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

    • 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

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning-focused syllabus rubric. To Improve the Academy, 33(1), 14-36. https://doi.org/10.1002/tia2.20004