Developing Your Curriculum & Course Syllabus
Learning is by design – by that, we mean that whether one is setting out to design a single course or an entire curriculum, one should begin by identifying what one wants one's students to learn from the experience. The instructional activities and assessment strategies one designs should follow from those objectives. Goals for any given course should be aligned with those of the broader program, so that student can transfer what they learn in cone context to problems or issues they might encounter in another. Curriculum design and development for 21st century learners should be student-centered. And all of this should be conveyed clearly to the students, so that they understand what they are being expected to learn and do and where it fits in the broader scheme of things.
The programs and opportunities listed here are intended to enable participants to gain insights about the students we serve and about how to promote their success.
Instructional Design Models
Backward Design model and Understand by Design (UbD) by Wiggins and McTighe
Six Facets of Understandings
Alignment of Learning Outcomes
Guideline for developing a course syllabus (Beta) [pdf] Your feedback to this guideline is much welcome by the author before the final version is developed.
Text Books Alternatives
It is critically important to be able to see whether one's students are actually learning what we set out to help them learn. And it is critically important to be able to provide timely and useful feedback to students about where they are succeeding and where they still have work to do.
Examples of Syllabi
- Interactive syllabus design for learning activities [doc] | Snap shot of a schedule of interactive activities (Everhart, D., & Waterhouse, S.)
- Mathematics syllabi examples
- Integrated Marketing Communication [pdf] (Marilyn Easter, SJSU)