Syllabus building

1. SYLLABUS BUILDING

2. Share ideas and facilitate
discussion about syllabus building.
Review required components SED,
Pace, and School
Discuss ways to improve syllabus
WORKSHOP GOALS

3. Give name and discipline
What challenges have you experienced with
syllabi writing?
What would you like to learn from today’s
workshop?
What would you like to share about your
own syllabus writing?
TODAY’S WORKSHOP - INTRODUCTIONS

4. READING THE SYLLABUS?

5. Contract between instructor and students
Provides a clear resource for
communicating important course
information.
Represents one course in a program of
study – mapped to a full curriculum
GENERAL IDEAS ABOUT A SYLLABUS

6. Explicitly state what you expect to teach,
what students will learn and your
expectations about their performance.
Clear and well organized syllabi
communicate important ideas well
Figures, tables and images help convey
important information
GENERAL IDEAS

7. NYSED – OFFICE OF COLLEGE AND UNIVERSITY
EVALUATION
H T T P : / / W W W . H I G H E R E D . N Y S E D . G O V / O C U E / A I P R / G U I D A N C E / G P R 1 1 . H T M L
1. Syllabi are demonstrably consistent with, or superior to
those of comparable courses and programs at
comparable institutions; syllabi embed the content and
skill expectations of professional associations in the
field.
2. Syllabi demonstrate that time on task meet the
requirements of CR 50.1(o) , that all work for credit is
college-level, of the appropriate rigor, and that credit will
be granted only to students who have achieved stated
learning objectives.

8.  Course description
 Objectives
 Prerequisites
 Credits allocated
 Assignments
 Method of assessing
student achievement,
including the assessment
rubrics
 Basis of grade
determination
 Bibliographic and other
resources
 Other course policies
related to integrity of credit
NYSED – OFFICE OF COLLEGE AND
UNIVERSITY EVALUATION
H T T P : / / W W W. H I G H E R E D . N Y S E D . G OV / O C U E / A I P R / G U I DA N C E / G P R 1 1 . H T M L

9. Syllabi are reflective, comprehensive
and confirm the expertise and
pedagogical skill of the instructor.
NYSED – OFFICE OF COLLEGE AND
UNIVERSITY EVALUATION
H T T P : / / W W W. H I G H E R E D . N Y S E D . G OV / O C U E / A I P R / G U I DA N C E / G P R 1 1 . H T M L

10. PACE UNIVERSITY - PROVOST OFFICE

11. PACE UNIVERSITY – PROVOST OFFICE

12. GENERAL GUIDELINES

13. GENERAL GUIDELINES

14. GENERAL GUIDELINES – SYLLABUS
BUILDING

15. GENERAL GUIDELINES – SYLLABUS
BUILDING

16. Grade Determination Grading Scale
GENERAL GUIDELINES – SYLLABUS
BUILDING

17. SYLLABUS BUILDING

18. BACKWARD DESIGN
W I G G I N S , G . P. & M C T I G H E , J . ( 2 0 0 5 ) . U N D E R S TA N D I N G B Y D E S I G N . A S C D .
Dr. Joan Walker

19. BACKWARD DESIGN

20. To begin with the end
in mind means to start
with a clear
understanding of your
destination. It means to
know where you’re
going so that you better
understand where you
are now so that the
steps you take are
always in the right
direction. (Covey’s 7
habits)
BEGIN WITH THE END

21. Guides course development.
Document effectiveness of course.
Meet accreditation requirements
Provides data on your teaching.
WHY STUDENT LEARNING OUTCOMES?

22.  Identify 2-3 enduring understandings (big ideas)
after taking the course.
.
 Determine acceptable evidence – identify
behaviors (say and do) and conditions (context),
and criteria for success.
 Plan learning experiences and instruction to
accomplish. (knowledge and skills needed)
 Plan formative and summative assessment
strategies for the above.
STAGES IN THE BACKWARD DESIGN
LEARNING PROCESS

23. BOOSTING THE SYLLABUS

24. BOOSTING THE SYLLABUS – GRAPHIC
DISPLAYS

25. BOOSTING THE SYLLABUS –
GRAPHIC DISPLAYS

26. GRAPHIC DISPLAYS

27. BOOSTING THE SYLLABUS:
INSERT COMMENTS

28. Visual culture
Syllabi are essentially
users’ manuals –
access info quickly
Improve friendliness
of the syllabus – more
likely to be read.
BOOSTING THE SYLLABUS:
INFOGRAPHICS

29. BOOSTING THE SYLLABUS: DAVID CARR’S
SYLLABUS (WORDPRESS)

30. BOOSTING SYLLABUS – INSERTING VIDEO

31. BOOSTING THE SYLLABUS – INSERTING
AUDIO FILES

32. Be selective in what you discuss – don’t
overwhelm students.
Use a class learning activity, such as
with jigsaw or “pass the pen,” to
introduce syllabus.
FIRST DAY OF CLASS
H T T P : / / C H R O N I C L E . C O M / B L O G S / O N H I R I N G / D E E P - L E A R N I N G - F O R - T H E - N E W - T E A C H E R / 3 9 2 6 5

33. OPEN SYLLABUS PROJECT
HTTP://NY TI.MS/1OCUABU

34. Jennifer
Pankowski
Peter
McDermott
Pace University
School of
Educaiton