<note> Developing & Refining your Course Syllabus

Alicia Cundell

alicia.cundell@concordia.ca

Teaching Consultant, CTL

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<note tip> * CTL presentation slide show </note>

<note important> * concordia syllabus guide </note>

• 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

Improve accesibility with:

1. clear measureable instructional goals
2. variety of methods
3. variety of materials
4. variety of assessments

• 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

• 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?

“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:

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

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

• 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/

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1. What’s the learning objective?
2. What evidence can students give to show they have achieved the learning objective? → task
3. What does the evidence look like? → rubric/ grading criteria

Make your learning objectives stack up with your assessment.

LEARNING OUTCOME < FINAL EXAM < ASSIGINMENTS

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

• Zoom annotations tools
  • - test!

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

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

• 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?