ࡱ> _ 'bjbjCC DN)D\)D\  44444HHH8LTH(h     B(D(D(D(D(D(D($++-h(4h(44  }(j4 4 B(B(*&hf' @Jhe&.((0(&.ej. f'.4f'h(h((. > :  Master Syllabus - Annotated Template Course: Designator, Number and Title Cluster Requirement: Cluster Number and Letter This University Studies Master Syllabus serves as a guide and standard for all instructors teaching an approved course in the University Studies program. Individual instructors have full academic freedom in teaching their courses, but as a condition of course approval, agree to focus on the outcomes listed below, to cover the identified material, to use these or comparable assignments as part of the course work, and to make available the agreed-upon artifacts for assessment of learning outcomes. The italicized text in this annotated template provides details about the material to be included in each section and should not be included in the final Master Syllabus. A blank template is available for faculty to complete and submit. Ideally the process of preparing a Master Syllabus should include all of the instructors who regularly teach the course. It is expected that this effort will serve to initiate conversations about the primary curricular goals of the course as well as the assessment of course and University Studies goals. Course Overview: This part identifies the course content, including a brief summary of the targeted material and subsequent issues and topics addressed by the course. University Studies Course Rationale: This statement should describe the general content and goals of the course, the pedagogical approaches and types of assignments and the ways in which the course will attempt to help students meet the University Studies learning outcomes for that Cluster requirement. This statement is an opportunity for the sponsoring faculty to speak directly about how the course will fit into the Cluster requirement's scope and goals. Learning Outcomes: This part has two subparts: Course-Specific Learning Outcomes: The first part includes the learning outcomes for the course that have been agreed upon amongst the departments faculty and which are not directly linked to the University Studies curriculum. University Studies Learning Outcomes: This second part lists the relevant learning outcomes that this course meets as described in the University Studies Cluster requirement. This part should list the Cluster and letter of the Cluster requirement (e.g., Cluster 2A) and should simply reproduce verbatim those learning outcomes here. Additionally, if the Cluster requirement provides alternative outcomes, the specific option to be applied in this course should be identified. For example, in Cluster 4A, courses can fulfill the requirement by explaining different perspectives on: a) what it means to be human and how the significance of human existence has been understood; b) the nature of human relationships and how these relationships are evidenced in regard to the broader world; or c) how knowledge is obtained, maintained and changed, as well as how individuals come to understand and think about the world around them. The outcomes here should identify which option this course intends to use to fulfill this requirement. Examples of Texts and/or Assigned Readings: This part should list the textbooks and readings used across the different sections of this course over the last several years or the readings that are expected to be used in future sections. There is no expectation that any one instructor would use the entire set of readings or even that the instructors would be unable to use readings or textbooks not on the list. Rather the list serves as an extended sample of readings or texts the instructors would consider using in the teaching of this course. The expectation is that, in some cases, this list could be quite extensive. Example Learning Activities and Assignments: These assignments should demonstrate how the University Studies outcomes have been integrated into the learning processes in the course. In addition, they should provide a description of student work products that can be taken as course artifacts and used for the purposes of program assessment. Faculty need only list the particular assignments that involve the University Studies learning outcomes for the Cluster requirement. If faculty intend to use other assignments to meet course-specific outcomes only, they need not be listed here. As with the previous part, a list of assignments, not necessarily to be used in its entirety by any one section, could be provided. This may be necessary where different instructors intend to approach the learning outcomes with different assignments or pedagogies. Each example assignment should provide as much specific detail about the assignment as the collective group of instructors can agree upon. If the instructors can only agree that a written assignment must be done, then that should be listed. If the instructors can collectively agree that it should be a research paper with a minimum of 5 sources, then that that is how the assignment should be described. That said, when reviewing courses for approval, greater specificity will allow the Committee to better assess whether the course will successfully meet the goals and outcomes of the requirement. While no instructor is going to be held to using a list of specific assignments, the expectation is that the instructor will give out these or equivalent assignments that meet the full set of learning outcomes. Thus, assignment substitution is allowed, with the understanding that the replacement assignments fulfill the same learning outcomes. A description of the student work generated by the assignments should be included. These artifacts should be some sort of student work product, the content of which could plausibly be used to determine the extent to which students have met the University Studies learning outcomes for the Cluster requirement. These artifacts could be traditional products like term papers or in-class essay assignments. They could be a set of closed-ended (multiple choice, true/false, etc.) test questions embedded in a larger test that link directly to specific learning outcomes. They may also be newer forms of work such as wikis, videorecorded student performances or online discussion boards. The key is that a set of independent assessors should be able to look at the work and evaluate how well the students have met the learning outcomes. It is important to note that the instructors need not assess these artifacts according to the University Studies outcomes as part of the course grade, although they are encouraged to do so. For instance, a low-stakes writing assignment might receive only a cursory assessment by the instructor, but its content could be used at a later date by program assessors to more rigorously examine whether students met the outcomes. Outcome Map: The outcome map is a table in which each row focuses on one of the University Studies Learning Outcomes for the Cluster requirement. The first column provides the number of the Univ St outcome, the second column describes the teaching and learning activities that will foster students development of mastery of that outcome, and the third column explains what student work products (tests, assessments, assignment work, papers, etc.) will be created that document students competency on the outcome. The teaching and learning activities listed here will include the specific assignments described more fully above, but they can also encompass other kinds of activities, like lectures, group discussions, readings, etc., that may not be associated with an assignment that bears on students grades. For courses seeking a 1C designation, it is also helpful to provide a description of how the course meets each of the Intermediate Writing Criteria. Univ St Learning OutcomeTeaching and Learning ActivitiesStudent Work Products12345 Sample Course Outline: This part should be a listing of course topics organized either by week or by section, chronologically documenting the specific topics addressed by the entire course.     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