Course Design Syllabus Review Checklist - USC Chan Division

Course Design Syllabus Review ChecklistThe Chan Division Course Design Syllabus Review Checklist providesstandards for course design through syllabus review. The first, second, andthird tiers include a progression of recommended course design practices.The substandard tier includes items that are contrary to best practices and/orUSC policies. The checklist can be used for three purposes. It can be used as adevelopmental tool in two ways, for faculty to complete self-study of a coursesyllabus and as a tool for peers to provide faculty formative feedback toenhance their teaching, showing progression over time. It can also be used asan evaluative tool to document evidence of one aspect of teachingperformance for promotion, tenure, or continuing appointment. Eachdimension in the checklist measures one or more criteria in the ChanDefinition of Excellence in Teaching, and those criteria are noted next to thedimension name. The practices in Tiers 1, 2, and 3 are supported throughtraining provided by CET’s faculty institutes.Not Included in the Course Design Syllabus Review Checklist Evaluation of classroom teaching practice, which is addressed in aseparate Classroom Teaching Observation ChecklistPeer Reviewer Characteristics: Is a member of the Chan Division Teaching Peer Review Committee.* Is (when possible) the same person who completes the Course DesignSyllabus Review Checklist, Assessment Practices Review and ClassroomTeaching Observation Checklist. Has been trained by CET or by a CET Faculty Fellow to use thechecklist.Suggested Instructions for Use Faculty will complete a self-review using the Course Design SyllabusReview Checklist. Peer reviewer(s) will independently mark as present all checklist itemsobserved in the course syllabus and/or other course documents. Ideally, course design syllabus review will be accompanied by an inperson dialogue between faculty and peer reviewer(s), and followedby an Assessment Practices Review and Classroom TeachingObservation Checklist.*Chan Division Peer Review Teaching Committee: faculty with experiencein teaching and development of teaching, e.g. participation in CETworkshop series, continuing education, etc.; representative of bothclassroom and clinical teaching/diverse teaching experiences; andappointed for three-year (staggered) terms, with possiblereappointment.

Course Design Syllabus Review ChecklistCheck as many as apply; checkmarks can be placed in any of the four tiers.DIMENSIONSUBSTANDARD TIERTIER 1TIER 2TIER 3*Chan Definition ofExcellence in Teachingcriteria measured byeach dimension arenoted.Performing Below MinimumUSC Teaching PolicyStandardPerforming at Minimum USCTeaching Policy StandardPerforming at Proficient Level ofTeaching Standard at USCPerforming at Excellence Level ofTeaching Standard at USC Syllabus contradictsuniversity-policystatements onAcademic Conduct andSupport Systems. Syllabus does notspecify policy regardingabsences. Syllabus contains theStatement on AcademicConduct and SupportSystems provided in theCurriculum CoordinationOffice syllabus template.7 Syllabus specifies policyregarding absences Syllabus includes a policy onuse of electronic devicesduring class. Technology requirementsare clearly stated andinstructions provided. Minimum technical skillsrequired are clearly stated.Syllabus format(includes policies)1b, 2g, 6e*78 Syllabus contains allcomponents of the CurriculumCoordination Office template. Policy on electronic devicesencourages applications foreducational purposes whenrelevant. Course description sectionincludes aspirational goals thatframe why the skills in the learningobjective section are important. Syllabus mirrors that of othersections of the same course (sameprefix and course number, withinthe same academic year) taughton-ground, online, or off-campus(if applicable8).See Curriculum Coordination Office Syllabus Template htmlThis may not be feasible if the course has only one section or if mirroring is not possible for other reasons, e.g. differences between entry- and post-professional course sections.

DIMENSIONSUBSTANDARD TIERTIER 1TIER 2TIER 3Comments:Communication1b, 1c, 5b, 6e* Preferred method of Syllabus provides contact Syllabus indicates how longcontact is inappropriateinformation for all thosestudents should wait for aor not feasible for allinvolved in courseresponse from all thosestudents.instruction, as well asinvolved in instruction.preferred method of contact. Syllabus encourages students tocontact instructor outside of class. Syllabus encourages students toprovide feedback to the instructor. Aspirationalstatements9 are listedas learning objectives.10 Learning objectives are explicitlycited in the syllabus as related tostandards/goals set by program(curriculum design), university,profession, and/or accreditingbody.Comments:Learning objectives2a, 5b, 6a, 6c* Learning objectives are listedin the syllabus and identifyspecific, measurableoutcomes.11 Every learning objective ismeasured by at least onegraded assignment. The learning objective beingmeasured is noted in theassignment.Comments:9Examples of aspirational statements are “Students will appreciate X,” or “value X,” or “develop creativity,” etc.See the CET resource A Clear Guide to Writing Learning Objectives.11Use of the verbs “know,” “understand,” “learn” or other outcomes that cannot be measured are avoided. See the CET resource A Clear Guide to Writing Learning Objectives.10

DIMENSIONSUBSTANDARD TIER Course credit isawarded solely forAssessments andattendance.Grading An inaccurate orincomplete grade scale2a, 2b, 2d, 4e, 5b, 6a,is provided.6b, 6c, 6d, 6e* Assignments are misweighted (don’t add upto 100%). The method ofgrading/scoring forassignments andassessments is unclear,inappropriate, orunfair. There are no specifiedmethods for studentassessment/evaluationin the syllabus. Syllabus does notoutline policy regardinglate/missingassignments orassessments.Assignments,Comments:TIER 1TIER 2TIER 3 A grading scale includespoints or percentages, andthe corresponding lettergrade. The syllabus displays theweight of each assignment/assessment toward theoverall course grade. Due dates for all assignmentsare specified. Information is provided forwhen graded assignments/assessments will bereturned. If credit is awarded forparticipation, it is no morethan 15% of the grade, andthe method for gradingparticipation is specified. The method of grading/scoring for each assignmentor assessment is specified inthe syllabus. Syllabus outlines policyregarding late/missingassignments or assessments Each assessment or assignmenthas its own specific description,with reference to additionalguidelines and rubric asrelevant. Student grades are based ontheir performance against cleargrading criteria aligned withcourse learning objectives. Group work has a method ofmeasuring individual student'scontribution to the project, e.g.peer review/evaluation. The majority of the student’sgrade is determined byindividual (vs. group)performance. Extra credit is not offered. Assessment is done using avariety of methods (e.g., exams,projects, presentations, etc.) Syllabus includes student selfand/or peer-evaluation Course includes multiple lowstakes assignments distributedacross the course to prepare forlarger assignments. Grading rubrics are provided for allmajor assignments along with theassignment description. Syllabusindicates that a grading rubric willbe provided, if not includedtherein. Grading rubric requirements alignto the assignment description. Participation credit is awardedonly for in-class work.

DIMENSIONCourse materials(can includereadings, videos,audio recordings,etc.)SUBSTANDARD TIERTIER 1TIER 2TIER 3 There is no reference to Required and optional (ifor evidence of courseany) course materials arematerials.specified separately in thesyllabus. Course materials are related tocurrent local, national, and/orglobal events, when pertinentto course learning objectives. 12 Course readings include influentialand current peer-reviewed journalarticles (or discipline equivalent)when pertinent to course learningobjectives. Required resources arenot equitably availableto all students. Consequences for lateassignment submissionand missed classesunduly burden certainpopulations. Assignment due dates are notscheduled on religious days ofobligation. Syllabus outlines expectationsfor inclusive behavior in thecourse. Linked content followsrecommended best practices foraccessibility.14 Course content is presented inmultiple formats (e.g., video, text).1c, 4a*Comments:Inclusive TeachingPractices3d, 3e, 3f*12 Syllabus is available on theLMS13 as a downloadabledocument. Grades are maintained on asecure online system forstudents to access, such as aLMS. Syllabus specifies whichSee the CET resource A Clear Guide to Writing Learning Objectives.Learning Management Systems such as Blackboard, Moodle, or Canvas.14Images are described, videos are captioned and transcripts provided, documents are .pdf or .doc, documents use headings rather than individually-styled text, etc.13

DIMENSIONSUBSTANDARD TIER Policy on use ofelectronic devicesduring class undulyburdens certainpopulations who maybe required to use it(i.e., due to anaccommodation).TIER 1TIER 2TIER 3resources must be purchasedand where/how otherresources are available. Technology is equitablyattainable/accessible tostudents. Assessments are notscheduled on religious daysof obligationComments:Representation ofDiverse Perspectives3a, 3b, 3c*Comments: Course materials reflect Course materials or topicsa bias toward oneinclude diverse perspectives,perspective on courseauthors, or applications.topics Course materials includeexamination ofunderrepresented perspectivesor populations Learning objectives includedevelopment of skills relevant toliving and working in a diverseworld. When aligned with/relevant tocourse content and learningobjectives, course includescommunity engagement

DIMENSIONCourse outline4b, 5a, 5b, 5c, 6a*SUBSTANDARD TIERTIER 1TIER 2TIER 3 The weekly plan A weekly plan for theindicates cancelledsemester is provided andclasses and/or changesincludes class topics,to the official listedreadings, and assignmentdue dates.class meeting time orduration/contact hours. The weekly plan for the The weekly plan for the semestersemester includes description ofincludes specific instructionalin-class work and activeplans for each class meeting with alearning.lesson objective tied to the courselearning objectives. Syllabus has noreference toexpectations forclassroom behavior. Syllabus provides other Syllabus indicates students’classroom norms relevant tostatements of fact should becourse learning objectives, orbased on course materials or otherindicates that the class will workcredible sources, andtogether to compose classroomappropriately cited during classnorms.discussions. Syllabus establishes Syllabus outlines opportunities forexpectations that studentsstudents to share their ownassume responsibility for theirperspectives and to takelearning through active learningleadership roles in the class oror experiential learning.profession. Syllabus includes opportunities forstudents to add unique, disciplinebased content to the course.Comments:Studentparticipation andengagement incourse1b, 1c, 1d, 2a, 2b, 2c,2d, 2g, 3a, 3b, 4a, 4b,4c, 4d, 4e, 4f, 5b, 5c,6e*Comments:15See SCampus Part BSee USC Code of Ethics.16 Syllabus establishesexpectations that students’communication, behavior,and participation arerespectful, professional, andrelevant. Syllabus incorporatesprofessional codes of ethics,USC student code ofconduct,15 and/or USC codeof ethics.16