11/12/15 WKU Syllabus Policy Center for Faculty Development Objectives •  Upon completion of this presentation, participants will be able to: •  identify and discuss WKU’s Syllabus Policy and information pertaining to course syllabi contained in the Faculty Handbook •  describe the required elements of a course syllabus •  write and post a syllabus that incorporates required information in the policy •  write and post a syllabus that incorporates additional, important information that will be beneficial to instructors and students 1 11/12/15 Quiz •  When must an instructor have a syllabus posted for a course? •  Where must an instructor post the syllabus? •  What content must be included in a course syllabus? •  Why must instructors include certain information and post the course syllabus? Quiz •  When must an instructor have a syllabus posted for a course? •
A: Trick question – there are actually two dates in the WKU Syllabus policy. •
A: Topnet •
A: Content varies when you post. A smaller, less detailed version must be posted one week prior to the start of the semester. And, the complete version of the syllabus must be posted no later than one week after the semester begins •  Where must an instructor post the syllabus? •  What content must be included in a course syllabus? •  Why must instructors include certain information and post the course syllabus? •
A: Part of our accreditation process. 2 11/12/15 Quiz •  True/False •  A syllabus signed by a student holds more weight than a syllabus unsigned by a student •  True/False •  Students are not liable for information they claim they did not read in a syllabus Quiz •  False •  A syllabus signed by a student holds more weight than a syllabus unsigned by a student •  False •  Students are not liable for information they claim they did not read in a syllabus 3 11/12/15 Syllabus Policy •  http://www.wku.edu/academicaffairs/ •  Look for “Academic Policies” •  Search for “Syllabi” •  1.4062 – Course Syllabi Syllabus Policy •  A basic course syllabus should be posted at least one week before the start of the semester. At a minimum, this basic course syllabus shall include the following information: •  contact information for the instructor •  general course goals and specific learning outcomes •  major topics to be covered in the course •  prerequisites, if any. •  if applicable, the ways in which the course fulfills general education requirements 4 11/12/15 Syllabus Policy •
A printed or printable syllabus containing more detailed information must be made available to students, in class and/or or the university’s official course registration website (i.e. topnet’s schedule of classes) within one week of the start of the pertinent semester/term/summer session •
This version of the syllabus must include all of the information on the previous slide in addition to: •
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instructor’s office hours required materials (e.g., textbooks, calculators, readings, etc). title and/or brief description of graded assignments attendance policies Performance expectation the factors to be considered in determining grades and the specific weight to be assigned to each of these factors Faculty Handbook • http://www.wku.edu/academicaffairs/ • Search for “Faculty Handbook” – click on link • Page 11 – item II.K. 5 11/12/15 Benefits of a Syllabus •  It sets the tone! •
Honestly describe class requirements so students know what to expect from the class •
Many students are anxious about what is expected of them and a detailed syllabus will go a long way to lower this anxiety •  Can serve as a defense against student complaints: •
When making decisions about academic offense, the Office of Judicial Affairs defers to the policies in one’s syllabus •
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The syllabus is your friend Be comprehensive, clear, and ready to follow through Downfalls •  Length can be overwhelming •  University policies can be vague •  Possible to forget something important or make a mistake •  Length may cause you to make changes mid-­‐semester 6 11/12/15 Standard Syllabi Elements •  Contact Information •  Course number, section, CRN number •  Professor/Instructor’s name, office hours (time and location), and contact information (phone, email) •  Email policy •  Course Description and Prerequisites •  Required materials •  Books, software, etc •  Always include ISBN numbers for texts •  Request texts/materials using faculty services (April 1 for Fall; November 1 for Spring) Standard Syllabi Elements •  Course learning objectives •  General Education Courses – Colonnade Program -­‐ have specific learning objectives for each course – that must be listed on EVERY syllabus •  You may add additional learning objectives to these Colonnade ones •  Remember: for all learning objectives, make sure you use appropriate, measurable, action verbs that are consistent with Bloom’s Taxonomy •
http://www.clemson.edu/assessment/weave/assessmentpractices/referencematerials/
documents/Blooms%20Taxonomy%20Action%20Verbs.pdf 7 11/12/15 Standard Syllabi Elements •  Performance Expectations •  Course Policies – attendance, participation, conduct, cheating, etc •
Attendance vs Participation – not the same thing. • Be clear on what you are evaluating • Attendance points for coming to class; or participation points for doing something in class •
Academic Misconduct • Report case to the Office of Judicial Affairs • May consider placing link to the Student Code of Conduct on Syllabus • http://www.wku.edu/judicialaffairs/student-­‐code-­‐of-­‐conduct.php • Result in an “F” in course; or “F” on assignment; or one may redo assignment (this is your choice) Standard Syllabi Elements •  Performance Expectations •  Description of graded assignments, components of final grade, and weight of each •  Provide a summary – and then maybe longer descriptions of how each component is structured •  Exams – multiple choice, essay, etc •  Activities and Assignments – frequency, submission process, etc •  Papers – length, due dates, resources needed •  Projects – group or individual? Expectations? 8 11/12/15 Standard Syllabi Elements •  Course Topics •  List chronologically with titles, dates, and assignments/
exams, etc •  Consider use of an assignment calendar for Storyboarding •  Clearly shows linkage between learning objectives, assignments, points, and due dates •  For example . . . . Assignment Calendar 9 11/12/15 Course Topics Week (or Date) General Topic / activities 1: January 23 (21st is MLK Day) Introductions and Goal Setting Reading Assignment/Other Assignment Read Ch. 1 2: January 30 __FYI: March 18 is last day to add w/out change fee or to drop course w/out a grade Teaching Philosophy and goal LO handouts setting / personal LO discussion Editing of personal objectives 210-­‐211 learning objectives Begin BSCT Module 1 Teaching portfolio 3: February 6 Evaluating students’ baseline/
ability Leadership in the classroom/
classroom management Read Ch. 3 Read Idea paper # 49 & # 1 Course Topics (non-­‐table format) •  Lesson 1: Introduction -­‐ Overview of Sociological Theory •  Introduction: Social Theory – Its Uses and Pleasures (p. 1-­‐17) •  Modernity’s Classic Age: (p. 19-­‐27) •  Lesson 2: Classical Conflict Theory: Karl Marx •  Estranged Labor (p. 29-­‐33) •  Class Struggle (p. 34-­‐37) •  Labour-­‐Power and Capital (p. 49-­‐52) Good for online courses Works well if you do not want to set concrete dates for content •  Exam # 1 will cover Lessons 1-­‐2 10 11/12/15 Standard Syllabi Elements •  Make-­‐up and Late Work Policy •  This is your decision as the instructor of record (or, if serving as a TA, it will be your mentor’s decision) •  Personally, I place this statement on actual assignment handouts/
instructions rather than on the course syllabi Student Accessibility Resource Center •  This statement is from the Student Accessibility Resource Center – and faculty/instructors are required to include it in their course syllabi: •  From the Student Accessibility Resource Center: In compliance with university policy, students with disabilities who require academic and/or auxiliary accommodations for this course must contact Student Accessibility Resource Center in the Downing Student Union (DSU), A-­‐200. The phone number is 270-­‐745-­‐5004. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Student Accessibility Resource Center. 11 11/12/15 Other Resources One Might Include •  The Writing Center: A great resource and support service that helps students improve their writing skills. More information is available on the Writing Center’s Website – www.wku.edu/writingcenter •  The Learning Center (TLC): A great resource for students who are struggling with any course at WKU. TLC provides individual and group peer tutoring for WKU Students. Located in the Downing Student Union (DSU) A330; Phone: (270) 745-­‐5065; Email: tlc@wku.edu Other considerations •
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Email communication Policy Electronics Policy Class etiquette Blackboard Policy Expectations of Instructor •
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Student Appreciation Statement Inclement Weather University Emergency Procedure Discussing Grades 12 11/12/15 Standard Syllabi Elements •  After creating your course syllabus, you should ensure that it is compliant with the Americans with Disabilities Act (ADA) to ensure accessibility. •  In Microsoft Word – after finishing your syllabus – click: •  File (at top of screen) •  Under “Inspect Document” – click “Check for Issues” and then “Check Accessibility” •  Make appropriate revisions to make document accessible; MS Word will show you areas that need to be fixed, and how to do it. Posting Syllabi at WKU •  topnet.wku.edu •  Login w/ NetID and Password •  Select “Faculty Services” •  Select “Syllabi Maintenance” •  Find your name 13