a Course Syllabus
The Key to
Excellence in Writing a Course
Syllabus is Clear and Concise Concepts
A syllabus is a descriptive
outline that summarizes the topics to be covered in an educational or
training course. A
curriculum is a collection of courses required to earn a degree at a
university, college, or junior college/community college.
Universities and colleges require a
syllabus for all
courses. When the institution prepares for an accreditation review,
course syllabuses are reviewed and revised. The following is a
discussion of why a detailed syllabus is beneficial to students and
Group ice skating classes and
activities such as Synchronized Skating, Showcase ensembles, and
Theater on Ice Teams should have a prepared syllabus and Goals and
Objectives that are given to skater at the beginning of the skating
season or group classes. Coaches should develop Lesson Plans for all of
the activities their are involved in to allow another qualified
individual to fill in for them in case of an illness, personal
emergency or personal time off.
Benefits of Writing a Syllabus:
- A Syllabus is a Contract with students -
It allows the instructor to spell out course expectations and
assignments for the entire semester. A syllabus presents fewer
opportunities for ambiguities than a spoken presentation at the first
- Central Reference for Students - A
syllabus provides a single document that contains detailed assignments,
and schedules for the entire course .
- Effective Planning Document - A detailed
states course goals and methods that instructors use to plan the
course content - class by class. A poorly written
syllabus can affect student attitude, performance, and attendance.
- Repository for Other Courses - A strong
syllabus can be used to plan similar courses.
General Tips in Writing a Syllabus:
- Be specific - Specify specific details
upcoming assignments, readings, grading policies, attendance, course
goals and other information and expectations. The instructor may
provide additional detail later, but the syllabus allows the student to
prepare to make up material when it is impossible to attend a class.
- Maintain a Friendly Tone - A syllabus
should clearly lay out policy in a friendly tone will make
students more comfortable from the beginning.
- Present the syllabus to students in advance of the
first day of class -
Provide an e-mail address if a student/parents should wish to discuss
the syllabus. Even though
your policies are carefully stated, they will often need clarification,
and students appreciate your openness in discussing the rationale
behind them. In some cases their questions may lead to a beneficial
exchange about course goals and philosophies.
syllabus should answer questions about the course such as "Information
about teacher, What is the course about, What does the student need to
know, and What does the teacher expect the student to bring to class?".
- Announce Changes by E-Mail - If for some
date or other item in the syllabus must be changed, you should send a
general e-mail message to your students so that they have a
"written" record, as well as announcing it in class. Some instructor
develop a web page exclusively for the course that they use as an
official site and update frequently. The materials covered in each
class are posted for the semester. Prepared notes can be posted
after each class session.
Typical Course Syllabus Outline:
- Full Name
- On-line web site
- Office Phone, Email, Office Fax
- Home Phone (optional)
- Course Goals and Objectives
- Grading Policy
- Grading Scale - Define Minimum, Good, Very Good,
- Method of Determining an Overall Course Performance
- How are Assignments Graded?
- Grading Criteria For Each Assignment
- Late/Missed/Incomplete Assignments Policy
- Exam Policy
- Extra Credit?
- Attendance Policy
- Participation Policy
- On and Off-Ice Classes
- Days, Times
- Days, Times
- Safety and Health Issues
- Required and supplemental -
Texts, Readings, Materials, Online Sites
- Skating and Off-Ice Related Equipment
The purpose of a syllabus is to provides
basic information about course content, activities
and assignments planned for the term, and information about how to
contact the instructor. The syllabus states the instructor’s
expectations, policies, and procedures for the course. It
what content will be taught and when it will be taught, what
assignments and exams students must complete, how assignments and exams
will be used to compute grades, the instructor’s expectations about
attendance and participation in class, and the consequences for
students who turn in late assignments, miss exams, or show evidence of
cheating and other forms of academic misconduct.
A syllabus should provide
clear and explicit expectations for student
learning and establish procedures and guidelines for typical problems
make-up work, extra credit, and other special requests from
students. By making this information available by instructor in
the syllabus, students are made aware that these decisions apply
uniformly to all students. Faculty instructors and presentors can avoid
many conflicts by communicating policies in
their syllabus and following these policies consistently. A
well-documented syllabus helps a faculty member respond to student
requests in a
consistent and fair manner that minimizes complaints and grievances.
Office Hours and Course Web
List of required and recommended readings
Use the syllabus to communicate days and
hours when you will be available in your office to discuss the course
or provide advice and assistance.
Prospective students should understand what
materials will be put on reserve in the library Provide
complete bibliographic information for all required textbooks,
including the title, author(s), publisher, edition number, publication
date, and other information needed to identify the specific textbook or
textbooks required for each course.
List of student learning outcomes (SLOs) for the course
learning outcomes (SLOs) should be written in active language and
describe student behaviors or quality of student work using language
that suggests a direct measure of the learning. Direct measures
on what students say (make a classroom presentation, participate in
discussions) or do (answer exam questions, write a paper, solve
homework problems, design a research project, produce a creative work)
can assess what students know, understand, think, or feel. The
resource page, Writing Student Learning Outcomes for Course Syllabi,
describes how to write course- and program-level SLOs and includes a
list of action
words that will assist you in writing measurable SLOs.
Attendance policy for the course
Turnitin service to evaluate
text for originality. A notice on the course syllabus
should include a reference to the UWF Turnitin
website to inform students about how the service works. If a
objects to having work stored in the Turnitin data base, instructors
have the right to investigate the authenticity of student work with a
variety of research tools.
The purpose of this course is to provide
learning experiences that will lead to the development of basic skills
in team sports.
Sport Syllabus _Longest - UNC
The organization of the sports
we play and the sports we love is a reflection of the ... What role
does sport play in the creation of adolescent culture?
This course examines sports using the sociological perspective. The
course will focus upon important, enduring issues within the sociology
Sports Officiating Syllabus
Officiating is a three hour credit Health & Human Performance
course meeting once a week. This course will provide the student with
the knowledge and ...
Aid Sample Syllabus
A consideration of first
aid practices to the injured; designed to lead to Red Cross
certification in first aid.
Training Sample Syllabus
Skating I Sample Syllabus
balance, movement, and safety on the ice; forward,
backward, and stopping. Guidance in choice, use and care of equipment.
2 lab hours arr. Open only to beginners. This course is graded.
Skating II Sample Syllabus
with emphasis on correct technique for basic skills. 2 lab hours arr.
Perquisites: 162.01 or ability to skate forward, backward,
and stop with no balance problems.
Skating III Sample Syllabus
Power skating: designed
for persons having had more than 30 hours on ice
and who can execute the basic strokes (including back crossovers) with
correct techniques. 4 lab hours. Prerequisite: 162.02 or 162.04 or
Lectures: survey of figure
skating includes history, types of
competition, judging, recreational, and show skating. Lab: introduction
to free skating, compulsory figures, and dance skating. 1 cl, 3
lab hours. Prerequisite: 162.03 or permission of instructor.
Intermediate and advanced freestyle;
intermediate: all single jumps,
basic spins, and advanced footwork; advanced: jump combinations, spin
combinations, and double jumps.
3 lab hours arr. Perquisite: 163.01 or permission of instructor.
164.01 Ice Hockey I Sample
Introductory skills and techniques of ice
hockey Prerequisites: 162.02 or equiv. Open only to beginners.
164.03 Ice Hockey II Sample
Intermediate to advanced play. Perquisite:
or previous playing experience.
Design Models and Components
Several models of instructional design exist.
One of the most famous is Dick and Carey's Model for designing
Design Models - University of Windsor
Models for instructional design provide
procedural frameworks for the ... how combinations of instructional
strategy components should be integrated to produce a course of
are five eLearning Components
that are essential for all successful
Understanding these components will help you design and develop a
course that meets computer-based training objectives.
The following internet
links have been
gleaned from personal communications
public institutions and athletic
have a web presence with information concerning team
materials are copy protected.
The limited use of the
materials for education purposes is allowed providing
credit is given
for the source of the materials.