This section is dedicated to all aspects of designing a course, including the most effective way to do it: backwards! Also covered here are

• Generating Student Learning Outcomes
• Organizing and Pacing Your Course
• Writing a Syllabus That Students Will Read
• Emphasizing Academic Integrity
• Applying the VIBE Framework: How Equity-Minded is Your Course? 

Generating Student Learning Outcomes

What are learning outcomes?

Student Learning Outcomes (SLOs) are specific statements of what students will be able to do when they successfully complete a learning experience. SLOs should be considered at all levels—from specific assignments to the whole course to the entire program. They should be

• Achievable
• Assessable [see Bloom’s Taxonomy Verb List]
• Student-centered [see benefits below]

Examples of SLOs

By the end of this course, you will be able to…

• Build probability models to quantify risks of an insurance system.
• Demonstrate critical thinking skills in the delivery of patient-centered care to well and ill patients.
• Apply differential calculus to model rates of change in time of physical and biological phenomena.
• Create a digital portfolio of your work and present it to a faculty panel.

Benefits of SLOs

Learning outcomes help students...

• Understand what they will gain from an educational experience.
• Identify in advance how they'll be assessed.
• Track their progress and know where they stand.

Learning outcomes help instructors...

• Plan appropriate teaching strategies, materials, and assessments.
• Revise curriculum to improve student learning.
• Assess how the outcomes of a single course align with larger outcomes for an entire program.

Whether you are seeking inspiration as you develop new assignments or need assistance writing SLOs for the course, we highly recommend you check out this “Writing Student Learning Outcomes” site.

Organizing and Pacing Your Course

Backward Course Design

Now that you have identified the Student Learning Outcomes (SLOs) of the course, plot a course for students to achieve these goals... backwards. Think about where they will be at the end of the semester and work in reverse, identifying what skills they should have mastered by week 12… then by week 9… and so on.  

Why? The old school way tended to be content-driven, emphasizing what the instructor will cover, and then adding a few tests and assignments. By focusing on what students will be able to do, you will have designed a course that is learner-centered.

The 3 Stages of Backward Course Design*

1. Identify desired results
   1. What are the big ideas and/or skills developed in this class?
   2. What should your students be able to know, do, and understand by the end of the course?
      1. Add to your syllabus something like, “By the end of this course, you will be able to...”
2. Determine assessment evidence
   1. What are students expected to do to show they understand something?
   2. Plan both summative and formative (low stakes) tasks. See FTLC's “Assessing Learning” for more information on this.
3. Design activities that will make desired results happen
   
   1. Assuming students are at a beginning level, it may take several weeks for them to learn what they need to know to succeed on the summative assessment. It is these learning needs that should structure the course. This learning might be organized into short lectures accompanied by in-class activities that give students practice and allow you to witness how well they are grasping new content. Homework can give students further opportunities to practice and self-assess before they are asked to complete the higher-stakes assessment.

*See Grant Wiggins and Jay McTighe Understanding by Design (Expanded 2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

Backward course design is more learner-centered because it is all about aligning content and pedagogical choices—the material and the activities are determined based on what is most helpful to students. In a coverage-focused course, the professor is determined to get through as much material as they can in a semester, pausing to decide what will be assessed as they look back at what has been covered. Ironically, instructors who have employed backward course design are always working forward to the upcoming assessment, having already mapped learning events for students accordingly.

Pacing Content

Now that you have your content and activities, organize your course as clearly and as intuitively as possible. You can do this by

• Creating a predictable rhythm
  • Establish a steady pace to help students manage their time to meet course expectations.
    • Good practice: low stakes quizzes given every other Thursday or students see discussion boards responses on Mondays.
    • Not-so-good-practice: taking 4 weeks for 1 module, while the next gives students just 1 week to complete AND it includes a summative assignment.
• Being consistent with how you introduce new content.
  • For example, in Canvas, every new module should follow the same formula of header, introduction, SLOs, resources, etc. [see “Sample Module Template” below]
  • Why? This helps students understand more quickly what the expectations are, and they can then plan their work time more effectively.

Sample Module Template

 

You might use just a few of these items or have many more! Create a formula that makes sense for your course and stick with it. Students appreciate both the familiarity and the clarity it provides.

Writing a Syllabus That Students Will Read

Decades ago, many instructors would have described the syllabus as a “contract.” The current literature on college teaching and course design, however, most often characterizes the syllabus as a “map” or a tour guide, since it not only lays out how to successfully reach the destination, but it also explains why one might want to go in the first place.

The most effective syllabus goes beyond listing the logistics and the topics covered in the course – it also

• Introduces students to the key questions or problems facing experts in the field;
• Suggests the ways in which an understanding of the course subject matters;
• Establishes an inclusive learning environment;
• Identifies the specific skills and knowledge students will be able to demonstrate upon completion of the course.

Required Elements of a CSUB Syllabus

The following are required components (as stated in the University Handbook). You should also check with your department to see what other elements they typically include.

• Instructor name;
• Course name and number, section number, and unit count;
• Day (s) of class;
• Time of class;
• Office hours;
• Office phone number;
• Office location;
• Email address;
• Location of class;
• Exam policy;
• Description;
• Course student learning outcomes;
• Required text (s) and course materials;
• Class attendance policy;
• Policies for turning in late assignments and making up exams;
• Grading policy, including components to be included in the calculation of the final course grade and their respective weights;
• Course standards for academic integrity, at a minimum should include the statement “Students are expected to do all the work assigned to them without unauthorized assistance and without giving unauthorized assistance. For the complete policy, see the university catalog…”;
• A statement regarding academic accommodations for students with disabilities, such as “To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. You must have an accommodations letter from the SSD office documenting that you have a disability; present the letter to me during my office hours as soon as possible or on the first day of class.”
• Due dates for assignments and exams.  As you create a schedule of lectures and activities, consult the
  • Academic Calendars
    • This will provide the first and last days of the semester, census days, campus closures, etc.
    • Pro tip: note the evacuation drill date!  I cannot tell you how many times I scheduled a Midterm on that day and then had to reschedule it.  UPD will let us know what time the drill happens a week or two prior.
  • Final Exam Schedule [also found on Academic Calendars page]
    • Note: Because Finals are 2.5 hours, they require special time blocks. Use them! Students have 4 other classes besides yours and the schedule is designed for them to succeed in all their courses.
  • Religious Holiday Calendar
    • University Handbook 303.1.4 Accommodating Religious Days “Faculty are encouraged to be sensitive to students’ religious observances that may, upon occasion, conflict with course requirements (such as examinations) and to make reasonable accommodations for those students.”

Foundations of an Inclusive Syllabus

An inclusive syllabus utilizes language and policies to promote equal access and opportunities for all students. If the syllabus is the road map of the course, inclusive instructors have already considered potential hazards, detours, roadblocks, and even the scenic views along the way. Communicate with your students from the start that you care about their success in your class.

Here are 6 strategies for making your syllabus more inclusive...

(1) Use Learning-Focused Language

Direct Address: Think of your syllabus as a conversation between you and your students.  Use pronouns like “I” and “we” plus “you” and “us” to not only personalize it, but also to shift the rhetoric away from content toward learning.

Learning Focused: Additionally, consider the course descriptions and policies in your syllabus. Are they content or learning focused?

(2) Frame Course Policies Supportively

There are many policies to include in syllabi (attendance, lateness, etc.). Have you noticed that the tone tends to be rather punitive? What if these policies were written in a way that increases engagement?  Consider using language that communicates your expectations for the class in an open and understanding way in order to foster positive motivation and helps students understand the rationale behind them.

To begin with, use student-centered language that emphasizes achievements and goals rather than punitive measures.

 

Here are some samples of course policies written in a way that increases engagement...

Deadlines, Late Work and Missed Work

Deadlines work both ways, and I will do my best to get all assignments graded and back to you in a timely manner. I have scheduled the due dates for assignments to align course content with in-class activities and your developing learning in this class.  Generally, assignments are due by the date posted on the syllabus and/or our Canvas site. I will accept assignments for full credit until ____ [INSERT] following that week’s classes. If you know in advance that you cannot fulfill a required assignment you must email me at least 2 weeks prior so we can make other arrangements.  If you suddenly need an extension, you must contact me at least 24 hours in advance of when the assignment is due.  You can make up missed work for partial credit. [INSERT FOR HOW MUCH AND ANY ADDITIONAL INFO] However, if you don’t turn in an assignment at all, you will receive 0.  

Attendance and participation 

Being active and engaged in class will provide you with the deepest learning experience. To get the most out of this class, you will need to actively engage with the materials and resources provided in Canvas.  

Strong participation means completing learning activities, being actively involved in discussions, asking interesting questions, and demonstrating that you read and have thought about the material - whether during live class sessions or as part of online learning activities. Participation translates through showing curiosity about others’ perspectives on an issue, demonstrating respect for others’ opinions and ideas through acknowledging their view and asking for clarification when you aren’t sure. During live class sessions, participation also means focusing on what is going on (being present), stepping up when you have a contribution and stepping back when it is time for others to talk.

Attendance and active participation are __% of your grade. and you will receive full credit if you attend each class. Absences due to your own illness, family illness or death, religious observances, or other extenuating circumstances will need documentation. Please make an appointment to meet with me to determine. [x #] unexcused absence is permitted. More absences will impact your grade. [explain how]

Community Norms Contract

This class is a unique community of learners, and we will decide together what guidelines will inform our group discussions. Please read the document carefully and engage actively with it by adding those norms that you'd like other course participants to agree to so that you and your classmates can fully participate in the class.

For more information on “Community Norms Contracts,” see our Teaching Strategies section.

(3) Use inclusive language

What is “inclusive language”? Inclusive language allows you to resonate with more audiences by speaking and writing in more impartial ways. In short, it is language that does not exclude people by using slang or expressions that discriminate against groups of people based on race, gender, or socioeconomic status.

To employ inclusive language in your syllabus, begin with a “Diversity and Inclusion Statement.” This will let your students know how you intend to shape a positive class climate that will provide them with a sense of belonging within a mutually supportive community.

Diversity & Inclusion Statement

I envision this course as a supportive and inclusive learning community where we can share experiences, engage critically with relevant texts, ask big questions, and discuss our thoughts and ideas. This will be a highly interactive class that relies on your thoughtful contributions. It is my hope that your learning in this course will contribute to making CSUB a more welcoming and supportive space where you and all people of all genders, races, ethnicities, and sexualities feel they belong.

Secondly, communicate your commitment to ensuring correct pronouns are used. A study published in the Journal of Adolescent Health found that when the parents, teachers and peers around them use their chosen names, trans youth experience a lower risk for depression and suicidal ideation.  You can affirm transgender and nonbinary students by taking these steps…

1. Sharing your pronouns with name tags, in an email signature or on a pin.  This normalizes the process rather than making it a big deal.  Students will notice and take your lead.
2. Adding a statement to your syllabus, like…

Names & Pronouns

Everyone has the right to be addressed by the name and pronouns that they use for themselves.  I am committed to ensuring that I address you with your chosen name and pronouns.  Please let me know what name and pronouns I should use for you if they are not on the roster.  Please note: a student’s chosen name and pronouns are to be respected at all times in the classroom.

To learn more read: MyPronouns.org Resources on Personal Pronouns

Depending on your discipline, there may be other ways to signal your commitment to providing a safe learning environment by warning students of potentially triggering content. For example, in a Humanities course that covers ancient art, I would include a “Difficult Content” statement, like the following:

Difficult Content

Greek mythology is complex and wondrous. It can also be violent, misogynist, racist, and disturbing. In this course, we will confront difficult content together with sensitivity, both to the figures represented and to each other.

You can find a variety of examples online and adapt them to fit your discipline, teaching style, and philosophy.  We highly recommend you start with Brown University’s site.

(4) Include a section on “how to succeed in this course”

Think about your best students. What is it that they did to earn good grades in your courses?  Consider sharing this info with your current students, who may not find your class as intuitive. Additionally, include a statement that literally says, “your success is important to me,” followed by

1. Tips on how to succeed in this course.
2. Campus resources that aid in academic success, including Services for Students with Disabilities, tutoring centers, Writing Resource Center, etc.

Include a statement, like this...

What will help you be successful in this course?

Your success in this class is important to me.  We all learn differently and bring different strengths and needs to the class.  If there are aspects of the course that prevent you from learning or make you feel excluded, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course.

Insert specific pointers for your course. For example, in my art history classes, successful students took copious lecture notes and regularly made flashcards of key artworks.  What pointers can you offer your students?

Accessibility and Accommodations

If you think you need accommodation for a disability, please contact the Office of Services for Students with Disabilities (SSD) at your earliest convenience. Some aspects of this course, such as the assignments, in-class activities, or the way I teach may be modified to facilitate your participation and progress.  As soon as I am aware of your needs, I can work with you and the SSD to help determine appropriate accommodation.  I will treat any information about your disability with the utmost discretion. 

Basic Needs

If you are experiencing challenges related to basic needs, such as food and housing security, there are resources available to you. Feel free to visit the campus food pantry (located next to the Student Union) for more information about services and monthly food distributions. Additional resources can be found on the Basic Needs website.

(5) Explain the Purpose of Office Hours

We all list our office hours on our syllabi, but have you ever explained the purpose of “office hours”?  Write a statement that motivates students to come to office hours.  Offer flexible options for meeting with you, use a scheduling system, and explain to your students what they gain from connecting with you. Note that some instructors refer to them as “student hours” to emphasize their purpose.

Office Hours (or Student Hours)

This is a time that I reserve for you.  Meeting with me is an important part in supporting you throughout this course.  Even if you don’t have specific questions, needs or concerns, I would love to talk with you at least once during this semester.  Schedule a longer meeting with me if you need help with specific course content or your course work, or if you want to talk about other school matters, including future plans.

(6) Use hyperlinks

Okay, so you are starting to have a lengthy syllabus. Now what? Use Hyperlinks! Why?

1. It minimizes text-heavy syllabus.
   1. This allows you to include even more resources for student success!
2. It makes the syllabus interactive.

PLEASE make accessible links! Here are some pro tips

• Use descriptive text instead of the entire URL
  • Imagine a user with a screen reader. They would hear ALL of this: https://www.insidehighered.com/digital-learning/views/2017/05/03/tips-designing-ada-compliant-online-courses
  • Instead, create a link out of the title itself (if an article) or a few descriptive words, like
    • “Read 5 Tips for ADA-Compliant Inclusive Design”
    • “Please read about ADA Design for more information.”
  • If you plan to use a sentence like “click here,” be sure to tell the reader where you are sending them first, like
    • “For tips on ADA-Compliant Design, click here”
• Let the reader know what type of artifact it is (video, document, PDF, etc.), like
  • “See WebAIM's WCAG 2 Checklist (PDF) for more information.”

Having clear statements about academic integrity should also be on the syllabus, but we have a lot to say about that, so please continue to the next section...

Emphasizing Academic Integrity

Try to define “academic integrity” without simply listing what comprises academic dishonesty. While the latter may be easier to do (along with stating the corresponding punitive measures), what does it mean to establish a fair and honest learning environment in which students model academic integrity? We have two suggestions:

Design honest and fair assessments

For students to demonstrate their knowledge honestly and fairly, assessment design ought to be geared towards mastery.

How so? Surface level approaches to learning are more conducive to cheating; mastery is more conducive to integrity.  

What should I do? Try replacing one assessment that is on the surface (bottom level of the Bloom’s Taxonomy pyramid), in favor of a deeper level assessment. For example, if you have homework that can be completed simply by copying and pasting (e.g., problem sets out of textbooks), then change it to practicing problem sets that are completed for mastery, not for points.

Talk with students about both integrity and cheating

Even if you are teaching a class full of graduating seniors, do not assume that students understand what integrity means in your class. Here are 5 ways to talk about academic integrity with your students:

1. Find out what they know about it
   1. Most students come to your class with lived experiences with integrity and cheating and have opinions about it. If you want your students to be on the same page as you, then you need to engage with them in an honest, thoughtful, and intentional conversation about integrity and cheating.
   2. You might also ask, “Why do you think some students cheat?”
2. Provide different scenarios
   1. Prompt students with a short scenario regarding student (dis)honesty and ask what they expect to happen if that student was in their class.
3. Strategize how to avoid issues discussed in #2
   1. Co-develop with your students a Statement of Values or Code of Ethics for the class. Start the term by talking about the fundamental values of academic integrity (honesty, respect, responsibility, fairness, trustworthiness, and courage) and how each member of the class (including you) should act to uphold those values. This collaborative discussion, which doesn’t have to be long, can go a long way to establish integrity norms and counter cheating behaviors.
4. Ask why they think academic dishonesty is a problem
   1. If students perceive (or know) that other students are cheating, they are more likely to cheat even when they know it’s wrong. You will likely also hear student frustration about the value of their education. One student, for example, stated, “I don’t want to be at a university known for cheating! It diminishes my degree.”
5. Provide students with resources and ongoing support
   1. Remind them often of your office hours, Writing Resource Center, Tutoring Centers, etc.
   2. Keep the messaging consistent all term. Don’t assume that a conversation on the first day is sufficient for the entire semester. You might give integrity reminders, questions on assessments, or check-ins on how their learning and integrity strategies are serving them.

For more information on CSUB’s policies and procedures, please see the CSUB Academic Integrity Policy.

Applying the VIBE Framework: How Equity-Minded is Your Course?

Concerned about whether the decisions you make are equitable? Take the time to reflect with the VIBE (views, inclusion, benefits and burdens, and equity) framework:

 

The VIBE framework can be applied to specific assignments within a course or even departmental or institutional decisions. For more on the framework, please read Decision Making for Equity. For an example of the perspective that the framework can provide, please continue...

Example: VIBE-ing Homework Policies

A math instructor was examining the equity gaps in one of her courses, focusing initially on the relationship between exam grades and frequency of completing homework. She noticed that there were two students who were performing well on homework assignments given during the week but earning lower grades on weekend work. When she talked to the students about it, the instructor learned that neither student had access to a computer at home. The students were able to complete homework during the week at the campus computer lab, but it is not open on weekends. The professor had not realized that computer access could be an obstacle and made the more equitable decision to not have work due on a Monday that had been assigned on a Friday.

Tia Brown McNair, et al, From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education (Hoboken, NJ: John Wiley & Sons, Inc., 2020, 66).