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Syllabus redesign presentation

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This is a presentation on how to make a more engaging syllabus.

This is a presentation on how to make a more engaging syllabus.

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  • 1. Syllabus Redesign Deanna Heikkinen Los Angeles Valley College West Los Angeles College
  • 2. The Syllabus  The syllabus is often the first impression that a student gets of the professor and the class.  It should be engaging and informative.  The syllabus needs to let the student know the instructor’s expectations as well as:  Course materials  Course assignments  Course description, SLOs, and objectives  Due dates  Grading criteria  Student services available (including DSPS)
  • 3. The Traditional Syllabus  The traditional syllabus is black and white text  It can be intimidating to students  Definitely not engaging  My old syllabus
  • 4. The Syllabus Redesigned  There is a lot of potential to make the syllabus more engaging  Bring color into the mix  Let technology be your friend  My new syllabus
  • 5. Delivery Method  Have a personal Website  Weebly.com  http://professordeannaheikkinen.weebly.com/  Email to students  Etudes  Online  Web-enhanced
  • 6. How to go from plain to exciting!  Warning: This takes a lot of time and energy…but the payoff is worth it!  Microsoft Word  For design  Adobe Acrobat (PDF)  Accessibility check  Distribution
  • 7. The First Page  What to include:  Course info  Image of you  Contact info  Social media info  Something about you  Teaching philosophy
  • 8. The Second Page  What to include:  Course Description  SLOs  Course Objectives  All of the above in plain English
  • 9. The Third Page  What to include:  Textbook information  Important Dates  Reading Assignments  What to expect from the course
  • 10. The Fourth Page  What to include:  Evaluation information  Assignment information
  • 11. The Fifth Page  What to include:  Grading expectations
  • 12. The Sixth Page  What to include:  Grade tracker  Contact sheet
  • 13. The Seventh Page  What to include:  Plagiarism information  Repeatability information  Attendance policy
  • 14. The Eight Page  What to include:  Disabilities Services  Financial aid  Writing/tutoring  Accommodations statement
  • 15. How to Create the New Syllabus  Microsoft Word 2013 Open a new document
  • 16. Create Text Boxes with Flair! 1. Click on insert 2. Click on Text Box 3. Scroll though to find the one you want to use
  • 17. Create Your Content Type right in the text box. Note: There are different shapes and styles of the text boxes – you can change them but I recommend that you use the shapes and styles to your advantage
  • 18. A Closer Look at the Content  The Modern Student  Engaging content  Do not be afraid to experiment  Tell your students your experimenting  Ask for feedback
  • 19. Breaking Down the Language  Include the formal but also speak in colloquial terms COURSE DESCRIPTION From the holistic and cross-cultural comparative nature of anthropological study, this course offers students a broad survey of Native Peoples living in North America, with an emphasis on cultural traditions of California. The various groups surveyed are viewed as they existed at time of contact. Issues facing modern native groups will be explored. Students will investigate the effects of culture contact, culture change processes, differential power relations, and the resilience of culture traditions. What is this class about? VS. This class is a survey of Native American groups that lived in the United States prior to contact. These groups had contact with one another but many different ways of life. You will learn how different these groups were and how those differences are often regionally based depending upon the environment they lived in.
  • 20. Include Important Dates Important Dates: Don’t forget to include the holidays Last day to drop with a full refund Last day to drop without a “W” Film report Due Veteran’s Day Holiday Website Review Due Last day to drop with a “W” Thanksgiving Holiday Digital Project Due Final Exam due Drop dates are important 10/25/13 10/25/13 11/3/13 11/11/13 11/17/13 11/27/13 11/28-29/13 12/1/13 12/13/13 **Note: There will be 9 discussion posts and 8 quizzes due throughout the course. Please see the ETUDES discussion board and Assignments, Tasks, and Surveys Tab for due dates. Assignment and regular due dates are maybe the most important item! If there are weekly assignments you can condense the information if you want.
  • 21. Textbook Information Include a picture of the textbook Textbook: ISBN is critical Mark Q. Sutton, An Introduction to Native North America, 4th ed. Pearson, 2012 ISBN: 9780205121564 Publisher Website: http://bit.ly/1eKdvwO **Note – You need the listed edition for this class** Include a link to the publisher website Let students know if older editions are allowed
  • 22. Reading Assignments Date the reading is due Date Due 10/27/13 11/3/13 11/10/13 11/17/13 11/24/13 12/1/13 12/8/13 12/13/13 Textbook Reading Assignments Chapter Topic 1 Introduction 3 and 4 Artic and Subarctic 5 and 10 Plateau and Plains 6 Northwest Coast 7 and 8 Great Basin and California 9 Southwest 11 and 12 Southwest and Southeast 13 Contemporary Issues I list the chapter and the topic separately. The topic is an abbreviated chapter name. I also include the reading assignments separately from the important dates/due dates. I think this highlights the reading assignments.
  • 23. Assignment Information This is a good place to include any policies you have for assignments. How to turn them in, etc. ASSIGNMENTS If you do not have a computer at home, you may use the Open Computer Lab during posted hours, located in Library, 2nd floor. Not having internet or a computer is not a valid excuse for late, incomplete, or missing assignments. ASSIGNMENT SHEETS WILL BE POSTED ONLINE. All of face to face classes are web-enhanced or I teach online, so the assignment particulars are on the course website. You can also include assignment descriptions if you would like.
  • 24. Evaluation EVALUATION OF STUDENT PERFORMANCE Final exam, 75 Digital Project, 60 Film report, 30 Quizzes, 1 20 Discussion s, 185 Website Review, 30 Discussions Website Review Film report Quizzes Digital Project Final Exam 185 points 30 points 30 points 120 points 60 points 75 points 500 Total Points 450-500 400-449 350-399 300-349 299 and below possible A B C D F Include a visual representation of points.
  • 25. Expectations GRADING Your grade in this course will largely be based upon your journal writing responses, examinations, and discussion posts. I have expectations for the work required for each level of academic accomplishments. You can measure your performance throughout the course by the following criteria: Grade A: Deeply engaged in course material and discussions. An “A” student asks questions, participates in course discussions and does above average assignments. This student writes in the discussion forum regularly and has thoughtful comments and questions. This student logs on to the course website at least 5 times a week and has learned an above average amount of information and through readings, discussions, and examinations and is able to interpret their meanings. They present insightful interpretive claims that are unusually perceptive and may be unexpected. Grade B: This student is engaged in course material and discussions. A “B” student asks questions, participates in discussions and does above average on examinations. This student writes almost regularly in the discussion forum but does not always have thoughtful insight or questions into the readings. This student logs in at least four times a week and has learned an above average amount of information. This student through examinations, readings, and discussions is able to identify key points but lacks clarity in interpretation of some topics. I like to include a breakdown of what I expect for each grade earned. That way a student can determine what they need to do to achieve their desired result in the course.
  • 26. Academic Policies and Student Services Academic Policies Use hyperlinks to actual district, board or campus policies ACADEMIC DISHONESTY AND PLAGIARISM Academic dishonesty of any type by a student provides grounds for disciplinary action by the instructor or college. Plagiarism is the use of others’ words and/or ideas without clearly acknowledging their source. When you incorporate those words and ideas into your own work, you must give credit where credit is due. Plagiarism, intentional or unintentional, is considered academic dishonesty and is not tolerated. Anyone found to be plagiarizing or cheating will (1) receive a zero (fail) on the assignment, and (2) be referred to the Vice President of Student Services for further disciplinary action, following due process. For more information please see the Board Rules on Student Discipline. COURSE REPEATABILITY Effective Summer 2012, course withdrawal (“W”) will count as an attempt at a course in the same way substandard grades (“D”, “F”, or “NP”) always have. Only three attempts of any one course will be allowed, with some exceptions. ATTENDANCE AND DROP POLICY The only students who may attend classes are those who have been admitted to the college and are in approved active status. Students are expected to attend every meeting of all classes for which they are registered. Violation of this regulation may result in exclusion from class as specified in Administrative Regulation E-13. If you stop attending a class (or wish to drop a class) you must drop the class yourself – officially – over the Internet. Failure to do so may result in a grade of “F” in that class.
  • 27. Closing thoughts  Personalize your syllabus  Make it interactive  Engage your students Grade Tracker – Fill in the total points from each assignment. Divide by the total possible points to get your grade on that assignment. To get your final grade, add all of your points and divide by 500. Discussions Quizzes Film Report Website Review Digital Project Final exam Total
  • 28. Questions?