UCONN ECE COURSE SYLLABUS (template)
UConn Course Number & Title (BIOL 1108: Principles of Biology II)
Name of Instructor, Adjunct Professor
Name of High School
Semester & Year
This course is given in cooperation with the Early College Experience Program at the University of Connecticut,
ece@uconn.edu, 860-486-1045, ece.uconn.edu
UCONN COURSE DESCRIPTION
You must use the UConn course name and description (found at ece.uconn.edu/courses).
LEARNING OBJECTIVES
REQUIRED TEXTBOOK
COURSE POLICIES
•
Attendance
•
Late Work Policy
•
Academic Misconduct
•
Plagiarism
COURSE GRADING
*You may notice that your high school grade and UConn grade differ. It is possible that two different grades can be awarded for the same
course. Your high school grade is determined by your high school. Your UConn course grade is determined by the grading rubric set by the
University department.
PACING GUIDE
January 2016
S/
S
M
Tu
W
Th
February 2016
F
S/
S
M
Tu
W
Th
March 2016
F
S/
S
M
Tu
W
April 2016
Th
F
S/
S
M
Tu
W
May 2016
Th
F
S/
S
M
Tu
W
June 2016
Th
F
S/
S
M
Tu
W
T
F
Unit Title/Chapters/Pages
Unit Title/Chapters/Pages
Unit Title/Chapters/Pages
Unit Title/Chapters/Pages
Unit Title/Chapters/Pages
Unit Title/Chapters/Pages
Tests/Dates
Tests/Dates
Tests/Dates
Tests/Dates
Tests/Dates
Tests/Dates
Disclaimer: I reserve the right to change this syllabus at any time
Note: Red is required
*If applicable, you must inform your students that the high school and college grades may differ.
*Note to instructors from Biology Faculty Coordinator
http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Pacing-Guides.aspx
Pacing guides are not an inherently bad idea. Their effects depend on their design and how district and
school leaders use them. The best pacing guides emphasize curriculum guidance instead of prescriptive
pacing; these guides focus on central ideas and provide links to exemplary curriculum materials, lessons,
and instructional strategies.
Guides like these embody what many experienced teachers do when they plan their curriculum for the
year: They chunk it, put topics in a sensible order, determine what resources to draw on, and develop a
good sense of how long different elements will take. They also allow for some unpredictability depending
on their particular mix of students.
Constructive pacing guides assume differences in teachers, students, and school contexts. They adjust
expectations through frequent revisions based on input from teachers. Most important, they encourage
instruction that challenges students beyond the content of the test.