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====== MEETING 2021-08-19 - CTL - syllabus ======

<note>
**Developing & Refining your Course Syllabus**

Alicia Cundell

alicia.cundell@concordia.ca

Teaching Consultant, CTL

</note>

<note tip>
  * [[https://docs.google.com/presentation/d/1tpMrxZWwXxodnz52hJP-Un9CQRJZgptm7vegHvZDLXM/edit#slide=id.ge99136a05d_0_115 |CTL presentation slide show]] 
</note>

* https://www.concordia.ca/ctl/teaching/syllabus.html

===== Course Description / sign up =====

*students see description on the course calendar  - concordia site 
    *  https://www.concordia.ca/academics/undergraduate/calendar/current.html 
    * https://www.concordia.ca/academics/undergraduate/calendar/current/sec11.html#
    * https://www.concordia.ca/academics/undergraduate/calendar/current/sec81.html

===== accessibility =====

Improve accesibility with:

- clear measureable instructional goals
  - variety of methods
  - variety of materials
  - variety of assessments

===== Course Outline / SYllabus =====

==== Sections ====

* General Information
    * Course title
    * number
    * credits
    * date & time
    * location
    * faculty information
    * office hours and contact info 
  * Course Description (as in the course calendar)
  * Territorial acknowledgement
  * Course Goals & Objectives/Outcomes
  * Course Materials
  * Assessments & Grading
  * Schedule
  * Ethical behaviour
  * Policies & Statements

==== notes ====

* schedule = in a table format

* Course format - how you will teach?
    * when are activities online / in sync>
    * do you want students to do stuff before or after the in-sync bit?

===== Learning Objectives and Laerning Outcomess =====

“your objective at the beginning of the course > what outcomes you want at the end of the course“

"want you want students to be able to do at the end of the course?"

Learning Outcomes need to be:

- **student-focused**
  - **achievable** (appropriate level  of knowledge & critical thinking)
  - **measurable** (essential for assessment - assessments are simply measuring tools for learning objectives)

==== Bloom's Taxonomy ====

* video - https://www.youtube.com/watch?time_continue=125&v=fqgTBwElPzU&feature=emb_logo

|  |  |  |  |  ^  create  |  |  |  |  |
|  |  |  |  ^   evaluate         |||  |
|  |  |  ^     analyze            |||||
|  |  ^       apply             |||||||
|  ^        understand        |||||||||
^           remember        |||||||||||

==== writing lerning objectives ====

* avoid words like -:
    * understand
    * know
    * be aware of
    * be familiar with
    * learn

* alternative words - https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

===== Curriculum Allignment =====

Make your learning objectives stack up with your assessment.

LEARNING OUTCOME < FINAL EXAM < ASSIGINMENTS

* final exam - measures several objectives
  * assignments - focus on one objective

===== teaching online =====

* Zoom annotations tools
    * FIXME - test!

===== expectations =====

1 credit = 45 hours work
10 hours a week of work

===== grade change requests =====

create a request for grade changes poilcies
- 24 hours before contacting me
- offer resubmission - average of two marks
- offer resubmission -

===== participation =====

* what is my idea of “participation”? What is the students' idea?
  * is it just turning up and listening?
  * is it contributing vocally?
  * enagement with the forums? 
  * coming to lesson prepared with questions

* students watching stuff on laptops
    * should we just accept that this is happening?

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