More than a Contract

Roxanne Cullen, Ph.D.

The Learner-Centered Syllabus

Two views of education

Instructional ParadigmTransmission of knowledge

from teacher to studentStudent is empty vessel

waiting to be filledTeacher is owner and dispenser

of knowledgeLearning is passiveStudents compete against one

another for grades

Learner centered paradigm

Knowledge is constructed by learner

Learner is actively engaged in making meaning

Teacher is designer of learning experiences, guiding students toward understanding

Students work with one another and learn from one another in cooperative learning experiences

Teaching strategiesproblem-based

learning transformative

learning academic service

learning cognitive

apprenticeship and other active

and reflective learning strategies.

Seven Best Practices Chickering & Gamson

1. encourages contact between students and faculty,

2. develops reciprocity and cooperation among students

3. encourages active learning4. gives prompt feedback5. emphasizes time on task6. communicates high expectations7. and respects diverse talents and

ways of learning.

Learner-Centered PedagogyCreates a sense of community, an

environment conducive to learning

Shares power and control, empowers students to actively engage in the learning process

Relies on assessment and evaluation to monitor learning and encourage students to excel

The Learner-Centered Syllabus

Putting our best practices on paper

Syllabi outside the classroomPromotion/tenureHiringPost tenure reviewAssessmentTransfer equivalency decisionsStudent complaint process

Why do we use syllabi for all these non instructional purposes?

What will your syllabus say about you?

Continuum between Paradigms

continuum You will attend class regularly Each semester I fail students for not attending class.

Don’t test me. Attendance is mandatory. Effort and engagement are two of several factors that are

part of the “discretionary” percentage of your final grade. Therefore I will take attendance daily to monitor your effort and engagement.

Attending class regularly is the best way to succeed in this class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class greatly increases your ability to succeed. In order to support your ability to succeed, I have made attendance a factor in your final grade. This should be the easiest outcome for you to achieve in this class.

As a class we will negotiate an attendance policy for this semester.

Syllabus as teaching toolWhile a syllabus is an important document for establishing rules and policies, it can be much more.

More than a contractOutlines expectationsClarifies rules and

policiesEstablished

framework for knowledge

Clarifies context for learning

Illustrates teaching philosophy

Attitude toward students

Traditional TemplateCourse name, number, prerequisitesCourse descriptionCourse objectivesRequired materialsCourse policies/proceduresGrading

Learner-centered TemplateCourse name, number, prerequisitesCourse descriptionLearning outcomesRequired materialsCourse requirements and rationaleCourse policies and rationaleAssessment and evaluation tied to learning

outcomesTeaching philosophyLearner support information

Learning OutcomesFocus on learner’s behaviors that are to be

changedServe as guidelines for content, instruction

and evaluationIdentify specifically what should be learnedConvey to learner what will be

accomplished

Writing Learning OutcomesBloom’s Taxonomy:

1.Knowledge

2.Comprehension

3.Application

4.Analysis

5.Synthesis

6.Evaluation

Verbs to use:

1.Define, list, label, memorize,

recall

2.Classify, describe, explain,

identify

3.Calculate, choose, interpret,

perform

4.compare, contrast, critique,

appraise

5. design, formulate, construct,

combine

6. assess, defend, examine, argue

Upon successful completion of this course students will be able to:Describe the relationship between the past

and the presentWrite an essay defining a pluralistic society

and its relationship to our democratic principles

Outline the structure of the U.S. constitution

Identify and define the social, political institutions that impact the modern society

Describe the major events and individual associated with the history of the U.S.

Why provide rationale?

Providing rationale

Can give relevance to learning

Helps establish communityDemonstrates respect for learners

Assessment & Evaluation

FormativeMultiple measuresMonitor progress PeerSelf

SummativeMultiple measuresTied to Learning

OutcomesProfessor

Multiple AssessmentsPeer Review

Self Assessment

Professor feedback

Monitor whether learning is taking place

lecture response slipsclicker questions ungraded quizzes individual conferencesclass discussion progress logs journals

Teaching Philosophy

Writing a teaching philosophy statement

Statement about how students learn

Statement about how as a teacher you can support student learning

Statement of how those beliefs are implemented in the design of the course

Goals for students relative to the discipline

Learner support information

Community 1 2 3 4

Accessibility of teacher Available for prescribed number of office hours only;

Available for prescribed number of office hours; provides phone and email.

Multiple means of access; encourages interaction. Multiple means of access; requires interaction.

Learning Rationale No rationale provided for assignments or activities.

Explanation of assignments and activities but not tied directly to learning outcomes.

Rationale provided for assignments and activities; tied to learning outcomes.

Rationale provided for assignments, activities, methods, policies and procedures; tied to learning outcomes.

Collaboration Collaboration prohibited Collaboration discouraged Collaboration incorporated; use of groups for work and study.

Collaboration required; use of groups for class work, team projects.

Power & Control 1 2 3 4

Teacher Role Rules are written as directives; numerous penalties

Numerous rules with no explanation/relevance; not tied to L.O

Students offered some choice. Relevance of rules offered

Students participate in developing policies; rules tied to LO

Outside Resources No outside resources other than required text.

Reference to outside resources provided but not required.

Outside resources encouraged; Students responsible for their own learning.

Independent investigation required; outside learning required; share outside learning with class

Syllabus Focus Focus is on policies and procedures. No discussion of learning or outcomes

Weighted toward policy and procedures with some reference to content covered.

Includes course objectives. Balance between policies and procedures and focus on learning.

Syllabus weighted toward student learning outcomes and means of assessment; policies are minimal or left to class negotiation.

Evaluation/Assessment 1 2 3 4

Grades Focus on point deduction; grades used to penalize.

Emphasizes the accumulation of points disassociated from learning performance.

Grades are tied directly to learning outcomes; students have some options for achieving points.

Grades are tied to learning outcomes; option for achieving points; not all work is graded.

Feedback Mechanisms Mid-term and Final test grades only. Students not allowed to see or to retain copies of tests.

Mid-term and Final test grades with minimal other graded work. Tests not cumulative. Students may see but not retain tests.

Grades and other feedback in the form of non-graded assignments, activities, opportunities to conference with teacher.

Periodic feedback mechanisms employed for the purpose of monitoring learning.

Evaluation Tests only (not comprehensive) Tests, quizzes and other summative evaluation.

Multiple means of demonstrating outcomes; some ungraded peer assessment

Multiple means of demonstrating outcomes; self evaluation and peer evaluation.

Learning Outcomes No outcomes stated Goals for course stated but not in the form or learning outcomes

Learning outcomes clearly stated Learning outcomes stated and are tied to specific assessments.

What will your syllabus say about you?