Your Course Syllabus: A Peer Review and

Just-in-time Revisions

• Sandy Courter, EPD• Mike Morrow, ECE

Overview

• Introductions– Collect syllabi for duplication

• Learning Outcomes• Role of Syllabi• Peer Review• Resources

Learning Outcomes: As a result of this

workshop, you will be able to . . .

• Examine the nature and content of syllabi in order to gain a better understanding of their attributes and characteristics

• Identify the ways in which syllabi reflect and communicate university, college, and faculty goals and objectives

• Identify ways in which syllabi communicate an implicit contract between the student and teacher

Why use a syllabus?• In your groups, create a list of 5-7

reasons of why you would want to use a syllabus in your course.

• Are we ready?• You have 3 minutes…

• Time’s up!• Let’s see what you’ve come up

with…

Some basic ideas

• Decrease the risk of miscommunication

• Insure consistency and confidence that accurate information is being conveyed

• Provide a permanent reference for students

• Increase value that students place on syllabus as a learning tool

Role of Syllabi: Calendar of events or

Learning tool?

• Course structure• Administrative• Communication

Course structure:

• Topical coverage• Course format • Readings• Prerequisites• Assessment

Administrative: Contract with student• Public description of course• Evidence in grievance and judicial

hearings• Course equivalency in transfer

situations• Support for instructors’ decisions

regarding grades and course policies

• Contract between university and student

Communication:

• First impression– Written document– Presentation

• Unwritten rules and expectations• Implicit contract negotiated

through non-verbal behavior• Evolution

Syllabus Review

• Review Process– Use the checklist as a guide

• Add any other items that you feel are important

– Student and faculty perspectives– Individually review all syllabi, then

critique each as a group• Group Presentation

– Select one syllabus for presentation– Presentation worksheet is provided

• Overview• Strengths• Weaknesses

Peer Review of Syllabus

• What worked?– What do the characteristics of

your syllabus mean?– What evidence do you see that

shows student-centered learning?

• What didn’t work so well?– What can you do to make your

syllabus more student-centered?

Resources

• Books• Videotapes and other media• Course homepages with course

objectives• ABET criteria• Consultation Services• One-week opportunities

TIP Workshop Evaluation

• Please remember to complete the evaluations– Workshop– Program

References

• Eberly, Newton, Wiggins, “The Syllabus as a tool for Student-Centered Learning”

• McKeachie, “Teaching Tips: Strategies, research, and theory for college and university teachers”

Levels of Learning: Bloom’s Taxonomy

• Knowledge• Comprehension• Application• Analysis• Synthesis