When reading Davis’s tips of defining and limiting course content, I am particularly interested in how to select appropriate topics for the syllabus. Davis says designing course is like packaging for a long trip. She asks us to list things that we deem important for the students and then pull out things that are less important. For the materials assigned to the students, she divided the materials into three categories, basic materials, recommended materials and optional materials. She also suggests us to draw a concept map to determine the topic to be put into the syllabus. This is similar to the method of selecting the related issues toward a speech topic.
On the section of creating a syllabus, Nilson tells us to use a simple layout for the hard-copy syllabus handout. This is quite useful when I am facing a group of students who have just entered the college. He suggests of using headings, text boxes, bulleted lists, and graphics to highlight information, which I agree a lot as a visual oriented syllabus is more approachable than a heavy text one. Matejka and Kurke also suggest of ending the syllabus in a positive, upbeat fashion, such as including a quote, relevant graphics and encouraging words.
I am surprised to see that Davis even mentions about describing procedures for emergencies in the syllabus, which I have almost never seen in any other syllabus. This might be a good point to mention in my future syllabus, considering about the annual flooding season in Fargo, providing the numbers of campus security and mentions the period when the classes may be cancelled is a must.
Davis also provides a very helpful checklist of syllabus from page 28 to page 31. It includes the basic information, course description, materials, requirements, policies, schedule, resources, statement of accommodation, evaluation, rights and responsibilities, safety and emergency preparedness and disclaimer. I may use this checklist as a guide for my future syllabus.
The chapter of holding office hours is very personable and thoughtful. I really enjoy reading the information such as how to encourage students to attend office hours and how to conduct office hours. Nilson says to stay after class and stay friendly and accessible to the students. He also mentions about arriving early to the class and talk with students. I am not doing a good job of communicating with student before the class starts. I just open my PowerPoint and wait for the bell rings. Maybe I should use this time to chat with them and learn about their names so that they may use the office hours to disclose their concerns to me. Davis also suggests of asking students about the course in general, such as the amount of assignment, readings and lectures, after I have answered their questions. I can use this opportunity to check on myself as well as getting to know their impressions on me.
The email, text messages, and instant messages chapter is quite self-explanatory. We communicate with student everyday via emails. One point the book mentions well is to pause before send. I sometimes make grammatical errors in the email since English is not my first language. Doing a double check before I send the email will increase my credibility. The students probably won’t like to see a teacher who uses poor language.
Lang mentions in the syllabus chapter that we should list any expectations we have on our students about classroom behaviors, such as asking the student to take notes on the lectures. I do not include this point in the syllabus, which I later regret a lot as I have to make the verbal requirement to the students almost every class. Writing the expectations on the syllabus will make the students pay attention to it.
Lang also describes about letting the students do some weekly writing exercise which will increase their understanding. I agree with this and I am asking my students to write down the answers whenever I am doing an in-class activity. I also collect their answers after class and give credits to them. This will probably motivate them to treat the activity seriously.
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