Syllabus Checklist Consider the following items as a foundation for a syllabus that helps students undersa teacher's expectations as well as basic course information. Including each item may not be necessary. Use this checklist as a guide for what might be included in a course syllabus. ______ A brief statement of overall course objectives that introduces students to what they should know and be able to do by the end of a course. Consider the personal tone set here as an important aspect of this statement. ______ A few words about course format, so that students know what to expect about how the teacher will be using class time. ______ A brief statement of expectations in terms of student responsibilities, clearly stating what the teacher expects (such as participation and the level of work). ______ A statement of what assessment techniques will be used to evaluate students, including information on grading policies. ______ A schedule of class dates and topics, along with week-by-week reading assignments. ______ Due dates for papers, exams, projects, and so on, including any policies about late assignments. ______ Any pertinent information about academic policies and procedures (such as class attendance, making up assignments, and university-wide policies). "Nuts-and-bolts" information: ______ Course title, course number, and prerequisites. ______ Building and room number. ______ Instructor's name, phone numbers, e-mail address, and office hours. ______ Text(s) and supplemental readings; course web site. ______ Suggested bibliography. Course Design Criteria ___ Are course goals explicitly stated in terms of learning outcomes? ___ Do assignments reflect course goals and are they likely to help achieve the stated course goals? ___ Are instructional approaches suitable to reach the course objectives (lecture, discussion, films, fieldwork, guest speakers)? ___ Are there a variety of approaches and types of assignments provided to reach a diverse range of student learning styles? ___ Is the course designed to provide activities that allow students to continually demonstrate their learning (such as ungraded activities, interactive periods in lecture, short writing assignments, and group work)? |
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