Appendix to the Undergraduate Course Syllabustemplate

Appendix to the Undergraduate Course SyllabusTemplate

The TWU Student Learning Outcomes are the foundation for the Learning Outcomes of each courseinthe curriculum. The Learning Outcomes of each course need to reflect the values and standards ofitsprecursor – the TWU Student Learning Outcomes. It should be noted however, that a syllabus maynotnecessarily address all of the TWUSLO’s.

Section 1 of the Appendix illustrates how Course Learning Outcomes can be developed and presentedinways that compliment TWU Student Learning Outcomes. The format and layout of the examples donotneed to be imitated, but there must be a clear connection and bridge between the specificCourseLearning Outcomes and the broader class of outcomes found in the TWU Student LearningOutcomes.

Section 2 of the Appendix provides an example of how an education course connected TWUStudentLearning Outcomes with Course Learning Outcomes, and the various components of theCourse’sEvaluation /Assessment.

TWU Student LearningOutcomes:

1.Knowledge and itsapplication

• a broad foundational knowledge of human culture and the physical and naturalworld.
• a depth of understanding in any chosen field(s) ofstudy.
• applied knowledge acquired through discipline-appropriate experientiallearning.

2.Cognitivecomplexity

• skills including: critical and creative thinking, quantitative reasoning, communication,research,and informationliteracy.
• anabilitytoarticulatevariousinterdisciplinaryandmulti-disciplinaryperspectives,integratinginformed Christianperspectives.
• an ability to respond with wisdom, humility and charity to questions, issues, and problems ofthehumancondition.

3.Aesthetic expression andinterpretation

• creative, performative, material and narrative forms of criticalinquiry.
• intuitive, imaginative and interpretivemethodologies.
• ways of know through which maker and receiver come to insight andunderstanding
• collaborative and community-based interdisciplinarypractices

4.Inter-and Intra-PersonalWellness

• a holistic awareness of their personhood, purpose, and calling within the context ofthecommunities in which they live andstudy.
• personal and socialhealth.
• an appreciation of the role of community inwellness.

5.Spiritual Formation

• a spiritual dimension by means of an exposure to a reflective and caringChrist-centeredcommunity whichencourages:
• a further understanding ofGod.
• a discovery of a deep and personal spiritualfoundation.
• an embodiment of a Christ-like way of life characterized by love for and service toothers.

6.Social Responsibility and GlobalEngagement

• the resources, skills, and motivation to become engaged global citizens who servelocally,nationally, and globally in socially and economically justways.
• a commitment to informed and ethicalreasoning.
• respect for the dignity and rights of allpersons.
• respect for creation and its sustainable use andcare.

7.Leadership

• skills to become creative, collaborative, informed, competent, and compassionate peoplewhoinfluence the various contexts into which they arecalled.
• abilities and attitudes characterized by service, humility andintegrity.

Section1:

Examples of How to Connect TWU Student Learning Outcomes to Course LearningOutcomes

One purpose of a course syllabus is to “reflect the course’s connections to TWU’s StudentLearningOutcomes.”Thereareseveralwaysto achievethisgoal,asdemonstratedbytheexamplesgivenbelow.It is important to note that most courses will not have connections to all seven of TWU’s SLO’s. Donottry to force connections where there aren’t any; rather, shape the Course Learning Outcomes toshowtheir connection to relevant TWU Student LearningOutcomes.

Example 1: Using aChart

This example from an education course shows how one category of TWU Student LearningOutcomes(“Knowledge and its Application”) connects with Course LearningOutcomes.

• a broad foundational knowledge ofhumanculture and the physical and naturalworld
• a depth of understanding in anychosenfield(s) of study
• applied knowledge acquiredthroughdiscipline-appropriate experientiallearning

• Become familiar with a varietyofcurriculum definitions andaims
• Identify how differingcurriculumorientations affect schoolcurriculumchoices.
• Investigate views of knowledge andmodesof knowing and how these impactthecurriculum.
• Become informed about modelsofcurriculum design, including the stepsofconstructing and adapting classroomunits.
• Explain how and why individual subjectsaswell as integrated approaches may bepart

• Understand the elements ofschool-basedcurriculum planning (deciding on acore;external and internal expectations;makingyearly plans; evaluating andchoosingresources; implementing curriculumplans;evaluating programoutcomes)
• Become familiar with the format and useofselected Ministry of Educationcurriculumdocuments (e.g.IRP’s)

Example 2: UsingHeadings

This example from Geography 382 situates the Course Learning Outcomes under two headings usedbythe TWU Student LearningOutcomes.

Knowledge

• To apply spatial skills and theoretical knowledge acquired in the prerequisite coursetomodels of experiential learning inGIS.
• To deepen geographic and environmental knowledge bases and technicalspatialcompetence.

Cognitivecomplexity

• To develop critical and creative thinking skills, quantitative reasoning, communicationofspatial information, and spatial informationliteracy.
• To be able to articulate interdisciplinary views into an integrated spatial perspective oftheworld.
• To develop technical skills which can transform spatial data into information andknowledgewhich can be used for more informed decisions about problems regarding thehumancondition.

Example 3: Using Cross-ReferencedNumbers

This example from English 372 connects the Course Learning Outcomes to the TWU StudentLearningOutcomes by using a numberingsystem.

Course Learning Outcomes: parenthetical numbers indicate the connection between TWUStudentLearning Outcomes and Course LearningOutcomes.

• Developing an understanding of the definition of “Romanticism” and its strengthsandweaknesses for defining the poetry of this time period. (1,2)
• Becomingbroadlyfamiliarwiththestyle,poetry,literarycriticism,andbiographyofthemajorRomantic poets, with a more in-depth study of one particular Romantic poet. (1,2)
• Learning the distinctive conventions of the literary genre of poetry. (1,2)
• Applyingskillsofcriticalthinkingbyanalyzingliterature,particularlydevelopingskillsofpoeticanalysis.(2)
• Being able to communicate ideas effectively by adhering to academic conventions ofsyntax,grammar, and documentation. (1,2)
• Demonstrating competence in research skills. (1, 2,5)
• Experiencing the spiritual perspectives of various literary authors with a view todeepeningpersonal spiritual growth. (1, 2,4)

• Developing the quality of sympathy through the experience of studying literature, learninghowto situate the self in relation to the environment, to human communities (both local andglobal),and to God. (4, 5,6)

Example 4: UsingLanguage

ThefollowingexamplesdrawnfromavarietyofdisciplinesconnectCourseLearningOutcomestotheTWU Student Learning Outcomes by the choice of implicit language that theyuse.

• “Students will develop their leadership potential by becoming more able to speak withwisdom,humility and charity” (COMM211)
• “Students will be challenged to reason and articulate aesthetic approaches to the music ofthisperiod out of a Christian perspective that engages the literature charitably, criticallyandreflectively” (MUSI425)
• “To develop an understanding of how the interaction of wellness, fitness, exercise andnutritionsupports a healthy lifestyle” (HKIN190)
• “To promote the creative application of Old Testament theology to contemporaryspiritualityand thought” (RELS222A)
• “To provide the concepts and skills needed to critically assess the natureandsignificance of current political issues in Canada, the U.S. and the UnitedKingdom”(POLS234)
• “To develop an understanding of the physical aspect of God’s creation through thebasicconcepts of classical physics, adopting a posture of awe and wonder” (PHYS112)
• “The study of environmental chemistry enables us to further appreciate and understandhowGod's creation works, and to manage more effectively gifts with which we havebeenentrusted” (CHEM370)
• “To understand and develop a Christian response to the delicate interface between peopleandthe rest of creation” (BIOL482)
• “To become aware of contemporary, ethical issues and public concerns withinbiotechnology(and)toexaminecontemporary,ethicalissuesfrombothascientificandChristianworldviewperspective” (BIOT290)
• “To develop a Christian perspective of anatomy and physiology by…cultivatinganunderstanding of the inter-relatedness of faith, anatomy and physiology” (BIOL242)
• “Toidentifythesocial,political,andethicalimperativesthatdrovelatemedieval,Elizabethan,Jacobean and Caroline drama” (ENGL451)
• “Develop basic presentation skills. Begin to develop critical thinking, problem solving,anddecision-making skills” (BUSI231)
• “An understanding of how a Christian worldview impacts legal issues” (BUSI245)

Section2:

Connecting TWU Student Learning Outcomes, Course Learning Outcomes, andAssessmentStrategies

This table illustrates one way in which the Course Evaluation section of the syllabus identifiestheconnection between the TWU Student Learning Outcomes, the Course Learning Outcomes, andtheassessment method that is being used. This table is from an education course. The format and layoutofthe example does not need to be imitated, but whatever method is used needs to show aclearconnection between the Course Learning Outcomes and the graded components of thecourse.

• a broad foundational knowledgeofhuman culture and thephysicaland naturalworld
• a depth of understanding inanychosen field(s) ofstudy
• applied knowledgeacquiredthroughdiscipline-appropriateexperientiallearning

• Become familiar with a varietyofcurriculum definitions andaims
• Identify how differingcurriculumorientations affectschoolcurriculumchoices.
• Investigate views of knowledgeandmodes of knowing and howtheseimpact thecurriculum.
• Become informed about modelsofcurriculum design, includingthesteps of constructing andadaptingclassroomunits.
• Explain how and whyindividualsubjects as well asintegratedapproaches may be partofcurriculumorganization.
• Understand the elementsofschool-based curriculumplanning(deciding on a core; externalandinternal expectations;makingyearly plans; evaluatingandchoosing resources;implementingcurriculum plans; evaluatingprogramoutcomes)
• Become familiar with theformatand use of selected MinistryofEducation curriculumdocuments

• IRP Analysis(10%)

• Curriculum Unit Project(30%)

• Final Exam: CollaborativeCaseStudies(30%)

• Personal Research and Response-Annotated BibliographyOption(20%)

• critical and creativethinking,quantitativereasoning,communication, research,andinformationliteracy
• an ability to articulatevariousinterdisciplinary andmulti-disciplinary perspectives,integrating informedChristianperspectives
• an ability to respond withwisdom,humility & charity toquestions,issues, & problems of thehumancondition

• Critically evaluate the viewsofcurriculum theoristsanddevelopers on the basis ofcoursereadings anddiscussions.
• Construct an innovativeenriching classroom unitthatrespects the diversity oflearners,schools & communities usingtheprocess modeled inclass.
• Review online curriculumwebsites,identifying strengths,weaknessesand suitability for classroomuse.
• Consider the influenceoftechnology, film & media onpublicunderstandings ofcurriculum.
• Appreciate the aesthetic natureofwell-designedcurriculum
• Approach the task ofcurriculumdesign with humility &wonder,displaying a willingness totakerisks & learn from othertraditions.

• Curriculum Resource Review(10%)

• Final Exam: CollaborativeCaseStudies(30%)

• Little Prince Literature CircleandResponse(Formative)

• Poetry Visual Journal(Formative)

• Personal Research and Response– Film Reviews or PhotoEssayOptions(20%)

• a holistic awareness oftheirpersonhood, purpose, andcallingwithin the context ofthecommunities in which they liveandstudy
• personal and socialhealth

• Collaborate with mentorteachers,the course instructor and peersinplanningcurriculum.
• Develop a personal orientationandvision for curriculum planningandimplementation based onyour

• Reading Responses(Formative)

• Weaving Journal(Formative)

• Self/Peer Assessment(Formative)

• an appreciation of the roleofcommunity inwellness

• Deepen connections tocoursecontent through multiplegenres.

• Personal Research and Response– Contemplative JournalandPersonal CurriculumOrientationOptions(20%)

• a further understanding ofGod
• a discovery of a deep andpersonalspiritualfoundation
• an embodiment of a Christ-likewayof life characterized by love forandservice toothers

• Consider how your beliefs,interests, values, experiencesandfeelings may impactyourcurriculum choices as aneducator.
• Demonstrate a willingnesstoreexamine your beliefsandcommitments related tocurriculumplanning.

• Reading Responses(Formative)

• Weaving Journal(Formative)

• Self/Peer Assessment(Formative)

• Personal Research and Response– Contemplative Journal,PersonalCurriculum Orientation, andTruthand Reconciliation Options(20%)

• the resources, skills,andmotivation to becomeengagedglobal citizens who servelocally,nationally, and globally insociallyand economically justways
• a commitment to informedandethicalreasoning
• respect for the dignity and rightsofallpersons
• respect for creation anditssustainable use andcare

• Choose appropriateclassroomresources and teachingstrategiesfor learning, demonstratingattention to the developmentandgrowth of diverselearners.
• Explore the impact ofsocietalissues on curriculum choicesandimplementation in schools(i.e.globalization, current events,socialeconomic status,communitydevelopment, immigration,theenvironment, politicalissues)

• Final Exam: CollaborativeCaseStudies

• Curriculum UnitProject

• Personal Research andResponse:Truth andReconciliation,Annotated BibliographyOptions

• skills to becomecreative,collaborative,informed,competent, andcompassionatepeople who influence thevariouscontexts into which they arecalled
• abilities and attitudescharacterizedby service, humility andintegrity

• Develop a collaborative processforanalyzing casestudies.

• Final Exam: CollaborativeCaseStudies(30%)

• Personal Research andResponseSharing(Formative)

• Group Discussions andReporting(Formative)