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Syllabus Self Test
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| 1. | Which one of these elements is NOT required in the “Course Identification and Introduction”: | 6. | Select all information below that CAN assist students to successfully complete a course: |
| Course title Prefix and number Credit hours Course description Meeting location Prerequisite(s)/Corequisite(s) Course purpose |
Textbook Software Supplies Equipment Tools Prices Purchase locations Purchase processes | ||
| 2. | What basic element is missing from the “Instructor Contact and Communication Information”? | 7. | Which below policy is NOT an “Institution Policy”? |
| A. B. Office location C. Office hours (required of full-time faculty) D. E-mail address E. Classroom location F. Web site address (if applicable) |
Attendance Course withdrawal Academic integrity Explicit language Student code of conduct Cell phone and pager | ||
| 3. | In what basic approved document are these two “Specifications” initially generated? | 8. | Check which “Student Support Services” apply to YOUR courses: |
| Learning outcomes Course content |
Library services Learning resource center Tutoring Open laboratory hours Online resources and services | ||
| 4. | Why must “Assessment Measures”
correlate to the learning outcomes?
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9. | Select the “Course Calendar or General Plan of Class Meetings” element that will NOT help students to successfully complete the course: |
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When instructor will attend committee
meetings Dates of class meetings Dates of learning activities Due dates for learning assessments Assignments to complete prior to class meetings Topic, content area or learning outcome task dates | |||
| 5. | Select only the “Grading Criteria” below that are required in the syllabus: | 10. | Select the syllabus “Presentation” element below that detracts from students understanding your course: |
| Specify all graded learning assessments Specify how learner personality effects the grade Indicate grading criteria for each learning assessment Identify how attendance effects the grade Specify overall criteria for assigning a course grade State how grading is not based on outcomes |
Positive, constructive and professional
tone Easy to read Thoughtful organization Visually appealing Hand scrawled instructor philosophy | ||
| 11. | What is a better assessment of your syllabus writing abilities than taking this knowledge-based test? | ||
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Faculty can create a course syllabus that supports everything required for the academic success of each student.
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Copyright Outpost Office, LC 2002 | |||
Rev. 8-6-02 VK