We found 130 results that contain "syllabus"
Posted on: #iteachmsu
Creating Your Syllabus: Strategies, Resources, and Best Practices
This is a collection of resources from the CTLI and other contributors on iTeachMSU focused on syllabi at MSU. Topics include syllabus design, requirements, considerations, MSU resources and templates, and policies. Feel free to email any new syllabus resources for this playlist to the CTLI [teaching@msu.edu]
Image credit: Apunto Group Agencia de publicidad via Pexels
Image credit: Apunto Group Agencia de publicidad via Pexels
PEDAGOGICAL DESIGN
Posted on: GenAI & Education
Generative AI Syllabus Guide
A good portion of your students will likely use AI to some extent this semester, so plan accordingly. Many students are aware of generative AI, and at least some of them will use these tools for their course work. Critically considering your course design in the context of generative AI is an important educator practice.
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
The following MSU-specifics should be used to inform your decisions...
Overall guidance: We collectively share the responsibility to uphold intellectual honesty and scholarly integrity. These are core principles that may be compromised by the misuse of GenAI tools, particularly when GenAI-generated content is presented as original, human-created work.
Permitted uses in Teaching & Learning: Instructors are expected to establish a course-specific guidance that defines the appropriate and inappropriate use of GenAI tools.
Students may only use GenAI tools to support their coursework in ways explicitly permitted by the instructor.
Non-permissible uses:
Do not Use GenAI to deliberately fabricate, falsify, impersonate, or mislead, unless explicitly approved for instruction or research in a controlled environment.
Do not Record or process sensitive, confidential, or regulated information with
non-MSU GenAI tools.
Do not Enter FERPA-protected student records, PII, PHI, financial, or HR data into unapproved tools; comply with MSU’s data policy and all regulations.
Do not Use export-controlled data or CUI with GenAI tools unless approved for MSU’s Regulated Research Enclave (RRE).
PEDAGOGICAL DESIGN
Posted on: #iteachmsu
A "Complete" Guide to Writing Syllabi: A Constant Cycle
The syllabus in a college class serves as the first impression between a course and its students. It often wears many hats acting as: a schedule, list of rules, summary of course policies, semi-grading rubric, and various other roles depending on its author. Due to the heavy lifting it provides to a course and its structure a plethora of research has been conducted on its value, and Universities often hold seminars each year on the process of creating and drafting syllabi for their staff. To understand how students and instructors view the role of syllabi in the classroom authors Gauthier, Banner, And Winer attempt introduce a framework in their piece: “What is the syllabus for? Revealing tensions through a scoping review of syllabus uses”
In it, they identify nine interconnected uses which are then categorized into three primary purposes or tools: an Administrative Tool, a Learning Tool, and a Teaching Tool. The goal of this project is to take their writing and configure the information into a writing guide to help instructors write/develop/improve their own syllabi for their own courses. While this may appear as though this is designed as a developmental tool (because in part, it is), it is my goal that this project truly captures the necessity of treating the creation of syllabus as a fluid, recursive and reflective process. As we develop as instructors, and the student bodies we teach change through the times, so must our syllabi change with it.
In it, they identify nine interconnected uses which are then categorized into three primary purposes or tools: an Administrative Tool, a Learning Tool, and a Teaching Tool. The goal of this project is to take their writing and configure the information into a writing guide to help instructors write/develop/improve their own syllabi for their own courses. While this may appear as though this is designed as a developmental tool (because in part, it is), it is my goal that this project truly captures the necessity of treating the creation of syllabus as a fluid, recursive and reflective process. As we develop as instructors, and the student bodies we teach change through the times, so must our syllabi change with it.
PEDAGOGICAL DESIGN
Posted on: Center for Teaching...
Syllabus Policy Examples: Attendance
This article provides an overview of example syllabus language for discourse, especially for Fall 2024. This post is the third part of the Civil Discourse in Classrooms series and playlist.
Attendance policies can vary widely for various factors, such as educator values, classroom size, and discipline. MSU does not have a specific attendance policy, but does state:
There is no university-wide regulation requiring class attendance. However, attendance is an essential and intrinsic element of the educational process. In any course in which attendance is necessary to the achievement of a clearly defined set of course objectives, it may be a valid consideration in determining the student's grade. It is the responsibility of the instructor to define the policy for attendance at the beginning of the course.
This statement makes it clear that while attendance is important to learning, there is not a specific policy from the university. However, if an educator wants to have a policy, then they must communicate this at the beginning of the course being sure to be clear how it will factor into grades, if applicable. Below, we will provide various pathway examples of attendance policies that can be adapted to individual educational contexts.
Attendance Policy Unrelated to Grades Example
Reflect: In this example, this educator, who has smaller class sizes without exams, values students’ agency to make their own decisions about attendance to place flexibility with life events. This educator believes that there is a natural consequence built in already if students don’t attend class, which is that they miss content.
Frame: An example framing could be, “Active learning and discussion needs everyone to participate and be present to their capacity. I understand that absences may occur and no excuse notes are needed.”
Set Expectations: An example of setting expectations could be, “Regularly missing class makes it difficult for your own and others’ learning processes.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “If there’s a regular pattern of absence, we will have a conversation about ways we can better support your learning.”
Attendance Policy Linked to Participation Grade Example
Reflect: In this example, this educator, who has discussion-based classes, values regular attendance because it is integral to everyone’s learning. They also want to build in some flexibility to life events.
Frame: An example framing could be, “Discussion and participation is an integral part of this class. Attendance is recorded for each class session and contributes to the participation component of the final grade.”
Set Expectations: An example of setting expectations could be, “Students may miss 3 class periods without question, and additional absences must be documented and communicated with the instructor as soon as possible. Excused absences with documentation include medical emergencies, family emergencies, religious observances, and university-sanctioned events.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Unexcused absences beyond 3 missed class periods will result in no participation points for that day’s class (see grading scheme for more details on final grade calculation).”
Attendance Policy Linked to Final Grades Example
Reflect: In this example, this educator, who has hundreds of students in each class, values regular attendance to ensure students are engaging with the content. They want to make it transparent that they use a systematic attendance recording method.
Frame: An example framing could be, “Attendance is an essential and intrinsic element of the educational process.”
Set Expectations: An example of setting expectations could be, “Students must sit in their assigned seats for each class period. Attendance is recorded within the first five minutes of each class period based on presence in one’s assigned seat. Students must attend at least 90% of class sessions.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “For students that go below 90% of missed class sessions, there will be a 1% drop to the final grade for each class period below the 90%.”
Continue to read more about in the next article, “Classroom Norms & Disruptions,” or return to the Civil Discourse in the Classroom playlist.
Attendance policies can vary widely for various factors, such as educator values, classroom size, and discipline. MSU does not have a specific attendance policy, but does state:
There is no university-wide regulation requiring class attendance. However, attendance is an essential and intrinsic element of the educational process. In any course in which attendance is necessary to the achievement of a clearly defined set of course objectives, it may be a valid consideration in determining the student's grade. It is the responsibility of the instructor to define the policy for attendance at the beginning of the course.
This statement makes it clear that while attendance is important to learning, there is not a specific policy from the university. However, if an educator wants to have a policy, then they must communicate this at the beginning of the course being sure to be clear how it will factor into grades, if applicable. Below, we will provide various pathway examples of attendance policies that can be adapted to individual educational contexts.
Attendance Policy Unrelated to Grades Example
Reflect: In this example, this educator, who has smaller class sizes without exams, values students’ agency to make their own decisions about attendance to place flexibility with life events. This educator believes that there is a natural consequence built in already if students don’t attend class, which is that they miss content.
Frame: An example framing could be, “Active learning and discussion needs everyone to participate and be present to their capacity. I understand that absences may occur and no excuse notes are needed.”
Set Expectations: An example of setting expectations could be, “Regularly missing class makes it difficult for your own and others’ learning processes.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “If there’s a regular pattern of absence, we will have a conversation about ways we can better support your learning.”
Attendance Policy Linked to Participation Grade Example
Reflect: In this example, this educator, who has discussion-based classes, values regular attendance because it is integral to everyone’s learning. They also want to build in some flexibility to life events.
Frame: An example framing could be, “Discussion and participation is an integral part of this class. Attendance is recorded for each class session and contributes to the participation component of the final grade.”
Set Expectations: An example of setting expectations could be, “Students may miss 3 class periods without question, and additional absences must be documented and communicated with the instructor as soon as possible. Excused absences with documentation include medical emergencies, family emergencies, religious observances, and university-sanctioned events.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Unexcused absences beyond 3 missed class periods will result in no participation points for that day’s class (see grading scheme for more details on final grade calculation).”
Attendance Policy Linked to Final Grades Example
Reflect: In this example, this educator, who has hundreds of students in each class, values regular attendance to ensure students are engaging with the content. They want to make it transparent that they use a systematic attendance recording method.
Frame: An example framing could be, “Attendance is an essential and intrinsic element of the educational process.”
Set Expectations: An example of setting expectations could be, “Students must sit in their assigned seats for each class period. Attendance is recorded within the first five minutes of each class period based on presence in one’s assigned seat. Students must attend at least 90% of class sessions.”
Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “For students that go below 90% of missed class sessions, there will be a 1% drop to the final grade for each class period below the 90%.”
Continue to read more about in the next article, “Classroom Norms & Disruptions,” or return to the Civil Discourse in the Classroom playlist.
Posted by: Bethany Meadows
Navigating Context
Posted on: #iteachmsu
Designing Your MSU Syllabus (Aug 2024)
The CTLI's Designing Your MSU Syllabus workshop and its resources are meant to introduce MSU educators to the role of the syllabus at MSU, its required and recommended components, and institutional resources for writing and improving syllabi. In August 2024, this hybrid workshop comprised part of our Semester Start-Up programming for MSU educators during the CTLI's first-ever Plan-a-thon, a day dedicated to course and assignment planning. The takeaways from these sessions were:
Think about your syllabus as a learning tool AND an agreement within your classroom community.
Some syllabus components are required while others are recommended (try not to overwhelm!)
Consider inclusion and flexibility
MSU and departments / colleges have many resources available to help support you build your syllabus
You can access the slide deck for this workshop here (requires MSU login) including links to many resources for course instructors, including sample statements and policy language. We also have an Creating Your Syllabus iTeach Playlist of further syllabus resources, including the CTLI's new Inclusive Syllabus Template created by Bethany Meadows.
The recording of this hybrid workshop is available below.
Feel free to reach out to Ellie Louson and/or Monica Mills in the CTLI if you have any questions about the Designing Your MSU Syllabus workshop or our syllabus resources.Photo by Blessing Ri on Unsplash
Think about your syllabus as a learning tool AND an agreement within your classroom community.
Some syllabus components are required while others are recommended (try not to overwhelm!)
Consider inclusion and flexibility
MSU and departments / colleges have many resources available to help support you build your syllabus
You can access the slide deck for this workshop here (requires MSU login) including links to many resources for course instructors, including sample statements and policy language. We also have an Creating Your Syllabus iTeach Playlist of further syllabus resources, including the CTLI's new Inclusive Syllabus Template created by Bethany Meadows.
The recording of this hybrid workshop is available below.
Feel free to reach out to Ellie Louson and/or Monica Mills in the CTLI if you have any questions about the Designing Your MSU Syllabus workshop or our syllabus resources.Photo by Blessing Ri on Unsplash
Authored by: Ellie Louson
Pedagogical Design
Posted on: #iteachmsu
Important Syllabus Statements: Emergencies
Here is a model of an emergency statement to be included in your syllabus:“In the event of an emergency arising within the classroom setting, the professor/instructor will notify the students of actions that may be required to ensure their safety. It is the responsibility of each student to understand the evacuation or “shelter-in-place” guidelines posted in each facility and to act in a safe manner.
If an evacuation is ordered, please ensure that you do it in a safe manner and facilitate those around you that may not otherwise be able to safely leave. You are allowed to maintain cellular devices in a silent mode during this course, in order to receive emergency messages distributed by the university. When a student receives such a notification or observes an emergency situation, they should immediately bring it to the attention of the professor/instructor in a way that least alarms your fellow students." Check out this article for more information on syllabus basics.
Also note:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes. The decision to issue a Timely Warning or Emergency Notification is based on a variety of factors.The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (or Clery Act) is intended to provide students and their families, as higher education consumers, with accurate, complete and timely information about safety on campus. One of the mandates of the Act is to provide these Timely Warnings and Emergency Notifications to the campus community. These warnings and notifications can be delivered via three main platforms: voice messages to phones, e-mail and SMS text messaging.Students and families can learn more, and access the ALERT portal at alert.msu.edu. Photo by DDP on Unsplash
If an evacuation is ordered, please ensure that you do it in a safe manner and facilitate those around you that may not otherwise be able to safely leave. You are allowed to maintain cellular devices in a silent mode during this course, in order to receive emergency messages distributed by the university. When a student receives such a notification or observes an emergency situation, they should immediately bring it to the attention of the professor/instructor in a way that least alarms your fellow students." Check out this article for more information on syllabus basics.
Also note:The Michigan State University Police Department is responsible for developing and distributing Timely Warning and Emergency Notification messages. These messages are intended to warn the community about certain crimes and notify it of potentially dangerous situations on or near campus. These messages inform community members about incidents that may pose an ongoing threat and provide information to promote safety and prevent similar crimes. The decision to issue a Timely Warning or Emergency Notification is based on a variety of factors.The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (or Clery Act) is intended to provide students and their families, as higher education consumers, with accurate, complete and timely information about safety on campus. One of the mandates of the Act is to provide these Timely Warnings and Emergency Notifications to the campus community. These warnings and notifications can be delivered via three main platforms: voice messages to phones, e-mail and SMS text messaging.Students and families can learn more, and access the ALERT portal at alert.msu.edu. Photo by DDP on Unsplash
Authored by: Patti Stewart
Navigating Context
Posted on: #iteachmsu
Building on the bare necessities of the syllabus as an administrative tool, we’re going to try to effectively and efficiently communicate the planned curriculum of the course. This way, we can help our students, other educators/administrative see more than just the topics we’re covering, but the learning activities we plan to facilitate them. The inclusion of these topics will make your syllabus a helpful artifact during evaluations and help determine course equivalency across instructors.
Provide an overview of the topics listed in the last step.
Briefly describe each of the course topics.
This is helpful as students get a basic overview of what will be expected of them in the coming semester.
Reflections/Questions to Consider:
What are your desired learning outcomes for the topic?
What are the key components of each topic?
What questions are you expecting students to have on each topic?
How can you use the syllabus to address that concern?
Course Structure:
Breakdown of a student’s Course Grade:
List of Assignments, Exams, Projects, Quizzes, etc.
A brief description of what each item is worth in terms of the grade.
A Description of how grades are represented at your institution and how your course grades relate.
A Description of the Daily Structure of Class:
Whether the course is synchronous or asynchronous.
Whether this class is primarily lecture/discussion based.
If your style of course structure has a name, please name it here:
For example, a reversed classroom is a popular form of instruction.
A Description of student expectations prior to course meetings.
Reflections/Questions to Consider:
How many timed assessments are you planning to give?
What effect does this have on students with accommodations on test time?
Does participation impact a student’s grade?
Do students have any opportunities to earn extra credit?
Do you feel the weight of each grade item corresponds to the expectations/responsibilities on the student to complete it?
Do you want to provide in-class workdays for projects or homework?
If you have any Teaching Assistants:
What is their role in/out of the classroom?
Do students interact with the TA? Is the TA prepared for that?
How often do you discuss the class with the TA?
If you plan to have peer-to-peer discussions:
What types of discussions do you want students to have?
Are you allocating enough time for students to explore the ideas of the discussion?
Do you provide any descriptions/specifications of any of the assessments? For example:
What material is covered on an exam?
How many group members are there for a particular project?
Timelines for homework completion
Etc.
Lastly, and this can be applied to every step above and to this process, remember to ask yourself:
“Why did I make this choice?”
University/Course Policies:
Often institutions have any universal policies they want addressed in the course syllabus. However, you may also want to add to this list to make your stance on particular topics clear. Examples may include policies on/about:
Academic Honesty
Disability Services
Use of Generative AI
Violence and Misconduct
Etc.
Reflection:
Discuss with your peers their thoughts and recommendations on what makes a good course policy and what types of policies they include on their own syllabi.
With this part of the syllabus completed, you now have a detailed overview of your course. Anyone reading the syllabus should have a clear understanding of what is/was covered and the approach you used to teach the material.
Syllabus as Representative of the Planned Curriculum
Building on the bare necessities of the syllabus as an administrative tool, we’re going to try to effectively and efficiently communicate the planned curriculum of the course. This way, we can help our students, other educators/administrative see more than just the topics we’re covering, but the learning activities we plan to facilitate them. The inclusion of these topics will make your syllabus a helpful artifact during evaluations and help determine course equivalency across instructors.
Provide an overview of the topics listed in the last step.
Briefly describe each of the course topics.
This is helpful as students get a basic overview of what will be expected of them in the coming semester.
Reflections/Questions to Consider:
What are your desired learning outcomes for the topic?
What are the key components of each topic?
What questions are you expecting students to have on each topic?
How can you use the syllabus to address that concern?
Course Structure:
Breakdown of a student’s Course Grade:
List of Assignments, Exams, Projects, Quizzes, etc.
A brief description of what each item is worth in terms of the grade.
A Description of how grades are represented at your institution and how your course grades relate.
A Description of the Daily Structure of Class:
Whether the course is synchronous or asynchronous.
Whether this class is primarily lecture/discussion based.
If your style of course structure has a name, please name it here:
For example, a reversed classroom is a popular form of instruction.
A Description of student expectations prior to course meetings.
Reflections/Questions to Consider:
How many timed assessments are you planning to give?
What effect does this have on students with accommodations on test time?
Does participation impact a student’s grade?
Do students have any opportunities to earn extra credit?
Do you feel the weight of each grade item corresponds to the expectations/responsibilities on the student to complete it?
Do you want to provide in-class workdays for projects or homework?
If you have any Teaching Assistants:
What is their role in/out of the classroom?
Do students interact with the TA? Is the TA prepared for that?
How often do you discuss the class with the TA?
If you plan to have peer-to-peer discussions:
What types of discussions do you want students to have?
Are you allocating enough time for students to explore the ideas of the discussion?
Do you provide any descriptions/specifications of any of the assessments? For example:
What material is covered on an exam?
How many group members are there for a particular project?
Timelines for homework completion
Etc.
Lastly, and this can be applied to every step above and to this process, remember to ask yourself:
“Why did I make this choice?”
University/Course Policies:
Often institutions have any universal policies they want addressed in the course syllabus. However, you may also want to add to this list to make your stance on particular topics clear. Examples may include policies on/about:
Academic Honesty
Disability Services
Use of Generative AI
Violence and Misconduct
Etc.
Reflection:
Discuss with your peers their thoughts and recommendations on what makes a good course policy and what types of policies they include on their own syllabi.
With this part of the syllabus completed, you now have a detailed overview of your course. Anyone reading the syllabus should have a clear understanding of what is/was covered and the approach you used to teach the material.
Authored by: Erik Flinn
Pedagogical Design
Posted on: PREP Matrix
How to Create a Syllabus
The Chronicle of Higher Education offers a step-by-step guide to creating a syllabus with helpful notes about what to include and what to avoid in designing your class and writing the syllabus.
Posted by: Admin
Navigating Context
Posted on: #iteachmsu
Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
Tips for writing learning objectives:
Begin each objective with the phrase, “After participating in this session, students should be able to…”
This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.
Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:
“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.
Write them as an outcome, not as a task.
Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:
“Write a reflection on ______ .” is a task, not an outcome.
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
Lecture-based learning:
Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.
Discussion-Based Learning:
Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.
Inquiry-Based Learning:
Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.
Problem-Based Learning:
Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.
Flipped Classroom:
Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.
Differentiated Instruction:
Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.
Montessori Method:
While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
Support
Be reflective of how you manage and support students in your class:
What implicit biases are built into your class and syllabus?
What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?
Does your syllabus benefit one student over another?
If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?
What accommodation are you providing for students?
Here are some to consider:
Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class.
The Syllabus and Course Teaching
Outlined Learning Objectives.
Up until this point, this guide has mostly focused on the instructor listing topics as opposed to objectives. While listing topics has a form of value, the topics may not communicate exactly what you hope students can achieve at the end of the course. For this reason, as much as possible an instructor should consider changing course topics to learning outcomes: concise statements describing the skills or abilities a student should have at the end of a course/unit.
Tips for writing learning objectives:
Begin each objective with the phrase, “After participating in this session, students should be able to…”
This is not how it may be phrased in your syllabus but will hopefully provide an effective brainstorming session on how to transform topics into objectives.
Choose verbs that are indicative of specific, measurable and observable behaviors which match desired level of knowledge or skill:
“Recall…”
“Describe…”
“Evaluate…”
“Create…”
Etc.
Write them as an outcome, not as a task.
Your objective should describe what students should be able to do/know as a result of the course/unit.
For example:
“Write a reflection on ______ .” is a task, not an outcome.
Teaching Methods.
Each instructor has their own approach to teaching. The general version of this approach has most likely already been listed in your syllabus. However, now you should consider how well your approach fits with the methods described in the syllabus itself and your goals as an educator. Here are some examples of teaching methods and why you may choose to use them. Reflect on what your own teaching method is and how it is incorporated throughout your syllabus.
Lecture-based learning:
Common for large groups, introducing a new topic, or delivering a complex lesson. This type of learning can be efficient for covering large amounts of information; however, it may decrease student engagement and encourage passive learning if done frequently.
Discussion-Based Learning:
Common for encouraging critical thinking, covering literature, philosophy or subjects that would benefit from multiple and diverse viewpoints. This type of learning can help promote active participation and deeper levels of understanding but can be time-consuming and run the risk of being dominated by a few participants if not moderated properly.
Inquiry-Based Learning:
Common in science and project-based learning, or areas where exploration is prioritized. This type of learning hopefully fosters curiosity and independent learning, however, relies heavily on student motivation so it requires heavy facilitation and planning.
Problem-Based Learning:
Common in applied fields such as medicine or engineering which rely on problem solving capabilities. This type of learning strongly develops analytical skills and problem solving but can be extremely challenging for students not used to open-ended tasks and is often affiliated with burnout.
Flipped Classroom:
Commonly used to engage students in higher-order thinking during class-time as opposed to presenting information. Ideally this will increase active learning and engagement during class but requires access to technology and relies on student motivation outside of class.
Differentiated Instruction:
Common in mixed-ability classrooms, this teaching method is tailored to different student learning styles, needs, and abilities. It is inclusive and student-centered, which may increase student/teacher relationships, but demands heavy planning and flexibility on the part of the instructor.
Montessori Method:
While more common in early development, this teaching technique encourages students to select activities from a range of options, which can encourage independence and self-motivation; however, it requires access to a lot of material and an extensive amount of planning from instructors.
Assessment Strategies.
Following the guide through each step means you already have some type of description of your assessments provided. Take this time to explain your strategy and reasoning behind those assessments.
Support
Be reflective of how you manage and support students in your class:
What implicit biases are built into your class and syllabus?
What is your stance on ableism?
Are their social/political motivations embedded in the syllabus?
Does your syllabus benefit one student over another?
If students are struggling financially, would that impact their ability to access resources for your class?
If students had a form of neurodivergence, how would that affect their performance in your class?
Do you favor one type of student over another?
What accommodation are you providing for students?
Here are some to consider:
Notes? Recorded Lectures? Audio recordings? Online attendance options?
Physical copies of materials? Electronic ones?
Extended test time? Alternate Test Locations?
Links to additional resources?
Assistive technology? Preferential seating?
Here is the time to demonstrate how you teach, set that clear expectation for students, and flesh out what it means for them to be in the class.
Authored by: Erik Flinn
Pedagogical Design
Posted on: #iteachmsu
Since the syllabus is written to correspond to a single class per a single semester, as opposed to other class resources which may be re-used, it acts as an incredible time capsule into one’s class. This page states all the necessary record keeping one should attempt to keep on their syllabi: Course Information, Topics Covered, Major Assessments.
Course Information.
Course Title
Location
Meeting Time(s)
Instructor Name
Instructor email
Names of any Teaching Assistants
Office hours (if available) and location
Topics Covered.
Provide a list of all topics that will be covered during the semester.
Reflections/Questions to Consider:
What topics should be covered in this course?
What topics have other instructors of this course covered?
Why do you want to cover each of these topics?
Is there adequate time to cover all topics listed?
What parts of each topic do students struggle with? Have you allocated enough time for that struggle?
What online/university resources are available to you to help cover those topics?
Major Assessments.
(Due) Date/Time and Location (if applicable)/ of:
Exams
Final Examination
Planned projects
Reflections/Questions to Consider:
How many projects are you planning to have?
How does that support learning objectives?
Is there enough time for each?
How many exams are you planning to give?
Is there adequate material between each for students to be assessed on?
In your view, are the expectations being placed on students reasonable?
If you have all these details present in your syllabus, it will be easy for those in the future to know what major events occurred in the class, when they occurred, and what total material students were exposed to. This allows different universities to compare courses across institutions, researchers to view trends in educational practices over time, and verification for any discrepancies that may come up after the course has ended.
Syllabus as a Permanent Record
Since the syllabus is written to correspond to a single class per a single semester, as opposed to other class resources which may be re-used, it acts as an incredible time capsule into one’s class. This page states all the necessary record keeping one should attempt to keep on their syllabi: Course Information, Topics Covered, Major Assessments.
Course Information.
Course Title
Location
Meeting Time(s)
Instructor Name
Instructor email
Names of any Teaching Assistants
Office hours (if available) and location
Topics Covered.
Provide a list of all topics that will be covered during the semester.
Reflections/Questions to Consider:
What topics should be covered in this course?
What topics have other instructors of this course covered?
Why do you want to cover each of these topics?
Is there adequate time to cover all topics listed?
What parts of each topic do students struggle with? Have you allocated enough time for that struggle?
What online/university resources are available to you to help cover those topics?
Major Assessments.
(Due) Date/Time and Location (if applicable)/ of:
Exams
Final Examination
Planned projects
Reflections/Questions to Consider:
How many projects are you planning to have?
How does that support learning objectives?
Is there enough time for each?
How many exams are you planning to give?
Is there adequate material between each for students to be assessed on?
In your view, are the expectations being placed on students reasonable?
If you have all these details present in your syllabus, it will be easy for those in the future to know what major events occurred in the class, when they occurred, and what total material students were exposed to. This allows different universities to compare courses across institutions, researchers to view trends in educational practices over time, and verification for any discrepancies that may come up after the course has ended.
Authored by: Erik Flinn
Pedagogical Design
Posted on: #iteachmsu
Mandatory Reporting & Sample Syllabus Statement
Mandatory reporting
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:
Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property
Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.
For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.
I am a faculty member or instructor. Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality. Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:
Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.
If you are an employee and a student or colleague discloses that she or he was a victim of sexual assault or relationship violence, your response and support can make a big difference.
MSU recognizes the complexities associated with fulfilling your mandatory reporting obligations as an employee while offering support and maintaining the relationship you have built with the student or employee. To that end, MSU has created the University Reporting Protocols in order to provide employees with information about the mandatory reporting process, including what happens when a report is made, as well as tips for responding and supporting students and employees.
Unless identified as a confidential source, all university employees are obligated to promptly report incidents of sexual harassment, sexual violence, sexual misconduct, stalking, and relationship violence that:
Are observed or learned about in their professional capacity
Involve a member of the university community or
Occurred at a university-sponsored event or on university property
Employees are only required to report relationship violence and sexual misconduct of which they become aware in their capacity as a university employee, not in a personal capacity.
For more information about employee mandatory reporting roles and responsibilities, download the University Reporting Protocols.
I am a faculty member or instructor. Is there recommended language I can put in my syllabus to notify students that I am a mandatory reporter?
(EXAMPLES OF RECOMMENDED LANGUAGE)
Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at civilrights.msu.edu.
Limits to confidentiality. Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University's student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues to protect the health and safety of MSU community members and others. As the instructor, I must report the following information to other University offices (including the Department of Police and Public Safety) if you share it with me:
Suspected child abuse/neglect, even if this maltreatment happened when you were a child;
Allegations of sexual assault, relationship violence, stalking, or sexual harassment; and
Credible threats of harm to oneself or to others.
These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting, you are encouraged to make an appointment with the MSU Counseling and Psychiatric Services.
Authored by: Office for Civil Rights and Title IX Education and Compliance
Navigating Context
Posted on: #iteachmsu
Comprehensive Syllabus template
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.
Posted by: Jeremy Van Hof
Pedagogical Design
Posted on: #iteachmsu
Short-form Syllabus Template
This short-form syllabus template guides you to including all the elements required by the code of teaching conduct. Adhering to this template will help ensure that your syllabus meets MSU's digital content accessibility requirements.
The template has been updated with relevant date and policy changes for Spring 2024.
To use the template, download the file, open it in MS Word, then edit all areas enclosed in ***.
This short-form syllabus template guides you to including all the elements required by the code of teaching conduct. Adhering to this template will help ensure that your syllabus meets MSU's digital content accessibility requirements.
The template has been updated with relevant date and policy changes for Spring 2024.
To use the template, download the file, open it in MS Word, then edit all areas enclosed in ***.
Posted by: Jeremy Van Hof
Pedagogical Design
Posted on: MSU Online & Remote...
Can I modify my syllabus and/or adjust my grading?
Posted by: Makena Neal
Assessing Learning
Posted on: #iteachmsu
Syllabus as an Administrative Tool Rubric
Posted by: Erik Flinn
Pedagogical Design
Posted on: #iteachmsu
"Adjusted Syllabus" by Brandon Bayne of UNC - Chapel Hill (spring 2020)
Shared with our community by Dr. Alyssa Dunn in the 02/17/2023 Rebuilding Hope webinar. Webinar details can be accessed here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2469?param=post
Shared with our community by Dr. Alyssa Dunn in the 02/17/2023 Rebuilding Hope webinar. Webinar details can be accessed here: https://iteach.msu.edu/iteachmsu/groups/iteachmsu/stories/2469?param=post
Posted by: Makena Neal
Pedagogical Design
Posted on: #iteachmsu
Messaging your students early in the semester is essential. For initial communication use the "email student in a class" tool on the RO site to ensure you're contacting 100% of your students via their preferred contact information. It's especially important that you communicate A) where class will convene, B) when class will convene, C) what your expectations for the first 3 weeks of class are, and 4) a brief introduction of yourself. It is also wise to attach a copy of your syllabus to this note, if you see fit.
This tool provides the highest level of certainty that you will be communicating with the most accurate roster of your students, and that the message will be delivered to their preferred email address. Once you meet as a class and have time to establish communication norms you can communicate using whatever tool is best for your class.
The tool can be found in Instructor Systems on the registrar's site (reg.msu.edu). You'll need to login with your MSU ID to access the tool.
This tool provides the highest level of certainty that you will be communicating with the most accurate roster of your students, and that the message will be delivered to their preferred email address. Once you meet as a class and have time to establish communication norms you can communicate using whatever tool is best for your class.
The tool can be found in Instructor Systems on the registrar's site (reg.msu.edu). You'll need to login with your MSU ID to access the tool.
Posted by: Jeremy Van Hof
Pedagogical Design
Host: CTLI
CTLI Plan-A-Thon
Join us for the CTLI Plan-a-thon! A day dedicated to preparing for a fall semester of teaching and learning. During the event you will have the opportunity to meet with CTLI Teaching Center and MSU IT consultants, work alone, collaborate on course planning or syllabus writing, and attend optional workshops. Stay for the whole day, a part of the day, or come and go as you're able. Connect with us in the ways that are most meaningful to you over warm beverages and conversation.
An optional hybrid-format breakout session includes:
Designing your Syllabus (hybrid from 10-11am)
Open Office hours will be available all day, focusing on pedagogical support and educational technology.
The in-person location for this session is the Center for Teaching and Learning Innovation. Please join us in the Main Library, Room W207 (Training Room 1). For directions to W207, please visit the Room Locations page.
Navigating Context
EXPIRED
Host: CTLI
Navigating Context
EXPIRED