CREATING YOUR WILMINGTON UNIVERSITY SYLLABUS
This syllabus guide has been designed to assist you in developing a learner-centered syllabus.
Wilmington University is committed to excellence in teaching, relevancy of the curriculum, and
individual attention to students. Taking a learner-centered approach to syllabus creation fits
nicely with the mission of the university and also helps us to focus on two of our strategic
initiatives: Focusing on Our Students and Enhancing Academic Excellence.
The information contained in this document is based on best practices in education and is
intended only as a guide. As you work with the attached template, please consider the core
elements required by your college. If you are unsure of the core requirements, please contact
your program chair. Please feel free to modify the document so that it most appropriately
reflects the program, the course, and your approach to learning, teaching, and assessment.
COURSE SYLLABUS
FACULTY MEMBER: Include your proper name/title TERM: (Ex: Fall Block I, 2014)
COURSE TITLE: Include the proper name of the course (listed on website)
COURSE NUMBER: Include the proper course number (on website)
FACULTY CONTACT INFORMATION: Include contact information such as e-mail address,
availability, etc. You may also want to include expected turnaround time for answering e-mails.
FACULTY INFORMATION:
Credibility is an important trait for effective instructors. Instructor credibility is defined as ‘‘the attitude of
a receiver which references the degree to which a source is seen to be believable’’ (McCroskey, 1998, p.
80),
In this section, you can build your credibility with students by sharing how your practical real-world
experience matches with the content of the course. Due to the mission of Wilmington University, adjunct
instructors are expected to bring practical, real-world experience to the classroom. The role of the adjunct
instructor is to help our students to bridge the gap between theory and practice. In this section you may
want to highlight your work experience, interests, passion for the subject and your teaching philosophy.
Additionally, you may also want to explain to the students what they will have gained in terms of
knowledge or skills, by the end of the semester. The focus moves away from what you will cover to what
the student will take away from the course.
COURSE DESCRIPTION:
Course descriptions are periodically updated by your Program Chair, please check the website
for updated course descriptions- http://www.wilmu.edu/courses/index.aspx)
COURSE OBJECTIVES:
There are two types of objectives-course objectives and IDEA objectives. Both types of
objectives are periodically updated by your Program Chair, please check the website for updated
course and IDEA objectives. To do this, go to
http://www.wilmu.edu/courses/index.aspx and click on individual course. The course objectives
will be listed under each course in the area titled View Basic Course Information.
The IDEA objectives are listed at the top right corner of the Basic Course Information document.
IDEA information:
“E”-means that your Program Chair has determined that this is essential for this particular course
“I”=means that your Program Chair has determined that this is important for this particular
course. The numbers next to the “E” and “I” represent specific IDEA objectives. For more
information on individual objectives, please follow this link.
http://www.theideacenter.org/research-and-papers/pod-idea-center-notes-learning
*Education courses require that you list program competencies and standard-based
instructional goals. For more information, please contact your program chair.
SUPPLEMENTAL OBJECTIVES:
Additional objectives may be added to your enhance (not replace) your course objectives.
ASSIGNMENTS/EXAMS
In this section, you will want to describe all academic requirements in the course. Academic
assignments include items such as tests, exams, papers, projects, quizzes, group activities and
presentations that students will complete
COURSE SCHEDULE:
List the dates when these requirements occur or assignments are due.
Week #
*if this is a hybrid course, please
indicate which week is online and
which week is on site.
Week 1
Topic/Chapters
Assignments
Introduce yourself to the course and to your
classmates and instructor
Chapter 1
Introduction to Employee Training &
Development
Chapter 4
Learning Theories & Program Design
Write a short introduction using
Discussion Board
Select a company from the assigned list
and review their training programs –
write a short paragraph/presentation of
your findings
-Find out how you learn best and
submit via Discussion Board
-Write effective training objectives
Week 2
Chapter 3 Needs Assessment
Chapter 7 Traditional Training Methods
Week 3
Chapter 8- E-Learning and Use of Technology
in Training
Chapter 6
Training Evaluation
Week 4
Chapter 5-Transfer of Training
Training Proposal Project
(Rough Draft)
-Begin working on Person Analysis-the
analysis is due next week
-Team Building and Unconventional
Training Methods Assignment
-Adventure Training Providers
Assignment
-Discussion Board Post
Review the GCF website-post to
discussion board
-Submit Person Analysis Assignment
Determine the cost of training-page
229
Review an organization that is known
for Knowledge Management and
answer assigned questions
Training Proposal Project
(Rough Draft)
Week 5-
Chapter 10
Special Issues in Training & Employee
Development
Chapter 9
Employee Development
Week 6
Chapters 11 & 12
Careers & Career Management
Special Challenges in Career Management
Week 7
Discussion Board-Video
Review training module titled Training
Module for Sending Students Abroad
and complete the discussion board.
Article Review
Discussion Board-Diversity Training
Assess your own career path
Discussion Board
Submit final project and accompanying
power point presentation
Final Exam
METHODOLOGY:
A. Teaching Methods:
Describe the instructional activities that you have planned that will help students to accomplish the
learning outcomes. Indicate how the activities will be facilitated, such as group work, debates, lecture,
discussions (online and in-class), wikis, clickers and active learning exercises. Active learning exercises
include, but are not limited to role-playing, think-pair share, inquiry-based discussion teams, and
collaborative learning groups.
Explain the students’ responsibility in their learning: student-led discussions, participation in group
activities, presentations, peer feedback, self-assessment.
You may want to note that student feedback is solicited through the IDEA survey. For tips on how to
introduce IDEA to your students, please contact the Faculty Development office at
facultydevelopment@wilmu.edu
B. Evaluation Procedure and Grading Policy:
Indicate the point/weight value attached to all assignments/exams listed in the syllabus, including team
work and class participation, if appropriate. Note how the final grade is calculated and how each
assignment contributes to the final course grade. Reference the Wilmington University grading system
(the link is included in the course information/syllabus section of your Bb site). Describe your grading
tools-rubric, grading criteria, etc. Describe when/how students will receive feedback on their work and
reasonable expectations about returning graded work.
C. INSTRUCTOR POLICIES/EXPECTATIONS
For online courses, describe policies regarding attendance, missed assignments, late work, and completing
and submitting work.
For traditional and hybrid courses, describe polices regarding attendance, missed assignments, late work,
and completing and submitting work. Additionally, describe policies regarding participation in online
activities that are scheduled in addition to/in place of regularly scheduled class meetings.
*Instructors are expected to post course syllabi in Bb at least two weeks prior to the start of the
course.
*Online and hybrid courses come pre-loaded with course syllabi. Please enhance the existing
syllabi by adding any of the information listed above, if not already included.
Adapted and modified from:
Altman & Cashin. (1992). Writing a syllabus. IDEA Paper No. 27. Kansas State University.
Grunert O’Brien, J., Millis, B., & Cohen, M. (2008). (Second edition). The course syllabus. A learning-centered approach. San
Francisco: Jossey Bass.
Dr. Bonnie L. Kirkpatrick, Wilmington University, 2014