Sample Course Guidelines for your Syllabus This document is not meant to be prescriptive. Rather, it is to give you an idea of some things that Hampshire faculty often include in their syllabi. The items that must be included are noted with an asterisk. [Course Number] [Course – *Professor: [Name][Office] [email] [phone] *Office hours: [Say how to make an appointment sign up on Hampedia, use the sign-up – sheet on your door, email ahead of time, just drop in, or other] About the Course Course Description: [can add from what you posted] *Distribution: This course [does/does not] satisfy [type] distribution *Objectives: Let students know what they will know, understand, and be able to do as a result of your course. You can consider the cumulative skills, but also the discipline specific knowledge and skills you hope students will gain. about the kinds of assignments and the conceptual, procedural, factual, and/or metacognitive skills students will use in completing your assignments or doing their own projects. These will also be helpful to you to have articulated when you evaluate students Example (from Laura Wenk, How People Learn) This course is designed to help you with the following skills and understandings: Understand current state of theories and knowledge about how people learn. Understand how scientific research on cognition leads to instructional recommendations Interpret primary literature on cognition and education Construct an argument or strong thesis in your writing Examine and critique learning environments, curricula, and/or theories about learning (entails practical work in a classroom) Complete library and/or classroom research on cognition and instruction Present your findings orally and in writing Example (from Kristen Luschen, The American School) The class will examine research, film, and personal narratives in order to: Examine the common school movement and key aspects of the history of public education Identify ways that nationalism and citizenship are significant processes shaping the articulation of public education. Develop the capacity to examine educational tensions from multiple perspectives. Explore current federal education reform and school choice efforts in historical and political context. Understand the concepts of segregation and integration as they relate to the experiences of educational inequality and privilege for members of various social identity groups (e.g. race, gender, disability)
Sample Course Guidelines for your Syllabus This document is not meant to be prescriptive. Rather, it is to give you an idea of some things that Hampshire faculty often include in their syllabi. The items that must be included are noted with an asterisk. [Course Number] – [Course *Professor: [Name][Office] [email] [phone] *Office hours: [Say how to make an appointment – sign up on Hampedia, use the sign-up sheet on your door, email ahead of time, just drop in, or other] About the Course Course Description: [can add from what you posted] *Distribution: This course [does/does not] satisfy [type] distribution *Objectives: Let students know what they will know, understand, and be able to do as a result of your course. You can consider the cumulative skills, but also the discipline specific knowledge and skills you hope students will gain. about the kinds of assignments and the conceptual, procedural, factual, and/or metacognitive skills students will use in completing your assignments or doing their own projects. These will also be helpful to you to have articulated when you evaluate students Example (from Laura Wenk, How People Learn) This course is designed to help you with the following skills and understandings: Understand current state of theories and knowledge about how people learn. Understand how scientific research on cognition leads to instructional recommendations Interpret primary literature on cognition and education Construct an argument or strong thesis in your writing Examine and critique learning environments, curricula, and/or theories about learning (entails practical work in a classroom) Complete library and/or classroom research on cognition and instruction Present your findings orally and in writing Example (from Kristen Luschen, The American School) The class will examine research, film, and personal narratives in order to: Examine the common school movement and key aspects of the history of public education Identify ways that nationalism and citizenship are significant processes shaping the articulation of public education. Develop the capacity to examine educational tensions from multiple perspectives. Explore current federal education reform and school choice efforts in historical and political context. Understand the concepts of segregation and integration as they relate to the experiences of educational inequality and privilege for members of various social identity groups (e.g. race, gender, disability)
Sample_Syllabus_Hampshire_2016.docx