LEARNER-CENTERED SYLLABUS CHECKLIST
Learning Goals & Objectives:
- 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 objectives are appropriately pitched (appropriate to stated objectives in prior and future courses)
- Objectives 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
- 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
LEARNER-CENTERED SYLLABUS QUALITIES
From Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To improve the academy: A journal of educational development, 33 (1), 14-36.