A Presentation by:

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Creating an Effective Online Syllabus
An Overview of Basic Content
A Presentation by Marj Ashcraft, Towson
University Dr. Joan McMahon, Towson University
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This presentation is designed to provide you with
an overview of the basic components of the course
syllabus content.
Specifically, we will take a look at

• The purpose of the syllabus

• The primary elements of the syllabus along with
  what constitutes
• a Generic syllabus and a Syllabus and
  Schedule

• Items you might include in an online syllabus

Issues of formatting your online syllabus
design/layout are not addressed in this slide
show for Part I of Station A.10 Creating an
Effective Online Syllabus. Rather, they are
presented in Part II of the station.
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The Purpose of the Syllabus
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A good syllabus serves as a scaffold for the
course
Simon, 2000, p. 83.
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Syllabus
The purpose of any course syllabus is to
provide
the basic information and guidelines of the course
?
the expectations of the instructor as well as the
department
?
?
the foundation for measuring the learning
experience
These aims are underscored by the elements
contained in the syllabus.
Fullmer-Umari, 2000.
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The Primary Elements of the Syllabus
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The Four Primary Elements of any syllabus are
The Four Primary Elements of any syllabus are
It is from these basic blocks that you build
your syllabus.
I. Objectives
The learning objectives you wrote in Station A.4.
This part of the syllabus tells what the student
is expected to do, learn, know, perform, etc. in
the course. (i.e., Upon completing the course,
students will be able to) It is not what the
instructor wants to do, such as Teach the
basics of or Sensitize the student to
The Learning OBJECTIVES
The learning objectives you wrote in Station A.4.
This part of the syllabus tells what the student
is expected to do, learn, know, perform, etc. in
the course. (i.e., Upon completing the course,
students will be able to) It is not what the
instructor wants to do, such as Teach the
basics of or Sensitize the student to
II. Content
The Learning CONTENT
Your course content. This tells students what
information/ subject matter they can expect to
cover in the course.
Your course content. This tells students what
information/ subject matter they can expect to
cover in the course.
III. Activities
The learning activities you wrote in Station A.5
as well as any specific technologies (identified
in Station A.7) that you plan to use in support
of these learning activities. This tells students
what they can expect to be doing in the course
(i.e., reading assignments, online discussions,
scavenger hunts, lab work).
The learning activities you wrote in Station A.5
as well as any specific technologies (identified
in Station A.7) that you plan to use in support
of these learning activities. This tells students
what they can expect to be doing in the course
(i.e., reading assignments, online discussions,
scavenger hunts, lab work).
The Learning ACTIVITIES
IV. Assessments
PROOFS of the Learning
The assessments you wrote in Station A.6 as well
as any specific technologies (identified in
Station A.7) that you plan to use in support of
these assessments. This tells students how they
are expected to demonstrate their learning in the
course (i.e., tests, projects, portfolios) These
mirror the learning objectives above.
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The Generic Course Syllabus is usually the one
approved by the department and/or the campus
curriculum committee.
Notice that it includes
Syllabus
Cell Structures Function BIOL325.101
The 4 Primary Elements
Course Description
AS WELL AS common sense items
such as
The official course description listed in the
school catalog. This is important for advising
and for acceptance of transfer credits.
Objectives The learning objectives approved by
the department Content A simple 10 item outline
of the major concepts to be learned. Activities A
list of possible activities acceptable for the
course, from which an instructor can choose. A
Assessments A list of possible assessments
acceptable for the course, from which an
instructor can choose. A
Objectives
Course Title Number
Content
A Brief Course Description
Activities
Make sure this matches the official one in the
school catalog.
Assessments
Common Institutional Policies

• the institutions policy on plagiarism

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This Generic Course Syllabus could be an overlay
for your own course and wouldnt have to be
re-written each semester.
It communicates to the student that you are
teaching to department/campus expectations.
Common Syllabus Cell Structures Function
BIOL325.101 Course Description The official
course description listed in the school catalog.
This is important for advising and for acceptance
of transfer credits. Objectives The learning
objectives approved by the department Content A
simple 10 item outline of the major concepts to
be learned. Activities A list of possible
activities acceptable for the course, from which
an instructor can choose. Assessments A list of
possible assessments acceptable for the course,
from which an instructor can choose.
Campus/Department Policies Those items such as
class attendance, plagiarism, etc.
Why is this important? Consider

• What would happen if 5 faculty wrote a
• completely different syllabus for this same
• course?

?

• What message would that send to students?

• Have you asked for the approved syllabus
• as a place to start your own interpretation?

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The Course Syllabus and Schedule allows a faculty
member to customize his/her interpretation of the
Generic Course Syllabus by both retaining and
elaborating on the approved document.
customize his/her interpretation of the Generic
Course Syllabus by both retaining and
elaborating on the approved document.
retaining
Syllabus and Schedule
The course title and
Cell Structures Function (BIOL325.101)
Retained items would be
Instructor Dr. Lerna Lott
The Course Description
Email www.URweb.edu Phone[phone]
FAX[phone] Office Hours MWF afternoons
from 1230 - 2 and 315 - 430
Interpretations/Elaborations would include such
items as
Course Description This should be a replica of
what is printed in the course catalog and not new
information.
Objectives Your interpretation of the common
(generic) syllabus objectives. They should be
closely aligned, if not identical. Content The
approved course content embellished with your
style schedule. Activities The approved
learning activities imprinted with your style AND
maintaining the intent of the approved
activitiesclearly supporting the established
learning objectives. Assessments The approved
learning assessments imprinted with your style
AND maintaining the intent of the approved
assessmentsclearly supporting established
learning objectives and your learning activities.
Instructors Name
Contact Information
Your customized interpretation of the course
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Other additional customized components include
a brief overview of your online
teaching philosophy how you view
the students online role
Your philosophy about teaching and learning

• a brief overview of your online teaching
  philosophy
• how you view the students online role

• how you will be grading students work
• how late assignments will be handled

how you will be grading students
work how late assignments will be
handled
Your Class Policies

• Examples include
• how you prefer students to submit their work
• (i.e., as email attachments? using the
  courseware tools?)
• how you prefer students to format their work and
  files

Your Special Preferences
Training Track B.5 Course Management Strategies
contains further practical suggestions you might
wish to consider regarding how you may prefer to
manage your online course.
Fullmer-Umari, 2000 Simon, 2000.
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Making sure you remember to
include the components is the point here!
How you arrange the components in your syllabus
is not important at this step.
Syllabus
Cell Structures Function BIOL325.101
Course Title Number
A Brief Course Description
Dr. Lerna Lott

www.webU.edu Phone[phone]
FAX[phone]
Course Description
Objectives
Class Policies
Instructors Name
Content Activities Due
Your Special Preferences
Contact Information
Class Policies
We will be showing you syllabus design/layout
options under Part II Adapting Your Syllabus for
Effective Use Online of this training station.
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Items You Might Include in an Online Syllabus
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Consider that
In the online classroom
In the on-ground classroom
The tone of the course is established by your
physical presence in the first class
meeting.
Your Syllabus establishes that crucial first
contact
Your appearance, voice and body language
convey/model the tone.
Thus, it is the syllabus which sets the tone of
the online course.
Fullmer-Umari, 2000, p. 96.
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To put your personal stamp on the course from the
outset, consider adding the following elements to
your syllabus
A biographical sketch
This is your opportunity to introduce yourself to
students online, much as you might do in any
first class meeting. You could include
A brief overview of your professional experience
and education relative to the course
A brief description of your teaching philosophy,
particularly as it relates to online learning
Any hobbies or special interests
A clear, up-to-date photo of you.
Fullmer-Umari, 2000, p. 96.
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Injecting humor is another way of setting the
tone and putting your personal stamp on the
course.
IF this is part of your teaching style and the
kind of tone you want to set for your online
class, you might want to include
Some clipart graphics to lighten the mood
Assignments
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Links to helpful websites
Many online instructors also like to include

• These can include
• sites offering students useful tips for
  improving their basic study/writing skills.

http//www.geocities.com/Athens/Troy/8866/ Includes web search information, how to write/ format research papers in MLA style, tips for doing presentations, etc.
http//www.ohiou.edu/esl/help/index.html Ohio
University site with tutorials on technology (web
pages, email, etc.) as well as how to find/
evaluate/cite research on the web
http//www.geocities.com/Athens/Troy/8866/ Includes web search information, how to write/ format research papers in MLA style, tips for doing presentations, etc.
http//www.ohiou.edu/esl/help/index.html Ohio
University site with tutorials on technology (web
pages, email, etc.) as well as how to find/
evaluate/cite research on the web

• sites related to the specific course
  subject/discipline

http//www.mcsr.olemiss.edu/egjbp/faulkner/intro.html A site devoted entirely to the life and writings of William Faulkner, developed by a graduate instructor Ph.D. candidate from the University of Mississippi
http//vlib.org/Science/Cell_Biology/ The WWW
Virtual Library of Cell Biology, with myriad
links to databases informational sites relating
to all aspects of cell biology from apoptosis
(programmed cell death) to signal transduction in
cell growth.
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Many online instructors also like to include
These can include Frequently Asked Questions
about the courseware and support technology
FAQ pages for students
as well as common questions about the course
itself.
FAQ about the technology
FAQ about this course
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As your experience with online instruction
increases, so, too, will your
!
!

• knowledge of

• effectiveness in

• confidence in

determining exactly what items to include
in your online syllabi.
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To sum up
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Summary
The purpose of the syllabus is to provide

• the basic information and guidelines of the
  course
• the expectations of the instructor as well as
  department
• the foundation for measuring the learning
  experience

• the basic information and guidelines of the
  course
• the expectations of the instructor as well as
  department
• the foundation for measuring the learning
  experience

These aims are underscored by the elements
contained in the syllabus.
These aims are underscored by the elements
contained in the syllabus.
The 4 primary elements of the syllabus are
The Learning OBJECTIVES
The Learning CONTENTS
The Learning ACTIVITIES
PROOFS of the Learning



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Summary
The Generic Syllabus

• is usually the one approved by the department
  and/or campus curriculum committee

• includes the 4 primary elements --

the learning objectives the learning
content the learning activities proofs of the
learning

• includes common sense items such as
• ? the course title number
• ? a BRIEF description matching the catalog
• ? common institutional policies (such as
  plagiarism)

• communicates to students that you are teaching
  to the expectations of both the
• department and campus.

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allows a faculty member to
customize his/her interpretation of the Generic
Course Syllabus by retaining elaborating on the
approved document.
Summary
The Course Syllabus and Schedule
Generic Syllabus Cell Structures Function
BIOL325.101 Course Description The official
course description listed in the school catalog.
This is important for advising and for acceptance
of transfer credits. Objectives The learning
objectives approved by the department Content A
simple 10 item outline of the major concepts to
be learned. Activities A list of possible
activities acceptable for the course, from which
an instructor can choose. Assessments A list of
possible assessments acceptable for the course,
from which an instructor can choose.
Campus/Department Policies Those items such as
class attendance, plagiarism, etc.

• Retained Items include
• ? the course name and number
• the course description

• Retained Items include
• ? the course name and number
• the course description

Instructor Dr. Lerna Lott
Email www.URweb.edu Phone[phone]
FAX[phone] Office Hours MWF 1230 - 2
and 315 - 430

• Interpretations/Elaborations include such items
  as
• ? your (the instructors) name and contact
  information

Objectives Your interpretation of the learning
objectives approved by the department/campus.
They should be aligned with if not identical to
the approved (Generic) syllabus.
? your customized interpretation of the course,
including
Content The approved embellished course content
and schedule that flows with your style.

• the learning objectives

• the content

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Summary
Other additional customized components include
Your philosophy about teaching and learning
i.e., your online teaching philosophy.how you
view the students role online
i.e., your online teaching philosophy.how you
view the students role online
Your Class Policies
i.e., how you gradehow you handle late
assignments, etc.
i.e., how you gradehow you handle late
assignments, etc.
Your Special Preferences
i.e., how you prefer students to submit their
work, save their work and files, etc.
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Summary
And
Because the online syllabus
You might also include
Establishes the first crucial contact with your
online students
A biographical sketch of yourself with an
up-to-date photo
Some graphics to lighten the mood
Thereby
Setting the tone of your online course
Links to helpful sites
FAQs re the technology as well as the course
itself.
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Conclusion
And remember
As your experience with online instruction
increases, so, too, will your knowledge,
confidence and effectiveness at determining the
items to include in your online syllabi.