Teaching Online at Towson
Syllabus
Overview
A well-constructed syllabus will be the foundation and map for your students. Furthermore, it will help to set student expectations for the entire semester.
Your syllabus should contain clear, concise and unambiguous text.
Elements of an online syllabus may include:
Course Rationale | Course Objectives | Course Layout | Course Requirements & Grading | Course Policies | Course & Assignment Schedule | Style | Required & Recommended Materials | Technical Requirements | Student Support Resources | Jump List
Course Rationale
The course rationale describes what the course is about and why it is important to both the program of study and the student.
Example:
A fundamental knowledge of database structures is a core component to success in the IT field. Moreover, the ability to read, write, and analyze database programs will transcend your skills across multiple fields such as mathematics, science, medicine, business, etc. This class is designed to enhance your problem solving skills through developing comprehensive logical algorithms, implementing nonlinear data structures, and determining several types of sort and search algorithms.
Course Objectives
Courses objectives are likely to be the most important component to a syllabus. Objectives are the basis for teaching and the basis for measuring knowledge and skills. The objectives will not only guide the instructor's teaching but will also guide student learning.
Course objectives should be clear and measurable.
Objectives should not contain ambiguous language such as "students will learn" or "students will increase their knowledge." While we hope that students will learn and increase their knowledge, these terms cannot be measured. How do we know a student increased their knowledge?
Instead use objectives that contain measurable indicators such as, "students will identify the 5 key components to the team building theory" or "students will develop a comprehensive corporate program using team-building theory and team-management principles."
Examples:
By the end of this course, the COSC324 student should be able to:
- Demonstrate problem solving techniques when creating a complex database system.
- Develop complex logical algorithms to solve standard database problems.
- Define basic software development principles when creating a complex database system.
- Organize, develop, and supply C++ code to create a complex database system.
For more information on creating objectives, see Lessons 2 and 4 in ISD Basics here:
Course Layout
If you lay your course out in weeks, explain specifically when the week ends (example: Sunday at 11:59pm Eastern Standard Time).
Let your students know the location of important tools in their online classroom and how you expect those tools will be used.
Examples:
- Where should student go to find class readings and assignments?
- Where and how should students submit assignments?
- Where should each type of class communication occur?
- How will you use announcement areas versus e-mail?
Course Requirements and Grading
It’s important to be clear with your students what is expected of them. For each week they need to know:
- What assignments are due
- When assignments are due
- How they will be graded
- How to turn their assignment into you
- How they will receive feedback on their assignment
Always include a statement that explains the assignments your students will need to deliver for a grade in your class.
Example:
Database Analysis (worth 10 points):
You will be assigned a database miniproject in which you will have to evaluate a database that was created for a specific need. The database should be for a large-scale need that manages a dataset no smaller that 10,000 ID entries. In your analysis task you will want to interview a IT professional who set up the database. In the interview you will want to answer the questions which I will hand out in class.
Your analysis should be at least 8 pages, double-spaced, 12font and include the following elements:
- Cover sheet
- Introduction of database
- What issue did the database solve
- What issues did the database development run into that slowed down implementation
- Response to all questions in the "Analysis Questions" Handout provided during class
- Items stored in the database
- Search method for database
- Overview of system & software used
- Overview of database entry/output system
- No more that 3 grammatical errors (preferably no grammatical errors!)
- Absolutely no spelling errors!
Course Policies
What are your course policies? Consider your policies for the following:
Standard college and departmental policies (including plagiarism)
Participation
Grading
- How are assignments graded? How are late assignments
graded?
- When can students expect a grade for their assignments?
Assignment Submission
- In what format should students submit assignments (e.g. Word 2000 document, html, etc.)? How and where should assignments be submitted?
Communication
- When should students use e-mail, discussion area, etc.
- How soon will you respond to e-mail (example: within
48 hours of received time)?
- How often will you check e-mail?
- How often will you expect students to check announcements?
Emergencies Course and Assignment Schedule
The course schedule provides students with due dates, topics, readings, discussions, exams and assignments to be covered throughout the semester. It's useful to organize your course schedule into weeks segments.
Example:
Due Date |
Topic |
Reading |
Assignment/Task |
1/21 |
Objectives and Assessments |
Text,
Ch 1-3 |
Group Discussion 1: Introduction —
Introduce yourself to your colleagues. Respond to at least 2 of your colleagues. (Additional requirements are listed in the discussion board.)
Group Discussion 2: Objectives —
Post a course objective, at least three supporting objectives and describe how you will assess those objectives. Respond to at least 2 of your colleagues postings using the discussion board guidelines. |
1/25 |
Planning Assignments |
Text,
Ch 4-6 |
Analysis Project Due
Practice Quiz 2 Due
Group Discussion 3: Exploration Results —
Post 2-3 meaningful findings from the reading and exploration and explain why they are helpful to you. Respond to at least 2 of your colleagues using the discussion board guidelines. Group Discussion 4: Online Assignments —
Post two online assignment outlines for the sample course you chose in Part 1 and any questions or concerns you encountered in this process. (Additional requirements are listed in the discussion board.) Respond to at least 2 of your colleagues using the discussion board guidelines. |
Style
Your expectations will set the tone of academic study in the classroom. What is your teaching style? How do you expect your students to learn? It is always best to state your expectations before the class begins.
Example:
The instructor takes an active approach towards teaching and learning. While their will be practice quizzes in this course, because the memorization of basic facts is essential ingredient to the course, most learning will take place through active projects. The instructor expects that students will learn through the active process of "doing." Therefore, the student can expect that there will be little lecture in class but more "hands-on" activities.
Much like the technology environment, the projects in this class will carry strict deadlines. It is up to the students to complete projects on time. It is expected, that students ask questions before trouble arises and projects get pushed past the due date. Concessions for late projects will only be made if the instructor has been confronted 5 days before the project's due date at the first quarter of the semester and 10 days before the project's due date after the first quarter of the semester. Nevertheless, it is likely the instructor will not allow a due date to be extended!! Late projects will receive an "F" unless it has been agreed upon in written form by the instructor.
Required & Recommended Materials
Always list the materials you will require for your course. It is also useful to list any materials that you believe will enhance their learning experience but are not required.
Include a bibliography that references:
- Magazines
- Journal articles
- Books
- Local resources
- Important web sites
Technical Requirements
List all technical specifications for your course including technical requirements and how to get help for technical issues. Include:
- Computer hardware/software required for the course
- Prerequisite computer skills
- URL (Web address) for the course site
Student Support Resources
Jump list with links to each section of the syllabus
A jump list can be a great enhancement to your online syllabus. The jumplist will allow your students to navigate through the different areas of your course syllabus. Clicking a link in the jumplist will "jump" the user to another area on the same document.
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