Getting Ready for Classes:
Developing Effective Course
Syllabi
Sara K. Bridges, Ph.D.
Cathy Meredith, Ed.D.
Vivian G. Morris, Ph.D.
First place to look for help!
COE Faculty and Staff
Resources:
http://www.memphis.edu/coe/
faculty/faculty_resources.php
http://www.memphis.edu/coe/
faculty/staff_resources.php
Overview
•
•
•
•
Freshman
Syllabus Prep
Policies and Procedures
Developing Meaningful
Assignments
• The First Day
• Classroom Challenges
Freshman
1. They have always lived in cyberspace,
addicted to a new generation of
“electronic narcotics.”
2. Bill Clinton is a senior statesman of whose
presidency they have little knowledge.
3. They have never seen an airplane
“ticket.”
4. They probably can’t clearly remember
meeting someone at the gate at an
airport.
5. While still fans of music on radio, they often
listen to it on their laptops or replace it
with music downloaded onto their MP3s
and iPods.
6. Exposed bra straps have always been a
fashion statement, not a wardrobe
malfunction to be corrected quietly by
well-meaning friends.
Freshman
7. A significant percentage of them will enter
college already displaying some hearing
loss.
8. Women have always piloted war planes
and space shuttles.
9. Outdated icons with images of floppy
discs for “save,” a telephone for “phone,”
and a snail mail envelope for “mail” have
oddly decorated their tablets and smart
phone screens.
10. There have always been blue M&Ms, but
no tan ones.
11. Probably the most tribal generation in
history, they despise being separated from
contact with their similar-aged friends.
12. They watch television everywhere but on
a television.
COE Syllabus Format
The University of Memphis
• Course Information
– Course title, course
number, and credit hours
– Use COE Format
– Include the location of
classroom, and the days
and hours class/
lab/studio/etc. meets.
• Instructor Information.
– Full name, title
– Office location (and where to leave
assignments)
– Office phone number; office hours
– Emergency phone number; the
number of the department office.
– Many instructors give the students
their home or cell telephone
number. If you do, list restrictions, e.g.,
"No calls between 10:30 pm and 8:30
am please.”
• Text, Readings, Materials
– Textbook(s) -- include the
title, author, date (and
edition), publisher
– Supplementary reading(s)
– Materials
• Course
Descriptions/Objectives
– Variously called course
description, content, goals,
objectives
– Bare minimum would be to
repeat the description in the
college catalog
– Information
about instructional methods,
e.g., large lecture with small
discussion sections
• Course Calendar/Schedule
– State that the schedule is
tentative and subject to change
depending upon the progress of
the class.
– Dates for exams, quizzes, or
other means of assessment.
– Include due dates for major
assignments. If the topic has to
be approved, when; if an outline
or draft is an interim step, when it
is due.
• Course Policies
– Attendance, lateness
– Class participation
– Missed exams or assignments
• Syllabi should inform the students
whether exams and assignments can
be made up; statements regarding
earning extra credit should also be
included if that is an option.
– Academic dishonesty (cell phones)
– Diversity
– Grading (expectations, point
values)
– Available Support Services
UM Drive and Online courses
• UM Tech Training and
Documentation
http://www.memphis.edu/u
mtech/teaching/index.php
• eCourseware info
https://umdrive.memphis.ed
u/g-alc/ecoursewared2l/facultyguides/eCourseware_Faculty
_Quick_Start.pdf
Policy and Procedures
• Keep office hours
• Attendance reporting being
conducted on Spectrum.
• How to record grades on Spectrum.
• Student conduct training (TBR)
• Teaching Tips:
– http://www.unl.edu/gradstudies/current/te
aching/first-3-weeks
Special Needs
• Students with Disabilities
– Will have form from SDS
• Athletes –
– Student athlete forms. They need
to return them through campus
mail to Joe Luckey, as indicated at
the bottom of the form.
• The availability of tutors on
campus and online. Website for
more info is:
– http://www.memphis.edu/esp/onli
netutoring.htm
Written Assignments
• Be prepared for a range of writing
skills.
• Specify your expectations re:
writing
• Online resources for students
– http://owl.english.purdue.edu/
– http://www.dartmouth.edu/~writing/
materials/student/toc.shtml
– http://www.powa.org/
– http://www.apastyle.org/learn/faqs/i
ndex.aspx
Developing Meaningful Assignments
Included below are some guidelines to consider when
developing writing assignments for college courses.
Assignments:
• Should be relevant to
work/tasks that students
may be responsible for in
their professional roles.
• Assist students in
comprehending course
goals, objectives, and
content.
Developing Meaningful Assignments
• Must be very specific in
expectations for the
assignment such as:
–
–
–
–
–
–
Required and optional readings
Criteria for evaluation
Due date for submission
Presentation of assignment
Length of assignment
Writing style required (e.g., APA,
Chicago, etc.)
Developing Meaningful Assignments
• Have a great potential to
contribute to enriched
classroom interaction by
students if they are
required to complete
writing assignment prior to
discussion of related
topic/content in class.
http://www.memphis.edu/coe/faculty/facult
y_resources.php
Grading
• Promptly return grades so
students know where they stand
in the class.
• Undergrads have early
intervention options.
• Present clear grading rubrics
• Be ready for "special requests" or
crises. Respond consistently.
• Final grades must be done online.
• Must be turned in by 10 am. on
Monday after finals end.
I've come to the frightening conclusion that I am
the decisive element in the classroom. It’s my
personal approach that creates the
climate. It’s my daily mood that makes the
weather. As a teacher, I possess tremendous
power to make a student’s life miserable or
joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or
humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be
escalated or de-escalated and a student
humanized or de-humanized.
— Haim Ginott, 1976.
Setting the tone
• The importance of the first day
• Become familiar with AV
equipment in room – before class
• What have they heard about the
class?
• Practice active listening and basic
paraphrasing
• Live “there is no such thing as a
stupid question or comment”
Encourage Active Participation
• Create an atmosphere
where active participation
is expected
• Introductions – social
cohesion
• Respond actively to all self
introductions
• Discussion of expectations
re: participation
• Small group work on first
day
Sample Class Norms
• Equity of Voice
• Active Listening
• Safety to Share Different
Perspectives
• Confidentiality
Challenges posed to students
• Listen as though you agree
completely with what the
other person is saying
• Say aloud what you would
normally say to your
neighbor
• Say unpopular things if it is
what you believe
• Only restate someone
else’s opinion if it adds
something to the discussion
Conflict happens
• Prevention & De-escalation
• Strict neutrality? For me, yes.
• Follow ethical guidelines for
your discipline
• Address the conflict
– Don’t dismiss or ignore
Conflict happens
• Remove self from the
controversy
• Help to make sure all sides
are represented
• Process the process
Conflict Scenarios
• Monopolizing discussion
• Controversial topics in
“non-controversial”
courses
• Side comments
• Actively challenging
professor
• Others?