office of semester conversion faculty development academic programs and graduate studies august 18,...

Office of Semester ConversionFaculty Development

Academic Programs and Graduate Studies

August 18, 2015 LI2250

Developing Transformed Syllabi: 10:00 -12:00Hands-on Work Session: 12:00 -2:00

Semester Curriculum Conversion Schedule

We are here

Developing Transformed Syllabi Workshop Outcomes

Why a transformed syllabus?What IS a transformed syllabus and who is it for?Elements of a transformed syllabus and the

connections among these elementsUses for a transformed syllabusProvide input on the Course Outline: Detailed

Syllabus for Transformed Course form before it is finalized

Deliverables for “Transformation”

New or revised PLOs New or revised curriculum map New or revised assessment plan Detailed syllabi for transformed courses New or revised roadmap: including GE, pre-

requisite, required, and elective courses

Page 5, Semester Conversion Guide

What is a Detailed Syllabus for Transformed Course?

A proposed template is in your handouts. We will work from this template today. We ask for your feedback on the template

throughout the workshop and on the workshop evaluation form!

Elements of the Detailed Syllabus for each Transformed Course

1. Course informationDepartment, Course Title and Number, Catalog Description,

Number of units, Student Population2. Learning Outcomes

Course, Program, GE, ILO3. Pedagogical approaches and course activities

Describe specific pedagogical approaches and course activities, and explain how they align with course learning outcomes.

4. Course assignment and assessment toolsDescribe key assignments and how they will be assessed to

measure the students’ achievement of course learning outcomes.

5. How it all fits together

Uses for a Transformed Syllabus

Submitted with New Course Requests (via Curriculog)

Items 3, 4, and 5 are what represent the transformation.

Records the department’s thoughts and commitment to transformation.

Can be a resource for instructors.Can be used as an assessment tool.

Making Connections Among the Elements

Activity #1Outcome – Approach – Assessment Fill in a Row Using Sample Outcome

OutcomeIn an economics course, students will cite connections between supply and demand in the marketplace.

ORStudents will demonstrate an understanding of and ability to apply the principles, methodologies, value systems, and thought processes employed in human inquiries.

REPORT OUT

Bloom’s Taxonomy with Associated Assessments

Handout

Bloom’s TaxonomyLevels of Thinking

Page 12, Semester Conversion Guide

Revised Bloom’s Taxonomy of the Cognitive Domain. Adapted from L.W., & Krathwohl, D.R. (2001) A Taxonomy for learning, teaching, and assessing. Abridged Edition. Boston, MA. Allyn and Bacon.

Activity #2Outcomes Critique

Outcomes must be measurable and observable…

For each of the following outcomes…what could be changed to make them better?

Or, if the outcome is great, how would you observe and measure it?

Activity #2Outcomes Critique

1. Compare and contrast the multiple determinants of behavior (environmental, biological, and genetic)

2. Evaluate and classify various marketing strategies3. Become aware of major events associated with the history of

the United States4. Outline the structure of the United States Constitution5. Develop an appreciation of music6. Discriminate among different Western music styles7. Demonstrate a developing intellectual curiosity and a habit of

lifelong learning, through choice of research topics, the number and quality of questions asked in class, the application of course concepts or themes to lived experiences or world events, or through other similar means

8. Design a grounded research study using the scientific method9. Learn about digestion

Using the Bloom’s Taxonomy handout and the Verb list on page 13 of the semester conversion guide:1. Write a rough draft or fine-tune 1-2 course outcomes

for a course you are instructing/transforming. 2. select possible pedagogical approaches you might use

for one or both of the outcomes3. Identify an existing or new course

assignment/assessment that matches the outcomes, pedagogy, and discipline.

Share with a partner and provide each other feedback.

Activity #3 Using Your Own OutcomeOutcome – Approach – Assessment

Page 13, Semester Conversion Guide

Some Pedagogical Approaches and Course Activities

Describe specific pedagogical approaches and course activities (e.g. AAC&U High Impact Practices), and explain how they align with course learning outcomes.

Examples Writing-to-learn (e.g. quick- writes, journals, blogs, other reflective writing)Progressive assignments with ongoing feedbackCollaborative projects and assignments Building cross-curricular perspectives Diverse and global perspectives Problem-based learningPerformances, demonstrations, and presentationsResearch experiencesService learning, community based learning Field tripsCapstone projects

What else?

Some Key Course Assignment & Assessment Tools

Key Course assignment examples that can also serve as assessmentsPaper (e.g. essay, research, case study analysis, service learning reflection)Portfolio (including ePortfolio) Project (including capstone, group project)Product, exhibition Skill demonstration (e.g. presentation)Performance Assessment Tool ExamplesRubrics (scoring guide), exam, review/evaluation (faculty, peer, juried, clinical)

What else?

Activity #4Add Additional Examples

Use post-its to add additional examples of Approaches/Activities and Assignments/Assessments to the posters around the room.

Strong Assignments for Assessment

Depend on your “level” of learning (Bloom’s taxonomy, handout, page 12, guide)

Are appropriate for the outcomeOften help students achieve multiple learning

outcomes. Have real-world application Are designed in the medium(s) appropriate for the

discipline or GE area (e.g. academic paper, presentation, group project, portfolio, performance, skill demonstration, or product).

Make worthwhile use of students’ learning timeAre often key assignments broken into smaller

assignments with feedback

Page 18, Semester Conversion Guide

Rubrics as Assessment Tools

A rubric is a faculty-developed scoring guide for use in assessing student work along specific dimensions.

Rubrics can be developed and applied to virtually any student work making grading more consistent, accurate, and unbiased.

Rubrics help students to better understand faculty expectations, can inspire better performance, provide a clearer picture of strengths and weaknesses, and reduce arguments about grading practices. Results of assessments can also INFORM PEDAGOGY.

What are some OTHER assessment tools that are effective ways of measuring student achievement of outcomes?

Page 19, Semester Conversion Guide

Page 20, Semester Conversion Guide

Semester Conversion WorkshopsBack to the Bay Sept. 17

Time Workshop10:00 am Keynote Speaker: Carl Kemnitz,

San José State University

11:00 am Semester Conversion Questions and Answers

1:00 pm Tools and Strategies for Semester Transformation Part 1

2:00 pm Tools and Strategies for Semester Transformation Part 2

Reimagining Your Courses for Semesters

Department Chair Panel on Semester Conversion

3:00 pm Curriculog

Please complete the workshop feedback including suggested changes you have for the Course Outline: “Detailed Syllabus for Transformed Course” form

Thank you!

Hands-on Work Session: 12:00-2:00