Course+Syllabus

The term "backward design" was introduced to curriculum design in 1998 by Jay McTighe and Grant Wiggins in their book //Understanding by Design//.
===**Backward Design** is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:=== > >
 * 1) ===Identify the results desired (big ideas and skills)===
 * ===What should the students know, understand, and be able to do?===
 * ===Consider the goals and curriculum expectations===
 * ===Focus on the "big ideas" (principles, theories, concepts, point of views, or themes)===
 * 1) ===Determine acceptable levels of evidence that support that the desired results have occurred (culminating assessment tasks)===
 * ===What will teachers accept as evidence that student understanding took place?===
 * ===Consider culminating assessment tasks and a range of assessment methods (observations, tests, projects, etc.)===
 * 1) ===Design activities that will make desired results happen (learning events)===
 * ===What knowledge and skills will students need to achieve the desired results?===
 * ===Consider teaching methods, sequence of lessons, and resource materials.===

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Writing a Syllabus
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A comprehensive syllabus:

 * ===Sets the tone for the course (Posner & Rudnitsky, 1994)===
 * ===Communicates what, when, and how students will learn.===
 * ===Makes clear to students what they need to do in order to be successful.===
 * ===Communicates expectations in terms of student responsibilities.===
 * ===Deters misunderstandings about course policies.===

Getting started

 * ===[|Establish course learning outcomes]. Consider what you would like students to know or be able to do as a result of taking your course.===
 * ===Design your course. This [|Course Decisions Guide] [[image:http://www.cte.cornell.edu/images/icon_pdf.gif width="12" height="12"]] can guide you in the process.===
 * ===Consult our [|Syllabus Template] [[image:http://www.cte.cornell.edu/images/icon_word.gif width="12" height="12"]] to review some recommended best practices for syllabus construction. Type in your course material and information without having to format.===
 * ===Use this [|Syllabus Rubric] [[image:http://www.cte.cornell.edu/images/icon_pdf.gif width="12" height="12"]] as a tool for reviewing your course syllabus.===
 * ===Review the course description established by your department or syllabi of the same course from previous instructors.===
 * ===Check online for sample syllabi of the same or similar courses from colleagues at other universities.===
 * ===Consider questions students may have about the course. (Davis, 2009)===

How to set the tone for the course

 * ===Provide course information such as course number, location and time, prerequisites, and other requirements.===
 * ===Share your teaching philosophy.===
 * ===Announce office hours and location.===
 * ===Share some information about yourself, such as your educational and professional background.===
 * ===Describe how the course relates to the program, discipline, or field.===
 * ===Provide information about campus services that can aid students with their studies.===
 * ===Reflect on the overall tone of your writing: is it encouraging or punitive?===

How to communicate what, when, and how students will learn

 * ===Articulate course learning outcomes.===
 * ===List major topics your course will cover.===
 * ===Provide a list of reading materials (briefly annotated).===
 * ===List textbooks and other course materials and where to find them.===
 * ===List all graded course requirements such as assignments, exams, attendance, participation, etc.===
 * ===Provide a detailed schedule, weekly or daily. Include what will be covered, assignment and test dates, learning activities such as group work or presentations, guest speakers, field trips, library information sessions, etc.===
 * ===Consider using a graphic syllabus to supplement your syllabus. A graphic syllabus is a “flowchart, graphic organizer, or diagram of the sequencing and organization of your course’s major topics through the term. It may also note the calendar schedule of the topics, the major activities and assignments, and the tests” (Nilson, 2010, p.38). See an example of graphic syllabus.===

How to communicate what students need to do in order to succeed in the course

 * ===Next to learning outcomes, list what you believe students need to do in order to be successful (how many hours per week they should dedicate, class attendance and participation, etc.). Note that students may vary in their learning and that achieving course goals requires work on the students' part.===
 * ===Provide detailed information on how graded assignments or activities will be evaluated.===

How to communicate expectations in terms of student responsibilities

 * ===Next to learning outcomes, add a disclaimer stating that students may vary in their learning and that attaining competencies requires work on the student’s part.===
 * ===Establish ground rules for classroom interactions. Ask for student input and make adjustments to your original list of expectations.===
 * ===Make clear any course policies you may have on attendance, tardiness, missed or late exams or assignments, personal use of technology, and safety procedures in laboratories.===

How to deter misunderstandings about course policies

 * ===Articulate institutional, departmental or course policies on academic integrity, students with disabilities, and diversity.===
 * ===Detail examples of what constitutes violations of your policies and provide specific information on the consequences.===
 * ===Note that any of the course activities listed in your syllabus may be subject to change under certain circumstances such as by mutual agreement or to enhance student learning.===

How can you motivate students to refer to the syllabus?
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 * ===Introduce the syllabus in class as a learning activity. Ask students to quiz each other, or conduct a jigsaw activity:Be strategic in where you place the syllabus. You can include it in the student course pack, on [|Blackboard], or on a course website.===
 * 1) ===Break the syllabus up into different sections.===
 * 2) ===Divide students into different groups.===
 * 3) ===Give each group a different section of the syllabus for review (expert groups).===
 * 4) ===Re-form groups so that each group includes a member from each of the previous expert groups.===
 * 5) ===Have the experts teach their section of the syllabus to their new groups.===
 * ===If students ask questions that the syllabus answers, ask a student who has the course syllabus to find the answer on the spot.===
 * ===Ask students to contribute to the syllabus. Have them review it in class and make suggestions for changes.===

Resources for Writing a Syllabus
===[|CTE Constructing a Syllabus] (CU NetID required to access. Link redirects to login page.)===

Fink, L. D. (2003). //Creating significant learning experiences: An integrated approach to designing college courses//. San Francisco, CA: Jossey-Bass.
===Hara, B. (2010). Graphic display of student learning objectives. //The Chronicle of Higher Education//. Retrieved from: http://chronicle.com/blogs/profhacker/graphic-display-of-student-learning-objectives/27863===