Course and Syllabus Design
The Basics of Backward Course Design
Backward course design is an instructional planning approach that starts with the end goals in mind. Popularized by Grant Wiggins and Jay McTighe, this method emphasizes aligning assessments and instructional strategies with learning objectives. The process typically involves three key stages:
- Identify Desired Outcomes: Clearly define what students should know and be able to do by the end of the course. This involves establishing specific learning goals and essential questions that guide the curriculum.
- Determine Acceptable Evidence: Decide how you will assess whether students have achieved the desired outcomes. This includes creating various assessment methods—such as tests, projects, and presentations—that effectively measure student understanding and skills.
- Plan Learning Experiences and Instruction: Design the learning activities and instructional strategies that will help students reach the established outcomes. This stage includes selecting resources, methods, and technologies that promote engagement and facilitate learning.
By working backwards from the desired results, educators can create effective courses that ensure all elements—from objectives to assessments—are aligned and support student learning.
Syllabi and Learning Contracts
Virginia Tech Faculty Handbook
The Virginia Tech Faculty Handbook is managed by Faculty Affairs, and it provides relevant information regarding policies and expectations for course syllabi. Click below to access the handbook from the Faculty Affairs website.
Syllabus Checklist
A syllabus should detail the descriptive information regarding the course, the instructor’s policies, and expectations of students. Although syllabi take many forms and models, the following checklist provides some general information as to what should be included on your course syllabus.
Learning Contracts
A learning contract can help faculty set transparent expectations regarding student behavior in a course. Learning contracts clearly specify behaviors and habits for success and can promote student reflection on how they learn best.
See Learning Contracts Overview
Thinking Through Your Instructional Technology Policy and Syllabus Information
Communicating expectations for how technology will be used - as well as what technology will be used - is important for any course, not only online course. This transparency helps lower frustrations on both the instructor’s and students’ end. This will vary based on instructional activities, and some items may be more on the behavioral management end than the technology end. Your policy and syllabus information will vary depending on the type of course you are teaching. However, this guide lists some items you may want to consider, as applicable, when developing your policies and information.
See Policy and Information Guide
Syllabus Tips and Sample Syllabus Statements
This resource contains example syllabus statements and policies organized by topic. You can adapt these statements for use in your own syllabi.