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Syllabus Template for Online Higher Education Courses

Syllabus Template for Online Higher Education Courses

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Published by George Joeckel
This template models some best practices for online courses. It will create an accessible syllabus if the Headings are maintained.
This template models some best practices for online courses. It will create an accessible syllabus if the Headings are maintained.

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Categories:Types, School Work
Published by: George Joeckel on Apr 12, 2011
Copyright:Attribution Non-commercial

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05/12/2014

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C
ONTACT
I
NFORMATION
:
Mark diGradesFACT 1030797-9000mark.digrades@usu.edu Welcome to FACT 1030! I have been teaching this course for four years now, and I learn something new eachsemester. While this class is focused on creating a syllabus for teaching in higher education, I think you will findthe principles will apply to many instructional contexts. I would like each student to create his or her own learningexperience within the framework I have developed, so if you have ideas²let's talk.I have been teaching for twelve years, and this is my fifth year at Utah State. I am married and have two children. Ienjoy skiing and cooking. I also like camping and fly-fishing.Please take the time to review this syllabus thoroughly. It has all the information you need to be successful in thiscourse. After you have read the syllabus, if any part of the course is unclear, please email me.
C
OURSE
D
ESCRIPTION
:
 
This accelerated online course will provide students with opportunities to learn the components of a syllabus for online higher education courses. Students will explore their instructional strengths and weaknesses as indicatedby an inventory of their personal beliefs, knowledge and practices. Students will create a syllabus that identifiestheir instructional objectives, resources and activities, and integrates a learning contract and a communicationstrategy. To conclude the course, each student will conduct an evaluation of another student¶s syllabus.
C
OURSE
O
BJECTIVES
:
Upon completion of this course students should be able to:
y
Identify the basic components of a higher education syllabus
y
Conduct a Personal Resources Inventory
y
Construct a learning contract
y
Develop course communication strategies
y
Identify strategies for learner success
y
Create a syllabus that demonstrates the proceeding objectives
C
REATING
E
FFECTIVE
S
YLLABI IN
H
IGHER
E
DUCATION
 FACT
 
1030
 
|
 
S
PRING
2025
 
 
C
OURSE
R
ESOURCES
:
Blackboard 
B
lackboard is the Learning Management System that we will use for our course. You can login to
B
lackboard athttp://bb.usu.edu.Your username is your A#, and your password is your global password (the same one you usefor 
B
anner or Aggiemail).
 
The ³
B
egin Here´ section of the
B
lackboard site is provided to give you information on how to set up your computer in order to use
B
lackboard and how to use the various tools in
B
lackboard.You are required to read the information provided in both the ³Computer Setup´ page and the ³
B
lackboardSupport´ page.
Software
The ³Computer Setup´ page provides information on the software you need for 
B
lackboard.Documents in this course will be presented in PDF format. You will need Adobe Reader to view these files, whichyou can obtain for free athttp://get.adobe.com/reader/.
 
extbook 
The text for this class will be The
ourse Syllabus: A Learning-
entered Approach
by O¶brein, Millis & Cohen,second edition, published by Jossey-
B
ass, ISDN#047019617. You may purchase this book at the bookstore or online. Make sure you get the second edition!
Additional Readings
Readings will be taken from peer-reviewed journals and education magazines. Most readings will be available in
B
lackboard in PDF format. Other readings will be available online, with a hyperlink provided in
B
lackboard.
Presentations
Weekly online presentations will be posted on
B
lackboard. A video of the slides with the instructor¶s narration willbe accessed by connecting online to a media server (you will not need to have a media player installed on your machine). The slides will be provided as a .pdffile which can be viewed on your computer, downloaded andprinted.
C
OURSE
A
CTIVITIES
:
Readings
We will read approximately one chapter from the textbook and one or two Additional Readings each week.Assignments related to the readings will alternate between a weekly quiz and a weekly discussion.
Presentations
Most weeks there will be an Instructor presentation related to the readings.
You are expected to complete allreadings before viewing the presentation.
The presentation will be focused more on synthesis and expansionof the reading materials, so it is your responsibility to gain a basic understanding of the reading materials first.
 
 
Q
uizzes
You will be required to complete four ³No-pressure Quizzes´. These quizzes will consist of approximately tenmultiple choice, fill in the blank, matching and/or true/false questions based on the readings and presentations.
You are expected to complete all readings and view the presentation before you take the quiz.
You mustget
ALL
the quiz questions correct to receive
ANY
quiz points, but you may
RETAKE
the quiz as many times asyou would like.
D
iscussions
You will participate in four Discussions on
B
lackboard (one introduction and three regular). In order to earn theDiscussion Points,
you must post one message and two replies (where you reply to someone else¶smessage) for 
each
Discussion Topic.
Assignments
There will be six Assignments for this course: Personal Resources Inventory, Learning Contract, CommunicationStrategies, Learning Strategies, Course Syllabus and Syllabus Evaluation. Complete information on theseactivities is available on
B
lackboard. Please refer to the ³Grading´ section for the Assignment point values.Assignment files will be in PDF format. You will be able to add information to these files, and save a copy for submission. For more information, watch this video:http://www.youtube.com/watch?v=4uolYGsmxlE.Assignments will posted in
B
lackboard using the Assignments tool (see the ³
B
lackboard Support´ in the ³
B
eginHere´ section for instructions on using this tool). Students will use the Assignment tool to download theAssignment instructions file and submit the completed Assignments.
You are responsible for knowing how touse the Assignment tool. Late submissions due to improper usage of the Assignment tool will not beaccepted.
C
OURSE
P
OLICIES
:
nstructor Feedback/ 
ommunication
I will be reading the Discussion
B
oards and replying to messages occasionally. You will receive specific feedbackon your Assignments in the form of electronic comments appended to your electronic submissions.I will use the Announcements tool in
B
lackboard (see the ³
B
lackboard Support´ page in the ³
B
egin Here´ sectionfor instructions on using this tool) to communicate changes to the course and other course information.I will contact individual students via my campus email: mark.digrades@usu.edu.
I will NOT be using theBlackboard Mail tool.
Student Feedback/ 
ommunication
I welcome all feedback on the course. My preferred method of communication with individual students is viaemail. Please send your email to mark.digrades@usu.edu.
Please do not use the Blackboard Mail tool, as Iwill NOT be checking it for messages.
I will respond to email
within two week days
(Monday ± Friday).If you experience a legitimate emergency (according to my standards) which will prevent you from completingrequired coursework on time, I expect you to communicate with me at the earliest reasonable opportunity. Pleasestate the nature of the emergency, and when you expect to turn in the coursework.

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