Sample Learner Centered Course Syllabus
This document is a sample of a course syllabus that has been developed for use here at Ferris State University. It is only a model and you may feel free to alter it in ways that you deem appropriate. It contains all of the important elements that make up an effective syllabus. It is based on Judith Grunert’s book The Course Syllabus: A Learning-Centered Approach.
Notes for Syllabus Construction
- You are not at liberty to create a set of rules or “policies” or standards for your class that are significantly different from your department and/or college or University.
- The further you stray from the norm, the weaker your legal position. However, having no written rules or standards puts you in an even weaker position. The safest possible position, for any individual instructor, is to have a complete syllabus that is reflective of institutional policy.
- Departments, or Colleges within a University, can have rules, “policies” or standards that differ from institutional policies. In such cases, rigorous (and legally verified) rationale should exist, in writing and be well-promulgated, for the departure from institutional policies
Many faculty find it helpful to ask students for input to course policies like, attendance, late work, late for class, test dates, and project due dates. This learner-centered process allows students to gain some control over their learning and aids in the development of a sense of community (“it’s our class”) among the teacher and the students.
Sample Learner Centered Syllabus
Semester____________ and Year ______
Course Name______________________
Section Number____________
Table of Contents 2
A table of contents organizes your syllabus making it easy for students to find the areas they need to consult.
SAMPLE TABLE OF CONTENTS
NOTE Accurate numbering of the Table of Contents is very important to making this document as useful as possible. This sample does not take into account that many areas in this table of contents might be expanded by each instructor thus changing the numbering system significantly.
Course Purpose
Describe how the course fits into the students’ academic plan and the learning goals of the course. What skills and knowledge will students gain and why these skills and knowledge should be important to them. Other possibilities—why do people study this subject? How does this subject have application in the real world?
Course Overview
How will this course be taught? What kinds of teaching methods will be used? What kinds of assignments and learning activities will students engage in? Will students work collaboratively? Will big projects or portfolios be required? Will students be expected to work with others outside of class or attend activities outside of class?
Instructor Information
Instructor: Mr. /Mrs. /Ms/Dr. _______ Formal Title__________________
Please refer to me in class as Dr. Mr. Mrs. Professor_____________
Office Hours List all times available (consulting students about the best times for them to meet with you when setting office hours)
Day_______ Time_______
Day_______ Time_______
Day_______ Time_______
Day_______ Time_______
Phone: Home /Cell_____________ (Times not to call)
Phone Office ____________________
E-mail address_________________________________
Course Information
Purpose of the Course and Course Overview
Instructor Information
Learning Outcomes
Learning Resources/Textbook/Technology Required
Meeting Times, Days and Place
Description of Instructional Methods
Course Policies
Writing Requirements
Attendance
Late for Class
Late Work
Make Up Work/Tests
Extended Illness
Course Withdrawal
Safety Policies
Professional Behavior
Academic Misconduct/Plagiarism
Course Learning and Assessment Activities
Course Assignments
Homework
Projects
Readings
Group Work Outside of Class
Presentations
Case Studies
Discussions
Quizzes
Tests
Term Paper
Field Trips
Guest Speakers
Peer and Self Assessment
Assessment Activities
Tests,
Quizzes
Term papers
Portfolios
Peer evaluation
Self evaluation
Other
Tests Descriptions
Grading of Tests
Course Grading
Assignment Grading
Use of Rubrics
Course Grading System
Course Grading Scale
Incompletes
Course Calendar
August/September
October/November/December
Studying for this Course
Daily Review
Study Groups
Note taking
Concept Mapping
Tests Review Sessions
Instructors VITA
Degrees
Professional Experience
Teaching Experiences
Publications
Syllabus Changes
Right to Change Syllabus
Expectations for Students
Statement of Expectations
Learning Outcomes
These describe the major skills and knowledge that students will learn as a result of taking this course. A learning outcome has four parts:
Who Students
When By the end of the semester
What What they will have learned
How How will you have measured that they learned it
SAMPLE LEARNING OUTCOME
Students will by the end of the semester demonstrate through written papers and in-class presentations their ability to develop three separate textbook reading guides for use in one subject area they will be teaching.
The key to writing learning outcomes is to use language (verbs in particular) that is clear. At the end of this syllabus document is a list of verbs that can assist you in writing your outcomes.
At the end of this course:
Sample language
1. Students will be able to demonstrate on a test ………………………….
2. Students will be able to explain in writing the specific …………………
3. Students will be able to fully discuss the ………………………..
4. Students will be able to demonstrate through a presentation…………………………..
5. Students will be able to explain clearly in writing ……………….
6. Students will be able to give examples that demonstrate a full understanding of ………..
7. Students will demonstrate by a class presentation their ability to use …………….
8. Students will be able to explain clearly in writing………….
Additional outcomes that may be added
Given that teachers also teach behaviors like professional conduct and personal respect additional outcomes can be included to reflect these important learning activities
9. Students will demonstrate through their writing of course assignments an ability to write error free (or virtually error free) papers including proper grammar, spelling and organization of information.
10. Students will have demonstrated their ability to adhere to professional behavior standards by following the class policies set out in this syllabus
Learning Resources
Required Textbook(s) _________________________________
Course Packets(s) _____________________________________
Technology Requirements______________________________
Additional Reading Materials___________________________
Supplies
Safety Equipment/Clothing
Course Meeting Times
Class will meet on ___________ from ____ to _____ in ____ ____
Lab will meet on ____________ from _____ to ______ in _____ ____
Description of Instructional Methods
Describe the instructional methods that will be most likely be used to teach the class) How much will be lecture? How much will be groups? Will students be expected to make presentations or teach each other? Will students work in teams or pairs? Will there be guest speakers? How much choice will students have in how they do their learning? How much will technology be part of the instruction?
Course Policies
Writing Requirements
Describe how written assignments will be graded FOR EXAMPLE; will there be a limit to the number of errors allowed before the paper is returned to be rewritten. Will a particular citation style be required? Will the papers need to be typed? Will the papers need to be submitted to Turnitin.com before being turned it to the instructor? Will papers be submitted electronically? Will students be required to do something with the feedback they get on their writing to demonstrate improvement on subsequent writings?
EXAMPLE
Any student that is found to have significant deficiencies in their writing will be required to use the services of the University Writing Center in an effort to improve such deficiencies to a satisfactory level. Assignments with more than 4 combined spelling or grammar errors will be returned to be rewritten.
Class Attendance Policy
All 0-level and 100-level courses must have attendance policies.
• It is strongly recommended that all other courses have attendance policies
Samples of attendance policies can be found at the end of this syllabus document.
A very learner centered way to develop an attendance policy is to discuss with students what they see as an effective policy and add it to the syllabus the first week of class.
Late for Class Policy
The suggestion is to discuss this policy with students when developing it for the course.
Late Assignments Policy
The suggestion is to discuss this policy with students when developing it for the course
Make up Work/Tests Policy
The suggestion is to discuss this policy with students when developing it for the course
Consider here developing a policy that tries to optimize students’ learning but also the meets the instructor’s need to have a reasonable and manageable flow of work.
Extended Illness Policy
The “I” should only be considered for extenuating circumstances that have led to a student missing a portion of the course. Extenuating circumstances are generally defined as those situations over which the student has little or no control — e.g. illness, birth, jury duty, death of parent, injury, or military service. Instructors may wish to require suitable documentation.
• Students must be making reasonable progress in their coursework as evidenced by completion of at least 75% of coursework at passing levels before assigning the “I”.
• Instructors will require students to sign an agreement stipulating assignments and deadlines that must be met in order to complete the course.
• An “I” grade will automatically become an “F” prior to final exam week of the following semester (not counting summer) unless the faculty member files another grade or extends the incomplete grade.
Course Grading System
Describe in detail how the final grade will be determined
EXAMPLE:
A point system to grade all work, tests and quizzes will be used. Homework assignments will generally be worth 10 or 20 points. Quizzes will be worth 20 points and tests will be worth 50 to 100 points. I expect there will be 475 points in the class. However, the final point total may vary slightly higher or lower. The breakdown will be as follows:
Homework Assignments =60pts.
Major Homework Assignments =100pts.
Quizzes =40pts.
Portfolio =25
2 Exams =100
Presentations =50-75
Final Exam= 100
Total 475-500
Course Grading Scale
Describe the range of points that will determine the final grade.
Sample
475-451 = A 450-442 = A-
441-427 = B+ 426-413 = B
412-394 = B- 393-380 = C+
379-336 = C 335-356 = C-
355-332 = D 331 – 0 = F
Grade of Incomplete
Students must be making reasonable progress in their coursework as evidenced by completion of at least 75% of coursework at passing levels before assigning the “I”.
• Instructors will require students to sign an agreement stipulating assignments and deadlines that must be met in order to complete the course.
• An “I” grade will automatically become an “F” prior to final exam week of the following semester (not counting summer) unless the faculty member files another grade or extends the incomplete grade.
Course Calendar
Describe by month and day major test dates, project due dates and other important happenings including any field trips, guest speakers, conferences, days class will not meet, major reading assignments etc.—
(This may take up two pages of the syllabus)
Studying for this Course
Suggestions about how students may want to approach studying the knowledge and skills taught in this course. Suggestions might include:
Using daily review
(Research shows this to be a powerful way to build long term memories for knowledge and skills)
Study Groups
If assigning out of class study groups this process should be described here including the purpose and value of such groups.
Note taking
If a particular note taking style (example the Cornell method) is being recommended it should be described here. An example of the method should be included at the end of the syllabus as an attachment.
Concept Mapping
If students are going to be asked to make concept maps as study aids, how to make a map and why they are being used should be explained in this section of the syllabus. A sample, with directions on how to make a map should be included in the attachments to this syllabus.
Test Review Sessions
If formal test review sessions outside of class time will be offered the time and day(s) should be identified in this section of the syllabus. Also if these sessions are required this should be identified in this section of the syllabus.
Instructors VITA
This is an optional addition to the syllabus. The purpose of including a VITA is to demonstrate professional readiness for teaching the knowledge and skills of the course. It reassures the students that they have a highly qualified professional, with significant experience teaching the course.
Syllabus Changes
Always include the following disclaimer. Teaching is not an exact science and changes may be need to best meet the learning needs of the class.
I reserve the right to make needed and appropriate adjustments in this syllabus.
Expectations for Students
(Describe the expectations you have for the students including their professionalism, behavior, participation, attention, cooperation, working with others etc.
Sample from an Education Course
I expect you to actively engage in the learning process. It is my sincere hope, as you take this course, that if you are not already a teacher that you will choose to see yourself in the role of a teacher. This means seeing this course as helping you to prepare for one of the most important and difficult jobs in our society today. A mentality of trying to earn a grade, with the minimum effort necessary, will be a great disservice to you and the students that you will soon be teaching.
Sample Attendance Policies
No Fault Attendance
Rationale
I understand that each student may upon occasion need to be away from class due to illness or other important matters. The following policy recognizes these life issues but at the same time reflects the real world need to be present in class in order to learn and share your learning with others in the class.
Attendance Policy—No Fault Policy
Each student will be allowed to miss up to four classes without penalty. These absences may be for any reason and do not require giving the professor an excuse.
A student who is absent a fifth time will be required to withdraw from the course if this absence occurs during the withdrawal period of the semester. If this absence occurs after the withdrawal period the student will receiving a failing (F) grade in the course.
The four absences a student may have represent nearly 10% of the course meeting days and far exceed any absence policy that would exist in business, industry or other professional areas.
Exceptions to the Attendance Policy
Verification of all exceptions is necessary.
- A University Sponsored event in which an excused absence from the
Vice President for Academic Affairs office is given.
- Death of a family member or close personal relation (friends, neighbors)
- Extended hospitalization
- Subpoenaed to testify in a court case or jury duty
- For commuter students dangerous weather conditions in which driving is considered by local authorities to be unsafe.
Sample Two
Attendance Reward or Consequence
Rationale
Class attendance is an important and necessary part of the learning process of this course. To that end students that make the effort to attend will be rewarded and those that fail to attend regularly with be penalized.
Attendance Policy
A student having two or few absences will receive an additional 45 points added to their final grade. (One point per class meeting)
A student having 3 absences will receive no additional points
A student having 4 absences (and for each additional absences beyond four (4)) will lose 25 points from their final grade.
Sample Three
Daily Rewards
Rationale
Class attendance is highly valued in this course and will be graded using the scale below. These points will equal one test score. This attendance test score will be averaged with the other tests, quizzes, projects and homework in determining a final grade.
100% = 100 points
1 absence = 90 points
2 absences = 80 points
3 absences = 70 points
4 absences = 60 points
5 absences = 50 points
6 or more = 00 points
Thank you for posting this material. It is very useful for me. I’m designing a syllabus for the first time, and I want to use a learner centered approach. I was wondering if you have had success with negotiating attendance policies with the students in your classes?
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at 2:32 pm
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at 6:14 pm