Appendix G

3/14/17

SENATE COMMITTEE ON UNDERGRADUATE EDUCATION

Change to Senate Policy 43-00 (Syllabus)

(Legislative)

Implementation: Upon Approval by the Senate and development of procedures when applicable

Introduction and Rationale

When faculty collaborate and develop a shared understanding of course learning goals and Objectives and communicate these with students, it aligns expectations for student achievement.

Common goals and objectives can help to address concerns about course coherence and curricular drift over our large University, and also serve to focus on student learning within a course and across a curriculum.  The Senate Committee on Undergraduate Education is therefore recommending that every course syllabus list shared learning goals and objectives.

Listing goals and objectives will help to insure that a course syllabus, wherever the course is taught in the University, communicates to students the faculty member’s expectations for learning. This provides a foundation for learning by clearly articulating the relevance of the material and encourages students to take ownership of their learning. It is important to note that achieving shared learning goals and objectives can be accomplished through different course materials. Faculty members should use their professional judgment to choose materials that will best help students meet the learning goals and objectives in a given course. Finally, formally stating learning goals and objectives is a step that enables course assessment across the University.

RECOMMENDATION:

ORIGINAL:

43-00 Syllabus

A written (paper or electronic form) syllabus must be distributed to students in each course on or before the first class meeting. In addition to course content and expectations, the syllabus must include contact information for all course instructors, the course examination policy, grade breakdown by assessment type and percentage, required course materials, and the academic integrity policy for the course, information on procedures related to academic adjustments identified by the Student Disability Resources, and information on available Counseling and

Psychological Services. Changes to the syllabus shall also be given to the student in written (paper or electronic) form.

Related resources:

  • Academic Integrity
  • Student Disability Resources
  • Counseling and Psychological Services

CHANGE: (note the Undergraduate Education Committee decided to separate and list the requirements; only the learning goals and objectives have been added)

Please note that the following contains bold text for additions. Added text is notated with [Add] [End Add].

43-00 Syllabus

A written (paper or electronic form) syllabus must be distributed to students in each course on or before the first class meeting. Changes to the syllabus shall also be given to the student in written (paper or electronic) form.  In addition to course content, expectations, [Add]  and location of the program, [End Add] the syllabus must include the following information:

Inherent to course:

  • Course examination policy;
  • Grade breakdown by assessment type and percentage;
  • Required course materials;
  • [Add] Course Goals and Objectives.

Course Goals are broad educational benchmarks describing general understanding and knowledge domains in each course.

Course Objectives are more specific, should map to broader course goals, and represent unique, focused skill sets with learning outcomes that are assessable.

Both Goals and Objectives should reflect the most current course description on record.  Each Penn State course should offer similar educational and knowledge domain experiences regardless of campus location and adhere to Senate Policy 42-10, referred to as the 80%/20% course content rule. [End Add]

  • Academic integrity policy for the course;
  • Information on procedures related to academic adjustments identified by the Office of Disability Services and information on available Counseling & Psychological Services.

Inherent to instructor:

  • Contact information for all course instructors

Related resources:

  • Academic Integrity
  • Office of Disability Services
  • Counseling and Psychological Services

CLEAN COPY:

43-00 Syllabus

A written (paper or electronic form) syllabus must be distributed to students in each course on or before the first class meeting. Changes to the syllabus shall also be given to the student in written (paper or electronic) form.  In addition to course content, expectations, and location of the program, the syllabus must include the following information:

Inherent to course:

  • Course examination policy;
  • Grade breakdown by assessment type and percentage;
  • Required course materials;
  • Course Goals and Objectives.
  • Course Goals and Objectives.

Course Goals are broad educational benchmarks describing general understanding and knowledge domains in each course.

Course Objectives are more specific, should map to broader course goals, and represent unique, focused skill sets with learning outcomes that are assessable.

Both Goals and Objectives should reflect the most current course description on record.  Each Penn State course should offer similar educational and knowledge domain experiences regardless of campus location and adhere to Senate Policy 42-10, referred to as the 80%/20% course content rule.

  • Academic integrity policy for the course;
  • Information on procedures related to academic adjustments identified by the
  • Office of Disability Services and information on available Counseling & Psychological Services.

Inherent to instructor:

  • Contact information for all course instructors

Related resources:

  • Academic Integrity
  • Office of Disability Services
  • Counseling and Psychological Services

SENATE COMMITTEE ON UNDERGRADUATE EDUCATION

  • Andrew Ahr
  • Jesse Barlow
  • Barbara Barr
  • Paul Bartell
  • Kathy Bieschke
  • Linda Caldwell
  • Gretchen Casper
  • Richard Duschl
  • David Eggebeen, Vice Chair
  • Joyce Furfaro
  • Yvonne Gaudelius
  • Sammy Geisinger
  • David Han
  • Claire Kelly
  • Ellen Knodt
  • Karen Pollack
  • Janina Safran
  • David Smith
  • Samia Suliman
  • Mary Beth Williams
  • Matthew Wilson, Chair
  • Richard Young