Presentation on Course and Syllabus Design, with Examples

1. Michael C. Munger
Duke University
Some General Principles
of Course Design

2. What Should You Teach?
“Teaching, to be effective, must be, in fact as well
as in spirit, a friendly, cooperative endeavor and not
a battle between antagonists. This requires much
time, patience, and sincere sympathy for honest
differences of opinion." - Baldy Harper”
History of Thought? (Economist's name…) Pick a
spine, to organize it.
Voluntary exchange…

3. So, start with exchange
 Voluntary? Aristotle, Nicomachean Ethics
 Voluntary? Locke, "Venditio"
 Why does it matter if its voluntary? What does it
mean if the exchange is voluntary? (I made up a
word: "euvoluntary.")
Advantage: Foundational. And it let's you express
a view that all your colleagues will agree is truly
important.

4. Division of Labor: Plato, Republic, Book II
(Socrates) Justice, which is the subject of our enquiry, is, sometimes
spoken of as the virtue of an individual, and sometimes as the virtue
of a State. …A State, I said, arises, as I conceive, out of the needs
of mankind; no one is self-sufficing, but all of us have many wants.
Can any other origin of a State be imagined?
(Adeimantus) There can I be no other.
(Socrates) Then, as we have many wants, and many persons are
needed to supply them, one takes a helper for one purpose and
another for another; and when these partners and helpers are
gathered together in one habitation the body of inhabitants is termed
a State.
(Adeimantus) True.
And they exchange with one another, and one gives, and another
receives….that the exchange will be for their good.
(THREE A's: Aristotle, Augustine, Aquinas)

5. John Locke, "Venditio", 1661
 Merchant has two ships in Danzig, full of corn
(wheat).
 Ostende: normal conditions, 5 shillings per bushel
 Dunkirk: near famine, 20 shillings per bushel
 What should he do?
 Generally, when is the market price the just price?
An amazingly modern view of market price
 (Remarkably, gives account of secondary markets,
and concludes the just thing to do is send the ships
to Dunkirk and sell at the market price THERE.)

6. Eugen Bohm Bawerk
Positive Theory of Capital, Book IV, Chapter 2, 1888
A peasant, whom we shall call A, requires a horse.
His individual circumstances are such that he
attaches the same value to the possession of the
horse as he does to the possession of £30. A
neighbour, whom we shall call B, has a horse for sale.
If B's circumstances also are such that he considers
the possession of the horse worth as much as, or
worth more than £30, there can, as we saw, be no
exchange between them. Suppose, however, that B
values his horse at considerably less, say at £10.
What will happen?

7. Euvoluntary Exchange
For economics, political science, and
philosophy, the way to build connections about
things "we" all "agree" about is consent, or
voluntary exchange (what I have called
"euvoluntary exchange")
"Euvoluntary or Not, Exchange is Just," Social
Philosophy and Policy, 2011.
No externalities, no coercion, and all parties to
exchange have (a) acceptable BATNAs, and (b) no
great disparity in BATNAs

8. An Example: They Clapped
Fran at Landfall: (11 pm 9-5-96)

9. Yahoos

10. They had the technology,
they had the tools….

11. Dots: Location Choices
by Yahoo-Entrepreneurs

12. Guess Who Showed Up? Why?

13. Anti-gouging law…..
North Carolina's Anti-Gouging Law in 1996
(General Statutes 75-36)
(a) It shall be a violation of G.S. 75-1.1 for any
person to sell or rent or offer to sell or rent at retail
during a state of disaster, in the area for which the
state of disaster has been declared, any
merchandise or services which are consumed or
used as a direct result of an emergency or which are
consumed or used to preserve, protect, or sustain
life, health, safety, or comfort of persons or their
property with the knowledge and intent to charge a
price that is unreasonably excessive under the
circumstances.
(Later amended to be even more restrictive, outlawing price changes
reflecting cost increases up the supply chain, August 2006,
SL2006-245, GS 75-38).

14. Anti-gouging law…..
North Carolina's Anti-Gouging Law in 1996
(General Statutes 75-36)
(a) It shall be a violation of G.S. 75-1.1 for any
person to sell or rent or offer to sell or rent at retail
during a state of disaster, in the area for which the
state of disaster has been declared, any
merchandise or services which are consumed or
used as a direct result of an emergency or which are
consumed or used to preserve, protect, or sustain
life, health, safety, or comfort of persons or their
property with the knowledge and intent to charge a
price that is unreasonably excessive under the
circumstances.
(Later amended to be even more restrictive, outlawing price changes
reflecting cost increases up the supply chain, August
2006, SL2006-245, GS 75-38).

15. Anti-gouging law…..
North Carolina's Anti-Gouging Law in 1996
(General Statutes 75-36)
(a) It shall be a violation of G.S. 75-1.1 for any
person to sell or rent or offer to sell or rent at retail
during a state of disaster, in the area for which the
state of disaster has been declared, any
merchandise or services which are consumed or
used as a direct result of an emergency or which are
consumed or used to preserve, protect, or sustain
life, health, safety, or comfort of persons or their
property with the knowledge and intent to charge a
price that is unreasonably excessive under the
circumstances.
(Later amended to be even more restrictive, outlawing price changes
reflecting cost increases up the supply chain, August 2006,
SL2006-245, GS 75-38).

16. Anti-gouging law…..
North Carolina's Anti-Gouging Law in 1996
(General Statutes 75-36)
(a) It shall be a violation of G.S. 75-1.1 for any
person to sell or rent or offer to sell or rent at retail
during a state of disaster, in the area for which the
state of disaster has been declared, any
merchandise or services which are consumed or
used as a direct result of an emergency or which are
consumed or used to preserve, protect, or sustain
life, health, safety, or comfort of persons or their
property with the knowledge and intent to charge a
price that is unreasonably excessive under the
circumstances.
(Later amended to be even more restrictive, outlawing price changes
reflecting cost increases up the supply chain, August
2006, SL2006-245, GS 75-38).

17. Question: What did the people
standing in line do?
 They clapped. Appeared to be happy.
 What is the objection?
 Why do so many states have these laws? Because
people object to exchange that is not euvoluntary!
 How do economists "solve" this problem? By
assuming perfect competition, which by definition has
many sellers and many buyers of a homogeneous
product.
 Completely different from EBB's conception, different
from any idea of markets. Economics tries hard to
ignore markets. Problematize competition.
 Anti-gouging laws are NOT irrational.

18.  Matt Zwolinski Learn Liberty Video:
http://youtu.be/h9QEkw6_O6w

20. But then HOW to design a course?
 I would suggest you think strategically
 Maximize, subject to constraints
 And think hard. Take two steps back…

21. Maximize, Subject to Constraints
 Interesting to you, on the merits
 Interesting to you, in terms of research content
 Useful, important ideas
 Attract enrollments
 Fit into offerings in the department/school
 Consistent with your own intellectual integrity
 Do not violate the norms of the department (not what
you think should be the norms; find out!)

22. Maximize, Subject to Constraints
 Interesting to you, on the merits
 Interesting to you, in terms of research content
 Useful, important ideas
 Attract enrollments
 Fit into offerings in the department/school
 Consistent with your own intellectual integrity
 Do not violate the norms of the department (not what
you think should be the norms; find out!)
This version is dangerous. All the objectives are about
you, or your judgments

23. Maximize, Subject to Constraints
 Interesting to you, on the merits
 Interesting to you, in terms of research content
 Useful, important ideas
 Attract enrollments
 Fit into offerings in the department/school
 Consistent with your own intellectual integrity
 Do not violate the norms of the department (not what
you think should be the norms; find out!)
This version is sensible. It is the way a new person
should start out. Don't give up your interests, or
principles

24. Maximize, Subject to Constraints
 Interesting to you, on the merits
 Interesting to you, in terms of research content
 Useful, important ideas
 Attract enrollments
 Fit into offerings in the department/school
 Consistent with your own intellectual integrity
 Do not violate the norms of the department (not what
you think should be the norms; find out!)
After you get tenure…

25. Overall, for a New Faculty Member:
Plan to Win, Plan Not to Lose
Win: I'm on a team, playing my
position, which is to offer a
particular, interesting perspective
Lose: I'm the lone teller of
truth, and this class is my only
chance to save students from
falsehood and embarrass my
colleagues

26. INITIAL DESIGN PHASE
Build Strong Primary Components
 Step 1. Identify important situational factors
 Step 2. Identify important learning goals
 Step 3. Formulate appropriate feedback and
assessment procedures
 Step 4. Select effective teaching/learning activities
 Step 5. Make sure the primary components are
integrated
Adapted source for this and the next two slides is
http://www.niu.edu/facdev/programs/handouts/icd/selfdirectedguide.pdf , L. Dee Fink

27. INTERMEDIATE DESIGN PHASE--
Assemble Components into a
Coherent Whole
 Step 6. Create a thematic structure for the course
 Step 7. Select or create an instructional strategy
May want to include ONE innovation:
A. Flipped classroom
B. Virtual sections (constraints: lecture, # teaching
assistants, # of section break-out rooms)
C. Experiments, Think-Pair-Share
 Step 8. Integrate the course structure and the
instructional strategy to create an overall scheme of
learning activities

28. FINAL DESIGN PHASE
Finish Important Remaining Tasks
 Step 9. Develop the grading system
 Step 10. De-Bug possible problems
 Step 11. Write the course syllabus
 Step 12. Plan an evaluation of the course and of your
teaching, for assessment
 ALWAYS give an informal anonymous midterm
evaluation

29. Instrumental Intermezzo….

30. Michael C. Munger
Duke University
Adapted from B. Gross, “The Comprehensive
Syllabus,” in Tools for Teaching, Jossey-
Bass, 2006
The Syllabus:
Nuts, and Bolts

31. Chair at Duke for 10 years
 35 faculty
 6 people denied tenure, 10 new orientations
 Completely revision of curriculum
 In almost every case, the legal problems I had were the
result of problems with a syllabus.
 One note: J.S. Taylor made two extraordinarily
valuable points
1. DO NOT COVER THE SYLLABUS in the first class. 1
page handout, basics of readings and grades. Second
class you can talk about the syllabus, or use emails a
little at a time.
2. PLAN A MIDTERM EVALUATION. And you may want
to talk to the evaluation people at the outset, to get a
baseline.

32. Outline of Syllabus
 Basic Information
 Course Description
 Materials Needed
 Requirements
 Policies
 Schedule (virtual sections, when class?)
 Resources
 Accomodation/Evaluation
Why think about all this? Because it makes you
intentional. Less important as the course develops in
your mind, with experience. Crucial if you are doing it
for the first time

33. Basic Information
 name of university, semester, year
 course title, number, unit value, meeting times, location
 instructor, TA names
 how to contact instructor/TAs:
 – in-person office hours, times/location (with map); drop-in
or by appointment?
 – online office hours, times and how to access (URL)
 – email addresses
 – phone numbers (private office and department lines)
 – times available other than office hours
 – home or cell phone number and limits on its use
 Instructor web page URL and twitter handle
 Course web page URL
 Course Facebook page
 Description of course software (SAKAI, Blackboard, etc)

34. Course Description
Prerequisites:
 – prior courses
 – knowledge/skills (needed to succeed in this course)
 – permission of instructor needed?
Overview of course
 – what is the course about: its purpose, rationale?
 – what are the general topics or focus?
 – how does it fit with other courses in the department or on campus?
 – who is the course aimed at?
 – why would students want to take this course and learn this material?
Student learning objectives (assessment)
 – what will students be expected to know or do after this course?
 – what competencies/skills/knowledge will students be expected to
demonstrate at the end of the course?
Methods of instruction and Why
 – lectures
 – discussion
 – group work

35. Materials Needed
Primary or required books/readings for the course
 – author, title, edition, ISBN
 – availability of electronic or alternative formats, for
students with disabilities
 -- supplemental or optional books/readings
 -- websites and links
Other materials
 – laptop/tablet/clicker rental
 – software

36. Requirements
exams and quizzes
 – how many
 – what kind (e.g., open/closed book; essay/multiple choice)
 – type of knowledge and abilities tested
 – place, date and time of midterm and final exam
assignments/problem sets/projects/reports/research papers
 – provide general information on type, length, and when due (detailed information can
be distributed during the term)
 – clarify the relationship between the learning objectives and assignments
 – identify criteria for assessing student work
 – indicate whether students submit their work online or in hard copy format
for research papers and projects:
 introduce students to the steps in conducting research
 create shorter assignments that build to the research paper (e.g. annotated
bibliography of primary sources, thesis statement, fact sheet, etc.)
 specify the skills and knowledge students need to complete the research
assignments
connect research assignments to course goals and student learning objectives

37. Policies
grading procedures
 – describe how students will be graded: on a curve or absolute scale?
 – clarify weighting of course components
 – explain policies regarding incompletes, pass/not pass
 – describe grade appeals
attendance and tardiness
class participation: rules of engagement
classroom decorum
 – no eating
 -- laptops? Prohibited? Required?
 – no reading newspapers
 – turn off cell phones
interrupted exams (e.g., fire alarms)
missed exams/make up exams
missed assignments, late assignments/extensions
illness and family emergencies
extra credit opportunities
permissible and impermissible collaboration
standards for academic honesty and penalties for infractions (University URL)

38. Schedule
tentative calendar of topics and readings
 – by week rather than by session
 – or leave some sessions empty "review" for flexibility
firm dates for exams and written assignments
dates of special events
 – field trips
 – outside talks
last day to withdraw from the course

39. Resources
– time management suggestions/resources
– tips for studying, taking notes, preparing for exams
– common student mistakes or misconceptions
-- copies of past exams or model student papers: policy, archive
-- glossaries of technical terms (St Ency Phil)
-- links to appropriate support material on the web (style manuals, past
student projects, web based resources, etc.)
-- academic/ psychological support services on campus
-- Plagiarism policy, citing practices
-- information on the availability of videotapes or webcasts of lectures
-- space for students to identify two or three classmates’ names and their
contact information
-- Reduce transactions cost of forming a study group
-- Safety procedures/Emergency procedure
1. Active shooter
2. Storm/weather
3. Fire/emergency

40. Accommodation / Evaluation
Accommodation
 a request that students see the instructor to discuss
accommodations for:
 – physical disabilities
 – medical disabilities
 – learning disabilities
 a statement on reasonable accommodation for students’
religious beliefs, observations, and practices
 Evaluation/Assessment
 student feedback strategies during the semester (other than
quizzes and tests)
 end-of-course evaluation procedures

41. Rights and Disclaimers
Rights and Rules of Engagement
 statement of students’ and instructor’s rights
to academic freedom (e.g., respect the rights
of others to express their points of view)
 General rules of engagement
 statement on copyright protection for the
contents of the course, as appropriate
Disclaimer
 syllabus/schedule subject to change
 acknowledge faculty, if any, whose syllabi or
assignments you have used to create this
course