I make certain the syllabus is understandable and I also participate in an orientation for the clinical paperwork. This orientation is a collaborative effort with all courses taught in the semester that I teach in.For example, Psychiatric, Med surg and Community Nursing are taught in the fifth semester and each instructor has a part of the day's orientation. I also show examples of the work I expect during the semester.
We discuss in class what the requirements are and why they are important to them (students). I give them examples of what they will be doing in their future career and how these requirements relate to these activities.
I list the objectives of the course on the board and then ask them what they expect out of the class and list these on the board also.
In my syllabus I make sure to have a course description, educational objectives, learning objectives, summarized break down of what will be covered, course requirements, class policies and grading procedures.
The syllabus is what I go over on day one. After the review I ask for any questions concerning the syllabus in case there are things that the students don't understand. The students have access to the syllabus at all times electronically through our portal system.
I use a online portal to post all my class requirements, this way I dont have to spend as much time laying thing out over and over again in class. I find it helpful as an assinment is due to post on the board as a reminder what is due, when it is due and what I am looking for. Also when I get questions from students before I answer them I will ask them where they could find this information, just to remind them that it is online if they cant get a hold of me.
I always make sure they have deadlines and requirments in writing and they have been initialed by students.
Hi Nancy,
I really like the teamwork concept! Students are more receptive when they feel they are a part.
Patricia
Hi April,
I also like to shade an area to emphasize importance or to repeat information to emphasize importance.
Patricia
First, I make a very clear syllabus. I underline, bold, and highlight certain information in order to help it stand out. I also make sure all the dates are set for the assignments so they know from the beginning every single homework assignment and when it is due. I also create a rubric for every graded item, including class participation. I have found that the clearer the grade expectations are, the more the students enjoy the class and therefore, the more they learn.
I review the course syllabus on day 1. We look at the objectives and goals and we also look at what is expected week to week. Finally I distribute a checklist to each student with the assignment and due date. In this way they can not say they didn't know what was expected of them or when it was expected of them.
On the first day of class when I introduce myself to students, I also introduce the class and it's course requirements. I give students a hand-out of the requirements and we review it as I write the statements on the board, to emphasize the importance of each point. I ask students if there is anything they would change about the requirements... then I list those on the board and tell them I will consider those changes and discuss them the next session. I then revise my requirements accordingly, dependent upon the validity of their suggestions, and hand-out the new version. The students then feel they have come to some type of agreement, whether they made suggestion inputs or not. Now we've started out with some team-work.
I boldface the important information or use a different font for more emphasis. I like the idea of using different colored paper for pages with more pertinent information as students can thus easily identify this.
I tell them exactly what is excepted of them and also advise them of us in the syaballus.
There are several proven methods for making course requirements clear to students. Beyond the tried and true "reading of the syllabus," I love to engage the students in helping me justify the tasks. For example, I might point out that in week three they will engage in a team activity that will assist the students in mastering a set of skills. In describing the activity, I will ask the class questions like, "Why might we do that?" and "What do you think you could learn from making mistakes in this area?" and "Why will you need to lean on your teammates for this to succeed?" As the students find and volunteer the rationale for each activity, they are buying into it, for they are supplying their own reasons and their own pride into the activity. Indeed, they feel that they helped plan the activity, and will take some sense of ownership in it.
I hand out the class prospectus which includes the objectives, class calendar, grading system and rules. The prospectus is reviewed in detail at the beginning of the first class. It seems to me everything is covered. In every class the days outline is on the board and reviewed as well as reminders of next class requirements.
I still have students that continue to use the excuse, I didn't know and are not prepared.
Any suggestions?
Due to the syllabi being a standard hand out on the first day; after introductions of students to each other, as well as the educator, this particular document is read and discussed fully, outlining the expectations and objectives of the current course. Detail is giving to the assignments, as well as outlining the time frame in which they are to be completed. Discussion is also given about study/time management skills, test taking, as well as return of graded tests/assignments and how to interpret feedback effectively.
At the completion of syllabi discussion, there is generally Q & A time frame that the educator can moderate with students. Within the academia instituion where I teach, there is not a contract or page indicating student receipt of syllabi; I feel that this would be a beneficial tool to the department.
I give students a detailed syllabus on the first day of classes which I review with them in detail. I also give the student a Classroom Guideline document which outlines classroom rules and defines exactly what is included in the "Professionalism, Particpation, and Attendance" portion of their grade.
I teach online, and have found over the years that the more detailed I am with my explanation of the course requirements, the course flows that much smoother for the students and myself. Students feel much more confident that they can perform well since they know what's expected of them, and I have to field that many fewer questions over the course. So, even though there is a somewhat selfish motive intertwined in clarifying course requirements, it is a big benefit to the student also. I devote the entire first lecture to course expecations, even in a Master's course, since one can never tell how many "newbie" students you might have in the class. At the beginning of every lecture I also go back over the task list for upcoming deliverables.
Hi Michael,
Super idea to make course requirements applicable to the real world. Students need to know as much as possible pertaining to what to expect in the real world.
Patricia
Hi Ron,
Experience is the best teacher! I too am old school. I have been teaching for 22 years, and I tend to have a good grip as to what works and what does not. Continue doing the word-for-word; it is no doubt effective.
Patricia
