STANDARD COURSESYLLABUSFORMAT

Syllabiinthisformatareappropriatefor distributiontostudents.Theinstructormaychoosetoadd additionalitems.

Please Note:

  • Syllabifor500-levelcourses must distinguish clearlybetweenlearning outcomes, assignments, and grading intended forundergraduate students and those intended forgraduate students. Graduatestudents should undertake deeperand morecomplexwork than undergraduate students evenwhen shared coursecontent justifiesteachingboth populations together.
  • ForGeneral Education courses, be sure that the syllabus explicitlyshows how the coursestudent learning outcomes, assignments, and methods of evaluationrelateto generaleducationprogramstudent learning outcomesand General Education Curriculum categoryand markerstudent learningoutcomes.

COURSE NUMBER:

COURSE TITLE:

CREDITS:

PREREQUISITES / COREQUISITES:

FOR WHOM PLANNED:Indicateprogramanddescriptiveinformationsuch as levelor requiredor electivecourseintheundergraduateprogramor core,support, specialty,or requiredor electivecoursein the concentrationatthegraduatelevel.

INSTRUCTOR INFORMATION:Officenumbers,officehours, phonenumbers,andemailaddresses shouldbelisted.

BULLETIN DESCRIPTION: The bulletin description should be limited to 30 words or fewer and should communicate clearly to students the basic content of the course. Prerequisites and other qualifiers are not included in the limitation of 30 words or fewer.

STUDENT LEARNING OUTCOMES: Thesemustbestatedas specificmeasurable skills,knowledge, or understandingthatstudentswillbeabletodemonstrateaftersuccessfulcompletionof thecourse. (NOTE:Gaining“understanding”isnotitselfastudentlearningoutcome;itisthedemonstrationof understandingthatcounts.)Verbs fromdifferentlevelsof learningmustbeused toillustrateaprogression of studentlearningintheproposed course.Eachlearningoutcomeshouldbedevelopedwithoneverb indicatingthehighestlevelof expectedperformance.Therecommendedlanguagefor statinglearning outcomesis:“Upon successfulcompletionof thiscoursestudentswillbeableto…”

RefertoBloom’sTaxonomyfor developingstudentlearningoutcomes.

Thislink ( allthree domains(cognitive--knowledge,affective—attitude,psychomotor—skills)inBloom’sTaxonomy.

Eachcourseproposalshouldreflectthedomain(s)of learningthatis(are)mostrelevanttothecourse. Bloom'sTaxonomyisausefultoolfor developingmeasureablelearningobjectivesandhas beenupdated sinceitsinceptionin1956. A recentversionrevisesBloom'swithapplicationsfor learninginanew technologicalera(seeBloom'sDigitalTaxonomyby Andrew Churchesfor objectivesrelatedto collaborationandcurrentonlinetechnologies). A helpfuloverviewof thedifferences betweenBloom'sTaxonomy(1956) andAnderson and

Krahwohl's RevisedTaxonomy(2000) maybe found at: For aquickreference,seethe examplesof verbs usefulfor articulatingstudentlearningoutcomesbasedon Bloom’sTaxonomyatthe end of thisStandardSyllabus.

TEACHING METHODSAND ASSIGNMENTS FORACHIEVING LEARNING OUTCOMES: Identifyspecificinstructionalmethodsandtypesof activitiesandassignmentstobeused by theteacherto facilitatestudentachievementofthestatedlearningoutcomes- e.g.,lectures;demonstrations;studyof written,audio/visual,or othermaterials;in-classdiscussions;one-on-oneconferences;group work;studentpresentations;electronicchatactivities.Explicitlytyingspecificinstructionalmethodsand/or assignmentstospecificstudentlearningoutcomeswillhelpstudentstoknow whatskills,knowledge,or understandingtheyareexpectedtowork on gaininginandthrougheachof theactivitiesof thecourse.It willalsohelpthemtounderstandwhatevidenceof theirachievementyou willbeexamininginevaluating theirwork.

For GeneralEducationcourses, be surethat the syllabus explicitlyshows how the course student learning outcomes,assignments, and methods of evaluationrelateto generaleducationprogramstudent learning outcomesand General Education Curriculumcategoryand markerstudent learningoutcomes. SeeGeneralEducation Programlearning goalsand General EducationCurriculum categoryand markerstudent learningoutcomes.

EVALUATION AND GRADING:Explainthestandardson thebasis of whichstudents’in-classwork andassignmentswillbeevaluated,andshow therelationshipbetweeneachindividuallygraded assignmentandthecalculationof themidtermandfinalgradefor thecourse.Sinceallwork undertakenby studentsinacourseshouldprovideanopportunityfor themtodemonstratetheirachievementof oneor moreof thestatedlearningoutcomes,bothin-classandout-of-classassignmentpromptsandgrading standardsshouldbeexplicitlylinkedtoandconceptuallyconsistentwiththelearningoutcomes.

For GeneralEducationcourses, besure that the syllabus explicitlyshows howthe courselearninggoals, assignments, and methods of evaluationrelateto generaleducationprogramlearninggoalsand General Education Curriculum categoryand markerstudent learningoutcomes. SeeGeneralEducation Programlearning goalsand General EducationCurriculum categoryand marker studentlearningoutcomes.

REQUIRED TEXTS/READINGS/REFERENCES:Use fullcitations.Bibliographiesshouldbe current.Brieflyjustifytheuse of itemspublishedmorethanfiveyearsago.

TOPICALOUTLINE/CALENDAR:Thecourseoutlineshouldcontainsufficientdaily/weeklydetailto permitassessmentof agreementbetweenactualcontentandstatedobjectivesandcatalogdescription. The semester has 14 weeks of instruction and an additional week for final exams.

ACADEMIC INTEGRITY POLICY:EachstudentisrequiredtosigntheAcademicIntegrityPolicyon all majorwork submittedfor thecourse.Refertothe following URL:

ATTENDANCEPOLICY:Facultyexpectationsfor courseattendanceshouldbedocumentedinthe syllabus.

FINALEXAMINATION:Finalexaminationsmayberequiredatthediscretionoffacultyandmustbe scheduledinthecoursesyllabus.Please state whether or not a final exam is required. Exceptionsholdfor seniors intheHonors Program.

ADDITIONAL REQUIREMENTS:A few examplesof theserequirementsare:preparationfor class, technical skill prerequisites, required hardware/software,andlatework penalty.