Syllabus Inclusions
The requirements of the Academic Program Sub-Committee of FEC now include certain components that need to be inserted in all syllabus documents that accompany new course proposals. Every syllabus must include the Disabilities Clause and the Incomplete policy, and a description of methods and standards used to evaluate students (such as an Assessment rubric). Remember, the following information must be included:
Services for Students with Disabilities.The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well
* An appropriate place to include the disabilities clause is at the beginning of the syllabus
IN Incomplete. The grade of Incomplete is to be assigned only when the course attendance requirement has been met but,for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade.
If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements. If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement. Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.
*An appropriate place to include the incomplete policy is in the section dealing with Assessment.
Syllabus Suggestions
In some cases, the inclusion of policy requirements as those noted above means that the first page of a syllabus is in danger of becoming excessively overloaded with stipulations so that the importance of the course content itself is pushed to the background. Notwithstanding the need to profile the importance the Disabilities Statement that should indeed be placed at the beginning of a syllabus, other requirements such as the Incomplete policy should be placed near the Assessment Requirements section of your document, as should any other reference to things such as Standards Statements and the like (“Methods and standards for Evaluation of students”).
Another suggestion regarding sequencing of information is that many folks interpret the need to satisfy the FEC syllabus inclusion of “description of readings and activities” by giving a brief synopsis of the course content on a week by week basis that includes reference to weekly readings/texts assignments.
Sample Course Rubrics
To conform to TC Policy and NCATE guidelines there is a need to include an assessment rubric to satisfy the ‘Methods and standards for evaluation of students.’ While there are no templates for this, the principle of aligning the course objectives/aims to some kind of assessment scale needs to included in your syllabus.
A few samples prepared by faculty in the Department are included as a guide. For those involved in the NCATE process rubrics would have been prepared for some sample courses so hopefully the adaptation for new courses will not be too demanding.
Methods and Standards Statement
Assessment Tasks
1. Data Analysis / 2. Data Interpretation & Representation / 3. Paper / 4. ParticipationLinks to Course Objectives / 1, 2, 5 / 1, 3, 4 / 1, 2. 3. 5 / 1, 2, 5
Assessment Scale
Excellent / Good / SatisfactoryStudent performance in each assessment task is assessed according to these descriptors /
Theorizing
Students will demonstrate excellent ability in (pick out some text from the course objectives… / Analytical and Interpretive Skill in Data ManagementStudents will demonstrate proficient ability in… /
Descriptive Responses
Students will demonstrate acceptable ability in…Methods and Standards Statement
Level of Performance – Evaluation criteriaExcellent / Good/Acceptable / Fair / Unsatisfactory
1. Research Paper / Critical Analysis of subject / Ability to make distinctions between intentions and consequences of policies / Able to identify policies / Inability to identify a policy.
2. Field Work Paper / Elaboration of analysis introducing cultural implications of non-cultural policies / Ability to make distinctions between policies and agencies / Demonstrate an understanding of two existing policies / No field work undertaken. Only one subject chosen.
3. Class Presentation / Historical and analytical interpretation of policy issues / Identification of policies and institutions in place / Basic country profile / Unable to present a coherent profile
4. Seminar preparation and participation / Significant contribution to discussion with a demonstrable integration of theories and practice / Consistent preparation of seminar questions / Sporadic reading. Inability to link topics in class with discussions / Consistent lack of preparedness
Methods and Standards Statement
Evaluation of each student’s participation in the course will be based on the following rubric:
Activities / 1 – Little or no evidence of preparation. / 2 – Minimal, rote, or superficial preparation. / 3 – Adequate and reflective approach in preparation. / 4 – Highly developed and creative approach in preparation.Presentations
Roundtable participation
Write-Ups
… and if you are really maniacal, you might try a rubric like the following. This was done in accordance with the NCATE requirements and while the level of specificity is extreme, it was completed with some semblance of tongue in cheek to test whether anyone in their right mind might cross reference the intentions with the outcomes to this degree.
Assessment Protocols
Assessment Task LinkagesTasks
/ Review of Research Paradigms / Research Practices / Site-Based Research / 3 C/Point Option.Critical Issues in Research
Article Review / Conceptualizing Projects
Links to Objectives / 1, 2. / 2, 3. / 3, 4. / 2, 3, 4. / 1, 2, 4.
Links to TC Standards / K1.3; K3.1;;
S2.1; S3.2;
D1.1 / K3.1; K4.3;
S4.1; S5.2;
D1.1; D5.1 / K2.3; K2.5
S 1.2; S2.2;
D2.6; D3.1 / K2.5; K5.3;
S1.5; S2.4;
D3.5; D4.1 / K3.5; K4.2;
S1.3; S3.5;
D3.2
Assessment Tasks Performance Outcomes
Excellent(A+/A) / Good/Acceptable
(B+/B-) / Fair
(C+/C-) / Unsatisfactory
Review of Research Paradigms / Able to demonstrate an understanding of concepts central to different research paradigms / Able to make broad distinctions between research philosophies and approaches / Able to identify research types, but mostly with reference to examples rather than concepts / Inability to articulate distinctions in research theories and practices.
Research Practices
1. Article Review
2. Conceptualizing Projects / 1. Has a clear command of the critical review process, and demonstrates this by referring to key sources and research examples. / 1. Can identify areas of inconsistency in samples of research with reference to specific examples. / 1. Can work ‘backwards’ by describing research strategies and decisions, but cannot clearly references these to paradigms. / 1. Little understanding of traditions and practices of research. Unable to conceptualize inquiry.
2. Demonstrates how to analyze practices of inquiry and synthesize issues, questions and sequences in research design / 2. Interprets how practitioners carry out inquiry and the issues faced can make inferences about research implications / 2. Mostly relies on description to review research strategies used by practitioners and not clear on broader implications. / 2. Shows little capacity to analyze and synthesize research reviews as a way to build knowledge of methodology.
Site-Based Research / Clearly reasons how contexts and research aims are framed and formed into sound designs (theory informs practice-inquiry informs theory). / Shows an understanding of the practices that inform site-based research by interpreting and designing a research project. / Displays a basic knowledge of procedures and implications of field-research in art and education. / Unable to discuss or express how site-based research can be used in the field.