Components of a Comprehensive Syllabus
Prepared by Susan Lesyk, Teaching and Learning CenterCourse Description
- Scope of subject matter
- Specific topics
- Relationship among topics: themes and concepts
- Organization of themes, concepts
- Significance of course material
- Suggestions for appropriate intellectual inquiry
An Example:
Throughout the eighty-year history of intelligence tests in American Society, controversy surrounding their use has intensified. This course will examine the history of these tests and their social significance within American society. Beginning with the late 19th and early 20th century American impulse to quantify ability, the course will specifically address the history of the debates over heredity versus environment; cultural biases; configuration of the tests; uses of the tests in college admissions; and the impact of the tests on public policies. Are there consistent themes within these debates? Do the controversies surrounding testing reflect broader political and social divisions in our society? What can we learn about American society by examining reactions to these tests?
Information on textbooks and other required readings
- Title; author
- Description of texts
- Role of texts in developing course themes/and rationale for inclusion
- Anticipated reading load
An Example:
The reading assignments will total approximately 75 pages per week. Reading will include material from four required books as well as selections that are on reserve at the Main Library and available in packets from the EMU Copy Shop.
The books for the course are:
Stephen Jay Gould, The Mismeasure of Man. Gould, a Harvard paleontologist, examines the American impulse to rank its people on a scale that purports to represent intellectual ability. His work is an essential source in understanding the effect of social bias in reaching scientific conclusions. The Mismeasure of Man, a book-of-the-month-club selection, was well received, among both scholars and the general public.
Organization and method of instruction
- Sequence of topics
- Role of lectures, readings, discussions, labs
- General responsibility of student in the instructional process
An Example:
". . . at the end of this introductory period, students will choose a particular aspect of the topic that interests them. In the ensuing weeks, students will take leading roles in discussing their topics."
Chronological outline of topics and required reading
- Due dates by week or day
- Specific student preparations
- Study questions based on specific instructional goals
An Example:
WEEK NINE: THE PUBLIC VS. PSYCHOLOGISTS
Reading Selections
Block and Dworkin. The I.Q. Controversy (Lippman/Terman)
Cronback, Lee H. "Five Decades of Public Controversy Over Mental Testing."
Haney, Walt. "Validity, Vaudville and Values: A Short History of Social Concerns Over Standardized Testing."
Owen, David. None of the Above (Introduction; Chs. 4-5; conclusion)Study Question
Can the historical controversies we have discussed to this point be appropriately portrayed as a reflection of American resistance to "experts" and professional psychology? Are today's controversies such a reflection? How?
Method of evaluation
- Number of graded assignments/tests
- Weight of each graded assignment/tests
- Attendance and/or participation requirements
- Other options: extra credit or bonus points
An Example:
"Students will be evaluated on two written assignments and one in-class final exam (essay format). The first assignment will be a brief 'review of the literature' related to a particular aspect of the course; this will be due at the fourth week and will be worth 20% of the term grade. The second will be a 'position paper' worth 40%. "
Explanation of specific assignments
- Description of assignments in terms of expected length, scope, format
- Objective in giving assignment
- Definitions of "terms"
- Criteria for grading
An Example:
The purpose of each of these written assignments is to allow each student to demonstrate his/her ability to pose a significant question, locate and select appropriate sources, present and narrow a thesis and organize a written piece that defines that thesis. Each paper will be evaluated for content, clarity of expression, and organization. We will discuss in class what is mean by a "literature review" and "position paper." I have placed examples of each on reserve at the library.
Office hours and class procedures
- Office hour times and expectations
- Availability of supplemental study aids
- Procedures for make-ups
- In-class review sessions
- Position on incompletes
- Study questions
- Procedure for reviewing graded assignments
- Old exams
Other handouts to consider
- List of course concepts, definition of terms
- Grading criteria forms
- Sample assignments
Contact Us:
Email: tep@uoregon.edu, Phone: 541-346-2177 Fax: 541-346-2184
Teaching Effectiveness Program, Teaching and Learning Center, University of Oregon.
Last Modified: 10/10/11