, journals, blogs, other reflective writing) Progressive assignments with ongoing feedback Collaborative projects and assignments Building cross-curricular perspectives Diverse and global perspectives Building connections between learning and real-world settings - Relevance Problem-based learning Performances, demonstrations, and presentations Research experiences Service learning, community based learning Field trips Capstone projects Shared intellectual experiences

13. Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome? Course outcomeRelevant activitiesRelevant assignment Relevant assessment strategies Analyze literary works for their structure and meaning Writing to learn Scaffold writing assignments with feedback Final paperRubrics for the level of analysis

14. Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome? Course outcomeRelevant activitiesRelevant assignment Relevant assessment strategies Develop and present an integrated marketing communications advertising campaign Working in teams, students develop campaign with local business owners Campaign submitted in stages Students practice assessing campaign examples Campaign presented in class Final written campaign submitted Campaign development and presentation assessed by peers (and faculty) for presence of elements

15. Activity #2: What Other Activities, Assignments, and Assessments Align with this Outcome? Course outcomeRelevant activitiesRelevant assignment Relevant assessment strategies Identify soil texture and structure Field trip for sample collection Test samples in lab Complete practice quizzes and discuss Final practical exam where soil samples are identified

16. Using the Bloom’s Taxonomy (p. 14) and action verbs (p.15) 1. Write or fine-tune a course outcome for a course you are instructing/transforming. 2. Select possible activities you might use along with relevant assignments and assessment strategies that align Activity #3 Align Outcome – Activities – Assignment Report Out

17. Essential Questions Are course learning outcomes written at the appropriate level for the course and measurable and observable (so they can be assessed)? Are there connections/alignments between your course outcomes, course activities, assignments and assessment strategies? Do the course outcomes align with program learning outcomes and any relevant institutional learning outcomes?

18. Curriculum Map #1 Page 24, Semester Conversion Guide

19. Curriculum Map #2 PLOs Aligned to ILOs Page 33, Semester Conversion Guide

20. College of Education and Allied Studies Office of Semester Conversion Academic Programs and Graduate Studies February 4, 2016 2:00 pm – 4:00 pm Oakland/Concord Room Developing Transformed Syllabi