They are clearly defined on the course outline and they are discussed in detail during the first class session and then there is Q&A time.
Syllabus and weekly calendars
I go over the syllabus on the first day and I give them an outline of what I expect them to do in the day to day. I go over the details of the exercises and what I require them to do for the day.
Reading and discussing the syllabus with my students the first day of class, then we have time to a question/answer session about the course expentancies.
I utilize our student portal to post any and all tests, projects, assignments, quizzes and homework. I also use our student portal to inform students of any changes to any assignment they have. As a back up for the portal I write all assignments due for the week on the dry erase board every day and they get handed a sheet with their syllabus on the first day of class listing all assignments and they dates they are due. I find this limits the amount of late assignments I get.
I give out a course syllabus on the first day of class and review it step by step as well as what 9is expected nof them and what they should expext of themselves to achieve their goal.
Hi Debra,
I like how you make things applicable to the workplace. I really like how you grade students in professionalism. Our students must learn how to act professionally.
Patricia
Besides posting the syllabus on the Portal, I also post a calendar. It has all the Quiz, Test, Assignment and Hands-on Practical dates. This seems to be helpful (for the students that actually look at the Portal). I also put reminders on the board. I also let my student know that the dates are "Subject to Change" with warning, of course. LLS
On the first day of the course I like to have an "orientation" session. I explain the course and the objectives they will achieve upon completion. Each objective is numbered. Included in the syllabus is a weekly outline of the topics, readings, homework, quizzes, etc. that are due and I place the number(s) of objectives achieved to correspond with the assignments, etc. A "boxed segment" is placed in the syllabus regarding the grade weight/percentage of each assignment, project, quiz, exam, and even professionalism. I explain to the students that I use professionalism to grade attendance, participation, timeliness of handing in assignments/projects, and team work. After reviewing the "boxed segment" we talk about being employed and what employers expect and I end by indicating that what the employer would expect is what I expect in the course.
I discuss the number of quizzes and my expectations for the students as far as their level of competency in dedicating a set number of hours to study for my class per week. I challenge them to read for memory instead of reading to just say that i read the information.
In developing the syllabus it is important that all questions are covered beore the initial day of class. Students need clear expectations of them so that they are better able to pace their learning and prioritize their activities along with their duties of daily life. I find that students that are aware of deadlines appreciate them rather than last mminute surprise assignmentzs. That really throws them off balance.I apprecate students who read the syllabus and ask questions on the day of class. It shows that they are interested in the requirements and objectives for the class and are interested in doing well.
Hi Patricia,
Similar to many of the others who have already responded, I utlize a weekly calendar in my syllabus. For online classes, I then have use a "weekly module" approach that has Readings, Discussion, and Individual Assignments. Each week, I reiterate what is ahead for the students.
The area that I have continued to refine over the years is my late policy. I have added more detail to my late policy to make the deduction schedule extremely clear, but also the ability to call for an extension needing to be up-front.
When I used to review faculty evaluations, the area that typically would sink an eval is unclear grading expectations or inconsistent grading compared to written expectations. Students are not too forgiving in this area.
Best wishes,
Rick
I try to set the expectations of what the goals are for the class followed by the course objectives. At the beginnig of each week, set out the expectations for the week and at week end I like to review as to how well we completed them.
On day one, I go over the syllabus in detail with students. I explain that these are the expectations for the course. I highlight all major parts of the syllabus.
After going over these expectations, I have students discuss what a successful course will look like for them. We discuss what successful participation, assignments, and professionalism look like. This helps students to verbalize the course expectations in their own words and being to feel comfortable with class discussions.
During the term, I highlight specific sections of the syllabus as needed. For example, I reiterate the late/missing work policy before the first assignment is due. I talk about test-taking procedures before the first test. These are effective reminders for students who may have forgotten part of the syllabus. I may also send e-mail reminders to students.
Hi Sandy,
I am certain your students appreciate how thorough you are about making course requirements clear. Students need to know on Day 1 what is expected of them.
Patricia
I use a syllabi and I also use a course schedule. My course schedule tells them exactly what is expected from them, when it is due and it gives me more time in the classroom to go over material because I no longer use that time to tell them what is expected of them. This also stops confusion because all assignments are right there in front of them in black and white. I have reduced late assignments dramatically this way.
On the first day of class the students receive a syllabus, addendum and a schedule of chapter assignments listing the assignments, schedule chapter test, and the information petaining to the assigned project.
Hi Natelle,
I like how you give your students a written copy so that they will have something to refer to. I have known some instructors to secure signatures so that students can not play the card I did not know.
Patricia
On the first day of class I make sure and inform the students of all of the rules,regulations and requirements of the class.
A written copy ensures that they are aware of the material and the students that are absent can still be aware of everything at hand.
Also at the beginning of every week I giev the student the schedule for the rest of the week to ensure everyone is prepared for the week.
I not only go over the syllabus on the very first day of classes, I make sure that students understand the percentage totals for each assignment. Additionally, at the end of each class session, I talk about what is coming due for the next session or sessions. Because of these methods, I rarely have trouble with course requirement confusion.
