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Faculty Handout Syllabus Redesign - FTLA 2014

Faculty Handout Syllabus Redesign - FTLA 2014

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Published by 3CSN
Handout for FTLA 2014 participants to guide them in their syllabus redesign.
Handout for FTLA 2014 participants to guide them in their syllabus redesign.

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Published by: 3CSN on Jan 16, 2014
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10/10/2014

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FTLA 2014
 
Syllabus Redesign
 
Learning-Centered Syllabus
“A learning centered syllabus requires that you shift from what you, The instructor, are going to cover in your course to a concern for what information and tools can provide for your students to promote learning and intellectual development” (Diamond, p. xi).  An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix): 1. define students' responsibilities; 2. define instructor's role and responsibility to students; 3. provide a clear statement of intended goals and student outcomes; 4. establish standards and procedures for evaluation; 5. acquaint students with course logistics; 6. establish a pattern of communication between instructor and students; and 7. include difficult-to-obtain materials such as readings, complex charts, and graphs.
 
Here is a syllabus template from Harvard’s Book Center: [Course Number & Title]
[Term & Year offered] [Class location & meeting time] Instructor(s): Office Hours: Course website, course email list: Prerequisites:
[if applicable]
 
Instructional Staff
Contact info, photos, office hours and brief description of duties of instructors,  preceptors, Head TF, TFs & TAs, technical staff.
Course description
 Brief 
 
description of the major topics, analytic themes, and/or methodological approaches used in the course.
Course Aims and Objectives
Short and longer term pedagogical goals. At the end of this course, what should students be able to know and/or do? What skills and/or knowledge will be the basis of evaluating student performance in the course? Syllabi for Gen Ed courses should include a clear statement on how the course addresses the pedagogical goals of the Program in General Education as a whole, as well as how the course meets the goals of the specific category (or categories) in which it resides.
Course Policies and Expectations
 Make explicit any expectations you have of the students (work produced, behavior in class, etc.) and what students can expect from you. You should be explicit about policies  for attendance/participation, late assignments, makeup exams, senior thesis writers, section changes, classroom conduct (respect for others, laptop use in class, etc.), enrollment issues (adding, pass/fail etc), regrade policies, etc.
Materials and Access
 Required or recommended texts and readings. Where and how materials are available.  Information on study groups, departmental question centers, the  Bureau of Study Counsel, the Writing Center,  Library, the  Art  or  Natural History museums, etc., if relevant.

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