July 23, 2007
Proposed Guidelines and Format for Integrating Student Learning Outcomes and Assessment Tasks on Master Syllabus
This proposed format has been instigated by the Title III Pilot Cohort, in accordance with the Title III Grant directive to integrate Student Learning Outcomes/Assessment into GenEd master syllabi. This is an enhancement for quality improvement, not a revision, of our current format.
Contributors also include, Pat Roux, Cindy Siegrist, and Gayle Nolan.
The underlying principles of this design follow the original format already in place at Delgado, with the addition of:
1. Standards for course design from “Quality Matters” peer review rubric
2. Standards for stating Student Learning Outcomes from the “Outcomes Primer” by Lewchuck
3. Standards for stating assessment methods from the “Outcomes Primer” and “Learner-Centered Assessment on College Campuses” by Huba and Freed
Master Syllabus Format Guidelines
These are the proposed Master Syllabus format guidelines for all Delgado Community College credit courses, both face-to-face and distance learning formats.
1. CURRENT (APPROVED) COURSE PREFIX, NUMBER AND NAME
Course Lecture-Lab-Credit and/ Contact Hours: - - /
Lab Fee: ______
Special Facility or Equipment Needs/Safety Rules and Issues: ______
* * * *
2. Course Description: A description of no more than five typed lines in length appropriate for the College Catalog. Each course description should begin with something other than a verb. The first portion is a half-sentence, followed by complete sentences. The sentences of the description should group similar concepts together.
Include a brief statement about how this course contributes to the College mission for student learning and how it contributes to developing certain General Education competencies in the student.
3. Pre- and/or Co-requisites: Specify the appropriate pre-requisite and/or co-requisite courses based on skill and experience levels required for the course.
Pre-requisite(s):______
Co-requisite(s): ______
Include a brief statement describing what is expected that students already need to know or be able to do coming in to the course.
4. Course Goal: The goal should be a general statement of what the course is intended to accomplish, including the particular program outcomes or General Education competencies/characteristics the course is designed to develop. The goal should answer the question, "What does the course do for the student?"
5. Course Learning Outcomes: Learning outcomes state what students should be able to do as a result of learning in the course. Use measurable or observable terms to define 1-5 overarching outcomes. They should begin with active verbs, such as those used in Bloom’s Taxonomy. Each statement of student learning outcomes should complete the sentence, "As a result of learning in this course, the student should be able to...."
6. Unit Learning Outcomes & Course Content: As with Course Learning Outcomes, Unit Learning Outcomes state what students should be able to do as a result of learning a Unit, Chapter, or Topic. Provide either an outline or a narrative description and explanation of the major topics or themes to be covered in the course along with unit-level learning outcomes. Unit level learning outcomes should be defined with the same criteria as course level outcomes: active verbs, measurable behaviors and/or actions. Any revisions of the major topics of the course content must be brought before the Curriculum Committee.
7. Learning Strategy: Include either in an outline or with a narrative description an explanation of the learning strategy designed to achieve outcomes for the course/units (for new courses, a sample week-by-week schedule of topics to be covered and of learning activities is required).
8. Assessment Tasks and Grading: Explain what kinds of things students will do in order to measure learning and outcomes for the course as well as the methods for evaluating performance. Types of assessment should be consistent with the measurable and observable student learning outcomes identified. Although not required for the Master Syllabus, each individual instructor's Course Syllabus MUST specify exact expectations of students, such as grading rubrics that include quality criteria, explain what different levels of performance look like and how grades are assigned to them.
Explain the grading rationale, including criteria for grading.
9. Learning Resources: The text(s), reading(s) and/or websites agreed upon by all concerned faculty should be listed in an appropriate format giving the title, author, edition and year of publication. If applicable, additional recommended readings and/or software materials should be listed. Updates of the agreed-upon text(s) and/or reading(s) need only be revised with Division Dean approval.
10. Statement for Disability Services: The policy statement regarding disability services is included in all master and course syllabi and should cite the College Catalog as a source of more information.
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June 20, 1995 AA-1503.1
Master Syllabus Format Template & Examples
This is the proposed Master Syllabus format template with examples for all Delgado Community College credit courses, both face-to-face and distance formats.
1. CURRENT (APPROVED) COURSE PREFIX, NUMBER AND NAME
Course Lecture-Lab-Credit and/ Contact Hours: - - /_____
Course Maximum Enrollment: ______Lab Fee: ______
Special Facility or Equipment Needs/Safety Rules and Issues: ______
* * * *
2. Course Description:
Example: A survey of Western Philosophy from ……., this course is designed as an introduction to the ways people think. . . .This course contributes to Delgado’s mission of preparing students to be productive citizens by developing General Education competencies in analysis and critical thinking.
3. Pre- and/or Co-requisites: Specify the appropriate pre-requisite and/or co-requisite courses based on skill and experience levels required for the course.
Pre-requisite(s):______
Co-requisite(s): ______
Example: It is expected that students understand how to write a standard college essay, can find information on the internet, are able to read college-level texts and to discuss ideas with other people.
4. Course Goal:
Example: Students who successfully complete this course should have a general knowledge of major Western thinkers and to learn what theories these thinkers have about the world. They should have developed their ability to think critically and to analyze their own and the ideas of others. In doing so, they should be achieving the General Education competencies that Delgado is committed to developing in its students in order for them to be successful in their academic and career goals.
5. Course Learning Outcomes: As a result of learning in this course, the student should be able to....
Example:
· Compare and contrast the major Western philosophies
· Make connections between the major Western philosophies and the world they live in
· Determine how major Western philosophies have shaped the way we think today
6. Unit Learning Outcomes and Course Content:
Example:
Weeks 1-3 – Ch. 1-7 in Text book
As a result of learning in Unit 1 – Pre Socratic Philosophers, the student should be able to. . .
· Identify the Pre Socratic Philosophers and Define each of their theories
· Relate the Pre-Socratic Philosophers to ways of thinking you see in the world today
· Compare and contrast the Pre-Socratic philosophers’ ways of thinking
Weeks 4-6 – Ch. 7-10 in Text book
As a result of learning in Unit 2 – Socratic Dialogue, the student should be able to. . .
· Explain reasons for using the Socratic method
· Explain contexts for using the Socratic method today
· Explain why Socrates was considered dangerous for his time and relate that attitude to something you see in the world today
7. Learning Strategy:
Example:
The course and unit learning outcomes will be achieved through several different learning strategies. I will lecture for the first part of the unit. For the remainder of the unit, the learning strategy will consist of large and small group discussion, group projects, individual self-directed learning, online learning, and presentations of work. This is a combination of learning strategies designed to reach different kinds of learning styles. It is a good idea to know what kind of learning style you prefer and to be open to learning new styles.
8. Assessment Tasks and Grading:
Example:
Learning outcomes will be assessed through the following means:
1. Online and group discussion will help assess the student’s ability to use the language of the discipline in addition to assessing the student’s critical thinking skills in responses to group discussions. This will be assessed by the instructor using the following discussion rubric.
Listening / Always listens to and looks at the speaker. / Usually listens and looks at the speaker. / Seldom listens to or looks at the speaker.
Speaking / Uses a strong speaking voice and looks at the listeners. / Speaks clearly and looks at the listeners most of the time. / It is difficult for the listeners to hear and understand.
Participation / Shows interest in the discussion with body and voice. / Shows interest in topic with body or voice most of the time. / Shows little interest in topic by fidgeting or talking inappropriately.
On Topic / Comments are about the topic and helpful to the discussion. / Comments are usually about the topic and are sometimes helpful to the discussion. / Needs a lot of reminders to keep comments about the topic.
2. Short written responses to in-class questions will help assess the student’s ability to compare and contrast
the philosophies covered in the course. They will help assess the student’s ability to make connection with these philosophies and the outside world.
3. Group and individual presentations will help assess the student’s ability to make connections between early Western Philosophy and current issues in the world today.
Explain the grading rationale, including criteria for grading.
No example provided.
9. Learning Resources:
Example:
Story of Philosophy: The Lives and Opinions of the World's Greatest Philosophers, by Will Durant, 2nd Ed., 2006
http://libertyonline.hypermall.com/Aristotle/Poetics.html
http://www.philodialogue.com/dialogue.htm
Writing Lab – Bldg. 1, Room 212E, Hours M-F 8am – 7pm, SatSun 12pm – 4pm. 671-5565
10. Statement for Disability Services: The policy statement regarding disability services is included in all master and course syllabi and should cite the College Catalog as a source of more information.
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