Syllabi Guides for Learning

1. Syllabi Guides for Learning

2. A Learning Tool In this Powerpoint what is called the syllabus can be divided into multiple documents. The reason for a syllabus is to facilitate the student learning process. It also an agreement with our students and a map to the course. Thus you should let them know: • what you expect of them, • what their obligations are in relation to the course, and • what obligations you have to them.

3. The Basics Traditionally syllabi included the following: • Contact Information • Office Hours • Course Description • Activities and Outcomes • Policies and Procedures • Required Texts and Supplies • An outline of Topics and Daily or Weekly Assignments (often with a revision provision).

4. Other Important Components of a Syllabus • Grading criteria and scales • Check your math! • Ensure consistency! • Balance Priorities! • Foresee loopholes! • Practices and principles that are important to you and that will affect your reaction to your students • Academic integrity principles and penalties • Disability resource and Harassment compliance guidelines

5. Course Aims andLearning Outcomes …or “Why Student Performance is Unlike Pornography.” “I know it when I see it.” Justice Potter Stewart, Concurring Opinion. Jacobellis v. Ohio 378 U.S. 184 (1964)

6. Course Aims and Learning Outcomes Make your course aims and learning objectives/outcomes clear. Doing so will help the students focus and will provide you clear criteria for evaluation. Clear objectives are essential for effective assessment. Remember: If you cannot explain how you will measure student performance, you probably won’t be able to grade it.

7. Course Aims • Course Aim Examples: • To explore the social construction of gender and its centrality to social life; • To examine the power dynamics within gender relations; • To engage with a variety of literary representations of power; • To interact with one another as collaborative learners. • THESE STATEMENTS DO NOT REFLECT THE BASIS ON WHICH YOU WILL EVALUATE STUDENT WORK

8. Learning Outcomes • Learning Objectives articulate what successful students will know or be able to do at the end of the course. • Students successfully completing this class will: • be able to use sociological analysis to demonstrate the predominance of particular gender arrangements; (not: “gain an appreciation of the diversity of gender identities and gender arrangements”) • be able to recognize the four stages of conflict development in classical drama; (not: “understand the importance of conflict in crafting plot”)

9. Grading Criteria & Scales • Tell students the bases on which they will be evaluated. • It will help the students to understand what you think is important and will save you much difficulty at a later time. Grade what you teach, and teach what you grade.

10. Grading Criteria & Scales: Example 1 • Class Participation (10%): • a) Verbal Contribution to Class Discussion: • b) Attendance: • c) Group Facilitation of Class Discussion. • Writing • 1. Weekly Response Papers (15%). • 2) Three 5-6 page Essay Papers (55%; 15 for the first paper, 20% for the last two): • ***Late Papers Policy***: Except in the event of extreme circumstances, late papers will not be accepted. Or: Late papers will have the grade lowered by one/half a grade per calendar day it is late. • Final Group Project (20%)

11. Grading Criteria & Scales: Example 2 "A" GRADE: * Obvious understanding of article or problem * Clear explanation of all that needs explaining * Good argument, e.g., takes seriously possible objections * Completion of all aspects of the assignment * Displays original thought. i.e., is not merely an articulate restatement of either the reading or class discussion.  Original does not mean an entirely new argument never before thought of.  Originality may include bringing in relevant material from other sections in class or other classes.  It may involve an original thought experiment to make a point.  Etc.. "B" GRADE: * Does all of the A GRADE requirements above but not as well (some minor flaws - perhaps not as original, not as clear, etc.)

12. Grading Criteria & Scales: Example 2 "C" GRADE: * Does the assignment and does not obviously misunderstand crucial elements * But either no demonstration of complete and clear understanding of any of the elements of the assignment or argument does not take the opposing view seriously "D" GRADE: * Fundamental misunderstanding of article or issue        OR * Very poorly written: obviously hurried and perfunctory. "F" GRADE: * Shows no understanding of argument         OR * Does not follow assignment.  Quality of work is irrelevant in this case         OR * Plagiarized portion of paper

13. Grading Criteria & Scales: Example 3 1. Clear and effective analysis of the program you watched and its potential as a source of political learning. 20 points: 2. Evaluation of Graber’s claim about the role of entertainment programs and civic learning. 20 points: 3. Use of evidence from the show you watched, Graber and any other sources you might cite to support your claims. 20 points: 4. Coherence of your argument, primarily, but not only, the relationship between your analysis of the particular program you watched and your broader claims about television drama as a source of civic learning. 20 points: 5. Quality of writing (spelling, grammar, clarity, etc.) 20 points:

14. Grading Criteria and Scales: Example 4 Each student’s final grade will reflect the percentage of points out of a possible 1,000 earned by the end of the semester. Accordingly, individual assignments will not receive its own grade; instead, each is worth a particular number of points toward the final total. Participation150 points Group Presention150 points Quizzes (10 @ 20 points each) 200 points Discussion Papers (10 @ 20 points each) 200 points Essay 1100 points Essay 2100 points Final Exam100 points

15. Important Practices & Principles If there are practices and principles that will affect how you react to or interact with the students - put them on the syllabus (or in some document that is distributed or posted). Some of these may be formal grading issues, others may simply be informal expectations. What your syllabus says is important should be reflected in your grading policies and scales. Be sure to always think about whether the criteria you invoke truly are important and will contribute to you and the class achieving course goals.

16. Important Practices & Principles: Example 1 Attendance: Certain circumstances are acceptable reasons for missing class the date an exam is given. These include religious observance, medical appointment, interview trip, and athletic team trip. Because these circumstances can be predicted, you should consult with me at least two weeks before the date of absence. No extensions for any homework exercises are given in these circumstances--hand exercises in early, if necessary.

17. Important Practices & Principles: Example 2 I assume that all students are able to and/or will: a. Attend class and participate. Missing more than 6 hours of class may result in failure of the course. Make-up assignments can be arranged, entailing two hours of reading/writing for each class hour missed. b. Participate in discussions in a professional way. We discuss controversial topics and you may disagree with ideas presented by others. While you can criticize a person's idea, personal attacks will not be allowed. Class members not respecting others' right to learn will be asked to leave the classroom and need to speak to the instructor before returning.

18. Important Practices & Principles: Example 2 c. Submit assignments on time. LATE ASSIGNMENTS WILL RESULT IN DEDUCTION OF POINTS: exceptions will only be made for validated medical or emergency situations. [CAUTION: POLICING MAY BECOME NECESSARY…] d. See the instructor as soon as possible if factors within the class or outside of the class are interfering with your success. e. Use email, Internet, and word processing for communication, research, and writing required in this course. If you do not have access to technology, see the instructor immediately for computer lab hours and the procedure for email.

19. Important Practices & Principles: Example 3 Attendance: Attendance at every class meeting is required for you to meet this course’s learning objectives. Each absence, pre-arranged or not, will affect your participation grade in this course. If you have an unavoidable appointment or obligation, or if an emergency arises, please consult with me as soon as you know about it, so that we can make appropriate arrangements.

20. Important Practices: Example 4: Class Discussion In this class we discuss controversial topics. In order to facilitate civil discussion, the class will develop a set of rules for class discussion. Those rules will be developed during the second class period.

21. Academic Integrity Academic dishonesty is a growing problem on campuses across the country. The importance of academic integrity, and the consequences of its violation, must be stated clearly to students. Cases of Academic Dishonesty arise from a combination of four factors: grade anxiety; access to plagiarizable material; procrastination; misunderstanding of protocols.

22. Academic Integrity: Example 1 Academic Integrity: Academic dishonesty encompasses any activity that seeks to gain credit for work one has not done, provide assistance to others seeking to gain such credit, or deliberately damages or destroys the work of others. Academic dishonesty includes, but is not limited to: (1) Plagiarism - misrepresenting another's ideas, phrases, discourse, or works as one's own - Academic information and ideas are produced and owned by individuals. Using such products without giving credit constitutes stealing. This includes using information directly from the web, or representing papers available on the web as your own work.

23. Academic Integrity: Example 1 (2) Cheating - the act, or attempted act, of giving or obtaining aid and/or information by illicit means in meeting any academic requirements, including examinations.

24. Academic Integrity: Example 1 (3) Fabrication - intentional and unauthorized falsification or invention of any information or citation in an academic sense in any academic exercise. Any falsification of information or of sources of information is not acceptable, including: copying from another, using unauthorized materials during a test or experiment, unauthorized collaboration with another student, use of materials written by others without giving credit, submission of the same paper to two or more instructors without prior approval, failure to acknowledge assistance by tutors and others.1

25. Academic Integrity: Penalty Example 1 The penalty for engaging in any of these forms of dishonesty in relation to this class at minimum will be a grade of "0" on the assignment and may result in failure in the course. See the Arts and Sciences Handbook or the Drake Student Handbook for further information.

26. Academic Integrity: Penalty Example 2 The penalty for clear cases of plagiarism will be failure of the course with a recommendation of suspension or expulsion.  Clear cases are any amount (phrase, sentence, paragraph) of (1) word-for-word copying; (2) synonym-for-synonym copying; (3) a word-for-word or synonym-for-synonym reorganization of someone else’s text. Plagiarism policies are easiest to put into effect if they do not attempt to take students’ intentions into account, but rather focus on the objective features of the work presented.

27. Academic Honesty:Resources Drake guidelines and links to each school/college policy are found at: http://www.drake.edu/studentlife/handbook-resources/handbook/academic/ Including direct links to these policies in your syllabus means you don’t have to reinvent these policies for every class you teach.

28. Disability Accommodation We are obligated, and we want, to assist students with disabilities. Make clear on your syllabus how that should occur.

29. Disability Accommodation Faculty and Staff Responsibilities: 1. To provide students with disabilities full and equal access to participate in Drake's programs and activities. 2. To make sure students with disabilities who are requesting accommodations are aware of services available from the SDS. 3. To cooperate with the qualified student and SDS in providing authorized accommodations in a fair and timely manner. 4. To provide authorized accommodations as long as the accommodation does not alter the fundamental nature of the course or program. Additional guidelines are at http://www.drake.edu/disabilityservices/ (Always work through the disability resource center. Do not try to create policies on your own to accommodate a student.)

30. Disability Accommodation Sample Syllabus Statement If a physical, mental, intellectual or emotional impairment makes necessary accommodations not already in place for this course (including the arrangement or meeting place of the class or the format of exams, for example), contact Michelle Laughlin in Student Disability Services at extension 1835. I am confident that we can work together to create a learning environment that meets your particular needs.

31. Harassment Syllabus Statement 1 If sexual or interpersonal misconduct happens to you or to someone you know, a first priority should be self-care. We have resources to help you or someone you know with that self-care and finding the available support and resources. You can find that information at: http://www.drake.edu/titleix/help/

32. Harassment Syllabus Statement Two The University has resources available for students who have experienced interpersonal misconduct, which can include sexual harassment, sexual assault, dating violence and stalking, for example. Some resources are confidential, which means personal information will not be shared with anyone else. Other non-confidential, yet still private, resources can explain how to locate support resources, file a complaint within the university, or file criminal charges. These non-confidential resources must share incidents of sexual and interpersonal misconduct with the Title IX Coordinator. Resources and reporting options can be found on the Title IX webpage: www.drake.edu/titleix

33. Harassment Syllabus Statement Two As a professor, I am non-confidential; however, please know that sharing with the university does not mean the individual must participate in a formal university or criminal process. There are also options on the Title IX webpage to anonymously report to the University. Other services the University can provide include crisis intervention – safety plan, counseling, rights information – and assistance in academic and housing accommodation. University Contacts: Violence Intervention Partner (V.I.P.) provides peer-based 24/7 confidential advocacy. Call or text 515-512-2972. Or contact Katie Overberg, Title IX Coordinator, 271-2982, titleix@drake.edu

34. Other Policies to Consider Office Hours: By appointment, or Drop-In? Food and Drink? Use of cell phones and laptop computers? What should students always bring to class? Email, phone, and other communication protocols. Guidelines for civility and learner-appropriate behaviors? Rights and responsibilities regarding other instructional staff (lab assistants; teaching interns; guest speakers)? Policy on student academic freedom and use of student work? Academic integrity contract?

35. FERPA 1974 Family Education Rights and Privacy Act (FERPA) features two main components: It guarantees students access to their own educational records, and it prohibits institutions, including individual faculty and staff, from disclosing information about student academic performance without prior consent. FEPRA has implications for disclosures among faculty and staff and between faculty and staff, on the one hand, and parents and guardians on the other.

36. FERPA, cont’d What can I say about a student to one of my colleagues? Under what circumstances is it appropriate to talk about a students’ performance? What about my opinions of her character, personality, or personal decisions? What can I reveal about a student’s performance to another student? What can I say about a student to his or her parents or guardians? Under what circumstances is it appropriate to talk to parents or guardians about a student? What can I say about a student to media, in public remarks, and in letters of recommendation? When in doubt, err on the side of non-disclosure.

37. Social Media Increasingly, social media define the way students interact with people and conceive of themselves. It has shaped their expectations about the availability of those with whom they wish to remain in touch and has affected their concept of the level of sophistication and nuance at which meaningful interactions occur. At the same time, more and more uses for Social Media in the classroom have presented themselves. Let’s talk about the pitfalls and promises of Social Media. How have you used it? What is it good for? What are some issues? How can we talk to students about using Social Media responsibly?

38. Social Media • What are our responsibilities with regard to using Social Media to communicate with students? • Do my students and I use the same Social-Media platforms? Am I prepared to teach them how to use my preferred platform? • How do I maintain a clear distinction between learning-centered uses of Social Media and personal or recreational uses? • How do I articulate to students my own expectations about what it means to be “Friends” or to “Like” something about one another. • What about FERPA and protected extramural utterances?