Syllabus+Writing

If you have a copy of a syllabus (course outline) that you are working on, please bring in paper format on a flash drive or email it to yourself. You may not have started to create your syllabus, but please come with your course number and name, the room you will be teaching in [also try to find out what your room looks like (theatre, smart room, room with movable tables and chairs, desks and seat joined, etc)], # of students, time/day of course, your name, office #, phone #, email address and any other information that is available to you (e.g., course calendar description, special needs, any special directions from your faculty that need to be included in your syllabus, your course text--if you have one, a calendar for the semester, etc).
 * Read “[|Writing a Syllabus]” (on the CTL site)
 * Be prepared to discuss the question **//“what is a course syllabus and why is having one important?//**

Chan, Greg (1997).[|Getting started: designing the inclusive syllabus]. TAG Newsletter (UBC), 11 (3):1-2. [|Writing a Syllabus] [|Creating a Syllabus for the Learner-Centered Classroom](pdf) [|Syllabus Design] Lots of great resources from BYU's Center for Teaching and Learning[|,] [|Constructing the Syllabus] Resources at the teaching and Learning Center at UNLV
 * A ROAD MAP...NOT A CONTRACT... **

Syllabus Requirements: Please add to this list as you find the specific requirements for your faculty. University-wide Requirements: [|Calendar section 5.2] Faculty of Arts Arts requires attaching this handout -

**Activity: The Syllabus**: Let's start digging and developing! Each group will get an identical binder of syllabi from different faculties at the U of R. Examine and comment in your table groups: (a) on features that appear in all of the syllabi—critical information; (b) on special features that are unique to only some of the syllabi). Are there things that you think **//should//** go into a syllabus that are not in any that you have examined? Is there any component that appears to be missing? Why? What is the critical information that has to be included? Brainstorm. Each group discuss and make a list of what should be in a syllabus--on the FCP wiki--make sure you save your work when finished. One person from each group should enter the information that emerges from everyone at the table. Please read what everyone else enters--and make comments if you wish.
 * CRITICAL SYLLABUS INFORMATION**
 * Components should have internal consistency—i.e., the goals should be reflected in the strategies and also in the assignments.
 * Some faculties have special things that you need to pay attention to. See also a PDF from the Associate Dean of Arts
 * Browse through the links on the wiki
 * Creating your course syllabus
 * Have you started to create your syllabus? What format is it in (on paper, on your flash drive, etc)
 * Chart paper and felt pens are available if you are just starting to create your syllabus--this can be helpful to map it out and get feedback from your group.
 * What kind of grouping will work best for you for this activity? Would you like to work with others from your faculty?
 * Most of the morning will be spent working on your syllabus, asking me questions, asking questions of others in your faculty, thinking about what you want to "cover" vs "uncover" vising syllabus links on the CTL site (and other links).
 * Each person should create their own individual course syllabus
 * As you are working on your syllabus please talk a bit about what you are doing, move around and share with others, etc. You can sit beside someone and read what they have written (I guess with permission :) The main thing to focus on will be the learning objectives, instructional methods (strategies), and assessment, due dates, and weighting (what is it that you want the students to learn, how are you going to teach it, and how will you assess their learning?).
 * Remember, your syllabus will be unique to you. If you compare your syllabus to any other syllabus on campus you will probably find some common elements. If you compare it to others in your faculty or department you will find additional common elements. There may be some components that you have been requested to include. Somehow, someway, I believe that a syllabus should convey a bit of who you are, what you believe about learning, a sense of your personality. See what you can do.
 * If you wish to take a look at a syllabus I created a few years ago it can be found at this site-- []
 * Vi's [|Old Math Ed]site
 * Edward recommends having two documents: a short course outline like [[file:UofR-Outline-2009.doc]](which is a template you are welcome to use, but it's specific to the Math Department) and a longer course syllabus. The course outline contains just the policy information which is fixed for the duration of the course such as textbook, evaluation information, and dates of the evaluations (if known). The longer course syllabus could contain information which is subject to change such as more detailed objectives, list of topics covered, drafts of assignments, grading rubrics, and so on.
 * Many faculties and departments have their own requirements for course outlines; having a course outline template like the one above for your department enables you to get the required part of the job out of the way quickly so you can focus on the creative work in the course syllabus.


 * Small Group Sharing:** (optional activity for FCProgram)
 * Discuss the question //“what is a course syllabus and why is having one important?”// Refer to the article “Writing a Syllabus.” In your discussion talk about the importance of having a syllabus, and of giving it to the students in a timely manner (policy, legal).
 * With whole group: It would be great if we could have some volunteers to hook their laptop to the data projector (or use their flash drive) and present an outline of what they have created. Be prepared for some helpful critique.
 * Come prepared to present to your group on something you will be teaching this coming semester, a small segment of content, an instructional strategy or assessment technique that you plan to implement, etc.

(1) What was the most useful, meaningful, or intriguing thing you learned during this session?
 * Exit Card/Minute Paper**:

(2) What question(s) remain uppermost in your mind as we end this session?