We found 411 results that contain "syllabus design"

LearnDAT is a resource providing guidance in all stages of e-learning development for MSU instructors.

In mid-November, CIRCLE hosted a workshop on interdisciplinary course design and teaching. It was a generative conversation that gave MSU educators interested in interdisciplinary teaching the chance to connect and share resources and tactics. We showcased 2 panelists with experience designing and teaching interdisciplinary courses: Erin Dreelin (Fisheries & Wildlife and Center for Water Studies) and Garth Sabo (Director of the Center for IAH). The panel discussed effective interdisciplinary course design, strategies to address potential challenges, and the potential benefits of interdisciplinary courses for instructors and students.This workshop's goal was for both new and seasoned interdisciplinary educators to move their own practices forward, from classroom strategies to evaluation of interdisciplinary teaching effectiveness. Participants had the opportunity to reflect on their own interdisciplinary teaching philosophies and work on individualized plans for interdisciplinary teaching.You can watch Garth Sabo's panel contribution video below, in which he describes some of his experiences plannign and teaching interdisciplinary courses. You can also access CIRCLE's interdisciplinary teaching resources at this link. Our resources include:



Harden's Ladder of Integration framework for interdisciplinary course design
a handout including the benefits, challenges, and institutional resources to support interdisciplinary teaching
a personalizable planning worksheet that you can print and complete



If you have any questions about interdisciplinary course design, you can contact Ellie Louson, CIRCLE's associate director of interdisciplinary teaching & learning (lousonel@msu.edu), or our panelists Erin Dreelin (dreelin@msu.edu) and Garth Sabo (sabogart@msu.edu). Save the date for our second interdisciplinary teaching & learning workshop, which will focus on co-teaching and collaboration on interdisciplinary teaching teams. It will be held February 14th 10AM-1PM (registration link TBA).If you are interested in further programming from CIRCLE, please apply to become one of our affiliates here: https://research.msu.edu/circle/affiliate-faculty-program  (we accept applications on a rolling basis).

Title: Hyflex Course Design: Creating Accessible Learning SpacesPresenters: Casey McArdle; Imari Cheyne Tetu (WRAC ); Liza PottsOriginally presented on May 11th, 2023Description:Under “equity” in MSU’s strategic plan, it notes, “We will eliminate barriers to access and success.” If MSU is to uphold this plan and create accessible spaces on campus, it must embrace new pedagogical approaches towards education. One approach that this panel will explore is the hyflex model, where part of a class attends in-person, while another part of the class can attend via remote technologies such as Zoom or Teams. This panel will discuss three courses that have utilized the hyflex model over the past few years to eliminate barriers for student success. These courses are in the Experience Architecture (XA) program, an undergraduate UX degree housed in the College of Arts and Letters. XA has three core principles: usability, accessibility, and sustainability. Our alumni work all over the world as UX designers, UX researchers, project managers, accessibility specialists, product designers, and software developers for companies such as Ford, Rivian, Google, Meta, and Adobe. Upon graduation, many will work in hyflex environments. This course design models best practices for how hyflex interactions might occur in the workplace and lays a foundation of empathy in our students upon graduation. Knowing what it is like to work remotely as well as in the office can give students unique experiences that they can take with them to inform their professional spaces. This panel will directly address how we created accessible hyflex classrooms that are engaging and support student learning. We will explore the practices behind the hyflex model, see various deployments of the model via hardware, software, and pedagogy grounded in accessibility. Attendees will be able to see classroom activities and practices that they can take with them, along with a model of how to deploy the hyflex model in their own classrooms.



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The Open University provides a free course that focuses on developing teaching skills, managing the demands of academic life, and assessing student learning.

This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the second part of the Civil Discourse in Classrooms series and playlist.
When considering classroom discourse and behavior, you will want to follow the same steps above. Below, we provide some pathways and examples. 
Intolerant of Intolerance Policy Example

Reflect: In this example, this educator values creating a classroom where harmful language is not allowed while also recognizing free speech concerns may arise.
Frame: An example framing could be, “We strive to build an academic community where we are tolerant and respectful, even if viewpoints differ. Freedom of speech does not mean we have freedom from consequences, and we are all responsible for the impact of our words, regardless of intention.”
Set Expectations: An example of setting expectations could be, “In order to have a tolerant and safer classroom, we have to be intolerant of intolerance. While people do have the right to their own opinion, I will not tolerate disrespectful language or behavior. Disrespectful language includes, but isn’t limited to, micro/macroaggressions, violent, rude, insulting, and/or disparaging remarks/slurs. Disrespectful behavior includes, but is not limited to, talking when another person is talking as well as gestures that are violent and/or rude.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Potential outcomes could include (but are not limited to) having a conversation with me about the impact, being asked to leave class for the day, and/or referral to the MSU Office of Student Support and Accountability.”

Classroom Disruptions Policy Example

Reflect: In this example, this educator values students’ right to protest, but does not want their classroom to be that site as it’s not related to course content. The educator hopes to consider all students’ needs in the process.
Frame: An example framing could be, “The classroom is a space for open dialogue and the respectful exchange of ideas. While freedom of expression is encouraged, it must not infringe on the rights of others.”
Set Expectations: An example of setting expectations could be, “Students are expected to engage respectfully in class activities and discussions. Disruptive behavior – including interrupting to protest, inciting speech for social media, and unauthorized recording – is not tolerated. Electronic devices should be used for class-related activities only, and recording of class sessions requires prior permission from the instructor.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Immediate responses will address any disruptions, and repeated or severe disruptions may result in disciplinary action.”

Acknowledging This Semester Example 

Reflect: In this example, this educator, whose class does not touch directly on topics related to the possible happenings of this semester, still wants to acknowledge the potential happenings in this upcoming semester and offer expectations and resources.
Frame: An example framing could be, “The semester may have a lot occur, such as significant events, protests, lived experiences, and more.”
Set Expectations: An example of setting expectations could be, “While our course does not specifically address current events, there are many campus resources to support you as we navigate these times.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Sometimes, I may notice signs of concern or distress in students. At times, if the circumstances warrant it, I have an obligation to report those to the appropriate university resources.”

Continue to read more about in the next article, “Syllabus Policy Examples: Attendance,” or return to the Civil Discourse in the Classroom playlist.

Title: Designing Against the Hidden Labors of Adult LearningPresenters: Makena Neal (CTLI); Benjamin D. Espinoza (Roberts Wesleyan College)Originally presented on May 11th, 2023Description:This session aims to expand upon the work published in "The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection" (Neal & Espinoza, 2022) by describing the ways gendered labor- in addition to emotional labor- can show up in learning environments and examine how these expected and performed labors can impact adult learning; especially for women-identifying, black and brown, and other historically marginalized groups. Together, we'll collectively ideate ways we can more intentionally design learning experiences to combat the pervasiveness of this labor.Neal, M., & Espinoza, B. D. (2023). The Hidden Labors of Adult Learning: Emotional, Gendered, and the Intersection. Adult Learning, 34(2), 91–100. https://doi.org/10.1177/10451595211051079Original article available via the MSU Library's Sage Publishing access at: https://journals.sagepub.com/doi/abs/10.1177/10451595211051079 



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Introduction:
Are you looking to create a course that leads to meaningful learning and feels intentional and cohensive for students? Enter backwards design—a powerful approach that starts with the end in mind. Whether you're designing a new course or revamping an existing one, backwards design can help you focus on what really matters: student learning. Here’s a quick guide to getting started with this approach.
Step 1: Identify Desired Results:
Start by asking yourself, "What do I want my students to walk away with?" This step is all about defining your learning objectives—clear, measurable goals that articulate what students should know, understand, and be able to do by the end of your course. Think of these as the compass that will guide every other decision you make. Use an established taxonomy of verbs (such as Bloom's) to ensure these objectives are actionable and observable.
Step 2: Determing Acceptable Evidence:
Once you know where you’re headed, it’s time to think about how you’ll know if students have arrived. This step is all about assessment. What evidence will you accept as proof that students have met the learning objectives? Whether it’s through exams, projects, or presentations, your assessments should align with the level of learning you’re aiming for. Remember, alignment is key!
Step 3: Plan Instruction:
With your objectives and assessments in place, it’s time to plan the journey. How will you get your students from point A to point B? This step involves designing the learning activities and instruction that will support your objectives. Think about what needs to be taught and how it should be taught to achieve your goals. Your aim should be to create engaging, effective learning experiences that build toward the desired results.
Conclusion:
By following these three steps—identifying desired results, determining acceptable evidence, and planning instruction—you can design a course that’s not only cohesive and purposeful but also deeply impactful. Start with the end in mind, and watch your students thrive! Feel free to use the resources below including the worksheet to assist in desgining your course.

Supporting Resources:

Big List of Bloom’s Verbs
Bloom’s Aligned Assessment Suggestions
Worksheet: Backwards Design
Learning Objectives Assessment Suggestor Tool (Note: this tool must be downloaded and launched in Excel for it to work properly)
Understanding by Design (UdB) videos by Grant Wiggens (Part 1, Part 2)

An introduction to universal design, which is a "set of principles for curriculum development that give all individuals equal opportunity to learn."