Tag: syllabus
End of the Semester Tips
The following are a few ideas adapted from the SUNY Teaching and Learning center, that may help you prepare for the Spring semester, and/or update your teaching portfolio: Keep a copy of your syllabus and each assignment you design Your teaching portfolio may include a range of syllabi and assignments you’ve designed. Make sure you… Read more »
Sample Syllabus
Our colleague, Alexis Peirce Caudell, shared a three-part syllabus to encourage more students to read the syllabus. The main syllabus starts with information on three ways students can garner information from the syllabus. Part 1: Is a one-page summary of the most important components of the class, as well as the frequently asked questions that occur that… Read more »
Tips for the End of the Semester
At the end of the semester, you may receive request from students to reevaluate their final grades. If you do not already have a process outlined in your syllabus, this example from Ted M. Coopman, Ph.D., a lecturer in the Department of Communication Studies at San José State University, San José, California, provides a great example: https://sjsu.instructure.com/courses/1139558/pages/grade-review-policy Specifically,… Read more »
Quick Tip – Syllabus Checklist/Sample Wording
A couple of weeks ago I shared resources on how to prepare to discuss difficult topics in class. Within that post was a link to a Google Doc from the University of California, Santa Barbara. This doc compiled sample language from syllabi collected from different courses (with faculty permission) . The policies addressed in this document include: Late work Participation Plagiarism… Read more »
Engaging Syllabus and Upcoming Teaching Conferences CFPs
You may have heard of creative techniques that faculty have used to get students to read the syllabus. Some professors bury an Easter egg in their syllabi —examples include asking students to email the professor a photo of Alf (an alien from a 1980s sitcom), a cartoon of a dinosaur, or a unique keyword such as … Read more »
Considering Trauma when Preparing a Syllabus
MaryAnn Raybuck (Northern Virginia Community College) explains that traumatized students are predisposed to feel distrustful, powerless, and fearful. Remember that trauma can affect perception and memory. Therefore, it is best practice to: Provide students with a detailed syllabus: A trauma informed syllabus goes beyond course schedule and assignment due dates. Include your standards and norms for… Read more »
Quick Tips – Final Thought on First Day Preparations
I realize two weeks ago, I said I would provide a two-part series of tips to help with the first day of the course. We discussed faculty-student engagement, student-to-student engagement, and how to get to know your students. However, we have not discussed ideas on what to actually do on the first day of the… Read more »
Creating an Accessible Syllabus
Research related to the Universal Design for Learning (UDL) https://udlguidelines.cast.org/ reminds us that creating accessible material is a win for all students. One of the access points that students may have to you and your course is the syllabus. The course syllabus communicates more than just due dates and contact information. You can set a tone of respect… Read more »