LEARNER-CENTERED SYLLABUS CHECKLIST

­Learning Goals & Outcomes:

• Provide a glossary of terms, acronym key, and jargon commonly used in the subject area.
• Learning goals encompass the full range of Dee Fink’s dimensions of significant learning (i.e. knowledge, application, integration, human dimension, caring, learning, how to learn).
• Course level learning outcomes are clearly articulated and use specific action verbs.
• Learning outcomes are appropriately pitched (appropriate to stated objectives in prior and future courses)

Assessment Activities:

• Outcomes and assessments are aligned
• Major summative assessment activities are clearly defined
• Plans for frequent formative assessment with immediate feedback
• Assessments are adequately placed and scaffolded
• Grading information is included but separate from assessment; it is aligned with outcomes

Schedule:

• Course schedule is fully articulated and logically sequenced

Classroom & Environment:

• Tone is positive, respectful, inviting
• Fosters positive motivation, describes value of course, promotes content as a vehicle for learning
• Communicates high expectations, projects confidence of success
• Syllabus is well organized, easy to navigate, requires interaction

Tips for Success:

• Advice from previous students
• Check your WCU email regularly
• Specific notification settings in Canvas you prefer be used; suggested login frequency for Canvas
• Examples of conversation starters for office hour visits (more appropriate for first-year courses)
• Specific study/success strategies