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Course Syllabus Checklist and Discussion Starter SGS 901: Instructor, TA & General Information Yes No Comments

This document provides a checklist for course syllabus components and discussion questions to guide feedback on syllabi. The checklist lists common syllabus elements like instructor information, course description, learning outcomes, assessment details, required materials, and course policies. It is intended as a starting point for conversations about how to make syllabi clear and comprehensive. Instructors should use the checklist ideas and discussion questions to reflect on their own syllabus but also have flexibility to include what fits their teaching style and department policies.

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300 views3 pages

Course Syllabus Checklist and Discussion Starter SGS 901: Instructor, TA & General Information Yes No Comments

This document provides a checklist for course syllabus components and discussion questions to guide feedback on syllabi. The checklist lists common syllabus elements like instructor information, course description, learning outcomes, assessment details, required materials, and course policies. It is intended as a starting point for conversations about how to make syllabi clear and comprehensive. Instructors should use the checklist ideas and discussion questions to reflect on their own syllabus but also have flexibility to include what fits their teaching style and department policies.

Uploaded by

ALI LIBERTY
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Course Syllabus Checklist and Discussion Starter

SGS 901

This list is intended as a starting point for discussions about the clarity and
comprehensiveness of course syllabi. It is comprehensive but not prescriptive and may
provide you with some ideas of what to include in your own course syllabus. Enjoy the
discussion but remember, when all is said and done, your syllabus should reflect both
department policies and who you are as a teacher.

Instructor, TA & Yes No Comments


General
Information
Instructor & TA
Names & Roles
Office Hours and
Location
Contact Information

Course Yes No Comments


Information
Course Title &
Number
Classroom
Location; session
days and time
Course
Description/Purpose

Prerequisites

Learning Outcomes

Rationale
- value statement
- rationale for
approach
- roles &
responsibilities
for instructor
and students
- how the course
fits into the
program
Assessment
- List and dates
of assignments
and tests
- Grade
distribution
- Description of
major
assignments
Course Materials Yes No Comments
Textbook name;
edition; authors;
availability
Supplemental
readings
Additional resources
(i.e. lab materials)
Course Schedule Yes No Comments
Schedule of topics
and associated
readings

Assignment due
dates

Required events

Policies Yes No Comments


- Academic Integrity
- Accessibility &
Accommodation
- Missed
Assignments/Late
Submissions
- Campus support
services
Questions to Guide Feedback on Syllabi

- Is the course description rich enough that it answers questions about the
value of the content and instructional processes in relation to the program
and why the course might be valuable to students?

- Are there details about the way the course will be structured that help to
distinguish the course from others that might be similar?

- Do the course learning outcome give a clear description of the level of


complexity of the expected learning?
o Can you tell what the intended learning will look like?
o Are the learning outcomes assessable?

- Is the assessment structure clear?


o How well aligned are the methods of assessment with the stated
complexity of learning expressed in the learning outcomes?

- If descriptions of instructional methods are included, are they likely to


support the learning outcomes that have been articulated?

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