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Teaching Tips

from the Center for Teaching

Recently, faculty and staff in the Learning and Student Development Division were sent a "quick poll," to ask what they thought would be the top five or six items to include in a thorough and effective syllabus. The following is a summary of items sent in response:

Key Items for an Effective Syllabus:

• Course Name, Number, Section, Day and Time, Location
  
• Instructor Contact Info:

-Name
-Phone number (some suggested a home phone-not all agreed)
-Email
-Office Location (if applicable) and Hours of Availability

• Course Description and Learning Outcomes
  
• Course Assignments and Expectations of Responsibilities

  -Including Class Participation
  -Policies on missed/late work
  -Policies on make-up quizzes etc.
  -The 2 to 1 "homework" expectation*

• Day to Day schedule (at least a rough schedule, with note about how flexible it might be)
  
  

  -Schedule of readings, discussions, topics etc.
  -Tests
  -Papers
  -Due dates
  -Holidays
  -Last Day to Drop with a W etc.
  -Advisement Day
  
  
• Required Texts and Other Materials or Supplies
  
• Grading Info./Evaluation Criteria

• Plagiarism (and/or "cheating") information
  
• Study tips, if applicable
  
• Contact Information for Academic Support Services

-Such as the Library, Learning Center
-Information for students with disabilities
-WebCT Vista information, if applicable (and/or web address for other course related materials)

Did You Know...

• Your syllabus is a contract with your students?
• The Library keeps syllabi on file for two semesters.?
• Statement for students with disabilities is not only a good idea, but required?

*In general, for each course a student takes, there is a formal expectation that on average there should be 2 hours of "homework" for each 1 hour spent in the classroom?

Is you syllabus online somewhere?  (In WebCT Vista or elsewhere?)

 Paragraph to be included in all QVCC syllabi regarding students with disabilities

"If you are a student with a disability and you believe you will need accommodations for this class, it is your responsibility to contact either Jim Grimord, Director of Learning Services or Chris Scarborough, Learning Disabilities Specialist, and complete a self-disclosure form.  To avoid any delay in the receipt of accommodations, you should contact either Mr. Grimord or Mr. Scarborough as soon as possible. Please note that I cannot provide accommodations based upon a disability until I have received an accommodations letter from either of these individuals. Your cooperation is appreciated." (Provided as an example, by Jim Grimord, Director of Learning Services)

Questions From the Classroom

Recently, a "part time" instructor (someone who seems to be around much of the time despite the "part time" classification) asked me several questions that have been on his mind quite a bit lately. First, he wanted to know "how do we adjuncts know we are "on the mark" with what we are teaching in a given course?" His concern was that with so many adjuncts throughout the college, he wasn't sure there were ways to guarantee that courses had clearly, consistently defined objectives and intended outcomes. "I know that there is a catalog description for each course we teach, and an official "course record," but how much leeway do instructors have" he asked, "to cover certain parts of a given course, and skim over [or skip over] others?" For any course, are there clear ways we have to insure that the "essentials" are taught, while respecting academic freedom?

The other question was about how far adjuncts should be expected to go in their efforts to insure that students get individualized teaching attention when needed. Adjuncts, after all (he pointed out) don't have offices or required office hours; often, they may only have enough time to show up for class, and then leave at the end, with little or no extra time for meeting with students outside of class. I am sure that many adjuncts go far beyond the minimum class-time contact with students, to carry on teaching and learning outside of class. The question, nonetheless, is one that could generate much constructive sharing of ideas and "quick tips." For part time and full-time instructors alike-how do we maximize our resources of time and energy to reach students both in and out of class?

What are your thoughts on either or both, of these important questions? Send them along, to be included in a future Teaching Tips.