Syllabus Building - McDermott, P.

Guidelines for Preparing aSyllabus

Course Identification, Location and Meeting Times
Course Title
Course Number and CRN
Term
Meeting location and times
Credit hours
Instructor Information
Instructor Name
Contact information
Preferred Contact Method
Office hours, location
Course Information[1]
Course description / The course description is the same as that which appears in the university/school catalog.
Course objectives / Objectivesidentify what students must say and do to demonstrate that they have successfully learned course content. Goals pertain to the instructor’s purpose of the course as to what students are expected to learn. Essential questions are often used to identify important concepts and inquiry oriented perspectives on course content (e.g., Why study the humanities? How does study of the performing arts inform out understanding of self and others?)
Prerequisites/co-requisites
Course webpage/blog - optional
Required texts and materials
Supplementary texts and materials (optional)
Assignments
Method of assessing student achievement / Provide specific criteria for the evaluation of each graded activity. A rubric is one means of communicating this criteria. Align the evaluation of each graded assignment to the statements of expected learning for the course. The evaluation of graded assignments should inform instructors as to how well students are achieving the course learning outcomes.
Basis of Grade Determination / Explain how course assignments are calculated for final grade.
Bibliographic and Other Resources / Required and recommended texts, websites, videos and podcasts
Other course policies related to integrity of credit
Assignments, Assessments and Evaluations
Graded Assignments and Activities / Checklists and rubrics that will be used to assess student performance.
Submission information / How should assignments be submitted and the form that is expected (Blackboard or hardcopy; Word-Keynote, etc
Calculation of Final Grade / Identify how assignments and exams are weighted for the final course grade (Include a table – optional). Indicate how the final course letter grade will be determined (Include table – optional).
Standards / Some disciplines, particularly in the professions, require that syllabi identify program standards that are addressed in a course. The standards are typically matched with course assignments and objectives.
Course Schedule and Policies
Calendar / Provide students with dates of course topics; required readings, assignments, and activities.
University Policies / Academic Integrity; Accommodations for Students with Disabilities; Campus Emergencies
Course Policies / Provide students with your policies regarding participation (attendance), use of Blackboard, Turnitin, forms in which assignments are to be submitted, lateness, late submissions, civility, attire, use of digital devices, cell phones, eating and beverages in classroom, etc.
Sample Course Calendar
Date / Discussion Topics / Required Texts / Assignments Due
(1) Jan 28 / Introduction and overview of the course topics and assignments
What are the humanities? What are the NYS Standards in Social Studies? English language arts?
The New York’s Common Core Learning Standards and their importance for teachers, schools, and communities / Common Core Learning Standards
Cervetti, G. & Hiebert, E. (2015). Knowledge, literacy, and the Common core. Language Arts, 92(4), 256-269.
(2) Feb 4 / How do students’ social and cultural identities affect academic learning?
Which teaching strategies support dialect speakers and English language learners in elementary classrooms?
Text complexity and structures in the humanities and how they differ from other disciplines; how to read and write informational texts; overview of the reading and writing processes / Allington, R., McCuiston, & Billen, M. (2015). What research has to say about text complexity and learning to read. The Reading Teacher, 68(7), 491-501.
Fisher, D. & Frey, N. (2014). Addressing Anchor standard 10: Text complexity. Language Arts, 91(4), 236-250.
(3) Feb 11 / Implementing a guided reading lesson with informational text
Teaching close reading - how does it differ from guided reading?
Illustrated books and their importance for learning the social studies; integrating the visual in content area learning (photos, images, and graphics) / Boyles, N. (2012/2013). Closing in on close reading. Educational Leadership, 70(4), 36-41.
Fisher, D. & Frey, L. (2012). Close reading in elementary schools. The Reading Teacher, 66(3), 179-188.
McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 66(7), 432-440. / Text complexity assignment with podcast (#1)

[1]Almost all of the items in this category are taken directly from the NYSED Office of College and University Evaluation website.