Learning Outcomes & the Syllabus
Resources-Related-to-the-Course-Syllabus.pdf
(This section is designed as a companion resource to the TAMU Minimum Syllabus Requirements (MSR) and is organized to align with it. MSR also includes a syllabus template annotated to provide helpful information. MSR is also built into the blueprint for all Canvas course shells.)
Howdy – instructions for required instructor upload of syllabus and CV – see also EIS - HB 2504 (tamu.edu). Howdy is also the source for course rosters and email lists.
Accessibility – Guidelines and links to instructions for creating an accessible electronic syllabus in Microsoft Word and Adobe Acrobat PDF. (see page 2 of MSR)
Catalogs – course descriptions required for syllabus
Office Hours – During fall 2021, faculty members will have the option of holding office hours online, face-to-face, or both. Regardless of the method, instructors should schedule an adequate amount of time for office hours so that students can get assistance. Office hours and method should both be indicated on the syllabus at the start of the semester.
Learning Outcomes (see page 3 of the MSR) – “A learning outcome is a statement regarding what the student will know or be able to do upon successfully completing the course. It must be both observable and measurable. The outcomes may include competencies developed in the course.” – source: TAMU MSR (for assistance, contact Center for Teaching Excellence cte@tamu.edu)
Textbooks and Course Materials – Log in to the Adoptions & Insights portal in Howdy to list any course material needs you have for your class, including supplies. Log in to their website at tamubookstore.com to verify your materials. Email textbooth@tamu.edu with any necessary changes ASAP.
Course Material on Reserve at University Libraries – Requests for eReserves and eBooks can be made through the Course Reserves. Faculty can also visit Request for Textbook or Course Reading for textbook and course reading requests, as well as additional seats for an eBook already in the collection. Go to Request Streaming Media for audio or video requests.
Export Controls & Distance Education - Export Control Office, Division of Research, exportcontrols@tamu.edu
Academic Calendar – source for required course calendar dates, see also Final Exam Schedules and Interfaith Calendar – also see Faculty Handbook pages-10-11, Standard Lecture Times
Attendance Policy – see page 5 of MSR, Student Rule 7
Aggie Honor System Office – information and support for academic integrity
Disability Resources – see Faculty Resource Guide and Services
Title IX at Texas A&M (Department of Civil Rights & Equity Investigations) – more information regarding institutional policy statement in TAMU Minimum Syllabus Requirements (see page 6)
(This section is designed as a companion resource to the TAMU Minimum Syllabus Requirements (MSR) and is organized to align with it. MSR also includes a syllabus template annotated to provide helpful information. MSR is also built into the blueprint for all Canvas course shells.)
Howdy – instructions for required instructor upload of syllabus and CV – see also EIS - HB 2504 (tamu.edu). Howdy is also the source for course rosters and email lists.
Accessibility – Guidelines and links to instructions for creating an accessible electronic syllabus in Microsoft Word and Adobe Acrobat PDF. (see page 2 of MSR)
Catalogs – course descriptions required for syllabus
Office Hours – During fall 2021, faculty members will have the option of holding office hours online, face-to-face, or both. Regardless of the method, instructors should schedule an adequate amount of time for office hours so that students can get assistance. Office hours and method should both be indicated on the syllabus at the start of the semester.
Learning Outcomes (see page 3 of the MSR) – “A learning outcome is a statement regarding what the student will know or be able to do upon successfully completing the course. It must be both observable and measurable. The outcomes may include competencies developed in the course.” – source: TAMU MSR (for assistance, contact Center for Teaching Excellence cte@tamu.edu)
Textbooks and Course Materials – Log in to the Adoptions & Insights portal in Howdy to list any course material needs you have for your class, including supplies. Log in to their website at tamubookstore.com to verify your materials. Email textbooth@tamu.edu with any necessary changes ASAP.
Course Material on Reserve at University Libraries – Requests for eReserves and eBooks can be made through the Course Reserves. Faculty can also visit Request for Textbook or Course Reading for textbook and course reading requests, as well as additional seats for an eBook already in the collection. Go to Request Streaming Media for audio or video requests.
Export Controls & Distance Education - Export Control Office, Division of Research, exportcontrols@tamu.edu
Academic Calendar – source for required course calendar dates, see also Final Exam Schedules and Interfaith Calendar – also see Faculty Handbook pages-10-11, Standard Lecture Times
Attendance Policy – see page 5 of MSR, Student Rule 7
Aggie Honor System Office – information and support for academic integrity
Disability Resources – see Faculty Resource Guide and Services
Title IX at Texas A&M (Department of Civil Rights & Equity Investigations) – more information regarding institutional policy statement in TAMU Minimum Syllabus Requirements (see page 6)
Click here to see the infographic version.
10 Course Policies to Rethink on Your Fall Syllabus via Chronicle of Higher Education
Active learning and student engagement – Getting Started with Active Learning Guide - methods for engaging students and assessing the learner experience, see also Active Learning for Online Teaching
Alternative Assessment – see module for more information
Course Design – an overview of the Course Design Cycle (a leaner-centered approach to the course design process) with links to information on Universal Design for Learning (UDL) – see our tool “Student Learning Experience Design” (SLED) for new course design and reflection/revision of all or part of an existing course. See also Best Practices for Online Learning Design Components.
(Course) Workload Estimator (original version) – Workload Estimator 2.0 (updated version) – Running this check provides an assessment of assignment time commitment and informs conversations with students about workload concerns.
First Day of Class - Day One (start right) – from Catharina Laporte’s (Instructional Associate Professor, Anthropology) site Active Learning in the Classroom. Additional topics include Class Ground Rules, Group Work, Grading Rubrics & Handouts, etc.
Student Learning Experience Design (SLED) – CTE guide created as part of the Program (Re)Design process to assist with thinking through course creation or revision for an entire course or individual course components.
Transparent teaching methods help students understand how and why engagement in the course activities, assignments, and assessments helps facilitate their learning. See also Transparent Assignment Design Template and Checklist for Designing Transparent Assignments.
Tone in the syllabus and other course communication sends messages to students about the roles of instructor and student, what is valued in a course, etc. For ideas specific to the syllabus, see the last section of this article “Dead Ideas: Reflections for Post-Pandemic Learning” (Inside Higher Education) or this podcast (Season 2, Episode 3: The Syllabus) for more information.
10 Course Policies to Rethink on Your Fall Syllabus via Chronicle of Higher Education
Active learning and student engagement – Getting Started with Active Learning Guide - methods for engaging students and assessing the learner experience, see also Active Learning for Online Teaching
Alternative Assessment – see module for more information
Course Design – an overview of the Course Design Cycle (a leaner-centered approach to the course design process) with links to information on Universal Design for Learning (UDL) – see our tool “Student Learning Experience Design” (SLED) for new course design and reflection/revision of all or part of an existing course. See also Best Practices for Online Learning Design Components.
(Course) Workload Estimator (original version) – Workload Estimator 2.0 (updated version) – Running this check provides an assessment of assignment time commitment and informs conversations with students about workload concerns.
First Day of Class - Day One (start right) – from Catharina Laporte’s (Instructional Associate Professor, Anthropology) site Active Learning in the Classroom. Additional topics include Class Ground Rules, Group Work, Grading Rubrics & Handouts, etc.
Student Learning Experience Design (SLED) – CTE guide created as part of the Program (Re)Design process to assist with thinking through course creation or revision for an entire course or individual course components.
Transparent teaching methods help students understand how and why engagement in the course activities, assignments, and assessments helps facilitate their learning. See also Transparent Assignment Design Template and Checklist for Designing Transparent Assignments.
Tone in the syllabus and other course communication sends messages to students about the roles of instructor and student, what is valued in a course, etc. For ideas specific to the syllabus, see the last section of this article “Dead Ideas: Reflections for Post-Pandemic Learning” (Inside Higher Education) or this podcast (Season 2, Episode 3: The Syllabus) for more information.
Click here to see the infographic version.
Aggie Honor System Office – rules and procedures, support for academic integrity development.(see also Academic Honesty Quiz – in TAMU Libraries Oak Trust from Kati Stoddard (Instructional Associate Professor, Plant Pathology & Microbiology)
Academic Success Center – for Supplemental Instruction (SI), see Instructors: Get SI For Your Class
Canvas – Learning Management System (LMS) for TAMU, see also Training and Support.
Disability Resources – see Faculty Resource Guide and Services
Faculty E-Handbook – Publication for faculty which includes section on teaching
Help Desk Central – general technical support
Instructional Media Services – support for classroom technology
Keep Teaching – instructional support information emphasizing blended or hybrid and distance formats
Learning Management System – Canvas and integrated tools
Libraries – TAMU (link to information for faculty - scroll down for Teaching Support)
Mediasite – platform for upload of instructional video
Office for Academic Innovation – support for Learning Management System or LMS (Canvas) and distance learning, helpdesk aihelp@tamu.edu
Office of Institutional Effectiveness & Evaluation – Student Course Evolutions (SCEs) and Early Feedback.
University Writing Center – support for students working on communication and writing assignments and instructors teaching communication and writing intensive courses.
Aggie Honor System Office – rules and procedures, support for academic integrity development.(see also Academic Honesty Quiz – in TAMU Libraries Oak Trust from Kati Stoddard (Instructional Associate Professor, Plant Pathology & Microbiology)
Academic Success Center – for Supplemental Instruction (SI), see Instructors: Get SI For Your Class
Canvas – Learning Management System (LMS) for TAMU, see also Training and Support.
Disability Resources – see Faculty Resource Guide and Services
Faculty E-Handbook – Publication for faculty which includes section on teaching
Help Desk Central – general technical support
Instructional Media Services – support for classroom technology
Keep Teaching – instructional support information emphasizing blended or hybrid and distance formats
Learning Management System – Canvas and integrated tools
Libraries – TAMU (link to information for faculty - scroll down for Teaching Support)
Mediasite – platform for upload of instructional video
Office for Academic Innovation – support for Learning Management System or LMS (Canvas) and distance learning, helpdesk aihelp@tamu.edu
Office of Institutional Effectiveness & Evaluation – Student Course Evolutions (SCEs) and Early Feedback.
University Writing Center – support for students working on communication and writing assignments and instructors teaching communication and writing intensive courses.
Click here to see the infographic version.
Academic Success Center – support for students including academic coaching and tutoring, support for instructors through Supplemental Instruction (SI) – see Instructors: Get SI For Your Class
(Student) Counseling & Psychological Services – resource for instructors concerned about student mental health and wellbeing
Disability Resources – see Faculty Resource Guide and Services
English Language Proficiency – provides services to support international instructors wishing to improve their spoken English skills
Graduate Student Support – instructional professional development specifically for graduate students (jointly supported by Center for Teaching Excellence and Graduate and Professional School).
Help Desk Central – general technical support
Math Learning Center (MLC) – supports students in high-enrollment courses with significant math, statistics, and quantitative reasoning content
Office for Academic Innovation – support for distance learning, helpdesk aihelp@tamu.edu
Office for Student Success – coordinates student success initiatives and First-Year Experience components
Student Health Services – provides evidence-based healthcare to students
University Writing Center – support for students working on communication and writing assignments and instructors teaching communication and writing intensive courses.
Academic Success Center – support for students including academic coaching and tutoring, support for instructors through Supplemental Instruction (SI) – see Instructors: Get SI For Your Class
(Student) Counseling & Psychological Services – resource for instructors concerned about student mental health and wellbeing
Disability Resources – see Faculty Resource Guide and Services
English Language Proficiency – provides services to support international instructors wishing to improve their spoken English skills
Graduate Student Support – instructional professional development specifically for graduate students (jointly supported by Center for Teaching Excellence and Graduate and Professional School).
Help Desk Central – general technical support
Math Learning Center (MLC) – supports students in high-enrollment courses with significant math, statistics, and quantitative reasoning content
Office for Academic Innovation – support for distance learning, helpdesk aihelp@tamu.edu
Office for Student Success – coordinates student success initiatives and First-Year Experience components
Student Health Services – provides evidence-based healthcare to students
University Writing Center – support for students working on communication and writing assignments and instructors teaching communication and writing intensive courses.