PRP 3233 - Required Format for Master Course Syllabi for BUCC Approval

PRP 3233 - Required Format for Master Course Syllabi for BUCC Approval

Issued by: Dr. James Krause, Interim Provost and Senior V.P. for Academic Affairs

Effective Date: Fall 2017

Notes: Amended by the Bloomsburg University Curriculum Committee November 14, 1990. Presented as an information item to the University Forum January 30, 1991. Amended by BUCC 4/12/95. Presented to the University Forum 4/19/95. Amended by BUCC 4/27/11. Amended by BUCC 4/17/2013. Presented to University Forum 4/24/2013. Amended by BUCC 9/7/16

Notes: Amended by the Bloomsburg University Curriculum Committee November 14, 1990. Presented as an information item to the University Forum January 30, 1991. Amended by BUCC 4/12/95. Presented to the University Forum 4/19/95. Amended by BUCC 4/27/11. Amended by BUCC 4/17/2013. Presented to University Forum 4/24/2013.

Introduction

The Master Course Syllabus (MCS) provides assurance that different sections of a course will contain content in a manner that consistently meets or exceeds the objectives of the course. Instructors will use the Master Course Syllabus to prepare a working syllabus for their section(s) of the course.

The Master Course Syllabus is a binding document and a permanent record. It must be prepared and updated with utmost care. As indicated on the Omnibus Form (see PRP 3230) many updates, including changes in course content, require further action.

Glossary of Terms

Program Goals – the general ends towards which effort is directed, what you want to have happen; they are not necessarily measurable or assessable directly. Programs have goals.

Student Learning Objectives – because the goals are not necessarily themselves assessable and measurable, we set objectives which are proxies for the goals. Objectives are stated in a way such that they are directly measurable or assessable. Courses and programs have student learning objectives.

Outcomes- the actual results of the course. They cannot be specified in advance. The outcomes are used to determine how well the objectives have been met.

Distance Education Course – any course in which 30 to 79% of the instruction is delivered online via other distance education methods. (Refer to Chancellor Policy and Standard 2011-02).

Required Format

The following items must be included in the Master Course Syllabus. Use as much space as needed.

The following items must be included in the Master Course Syllabus. Use as much space as needed.
1. Date Prepared:
2. Prepared by:
3. Department:
4. Course Numbers: (Refer to PRP 3224 Guidelines for Course Numbering System)
5. Course Title:
6. Credit Hours:
7. Prerequisites: State course(s) or non-course prerequisites that students must complete before enrolling in the course. Non-course prerequisites may include, but are not limited to: prior admission to a specific curricular group (e.g., “majors only”), minimum number of credit hours, background clearance, and prior certifications.
8. Catalog Description: In a paragraph of about five sentences, which begins with an action verb, summarize the goal(s), target audience, methods, educational requirements satisfied by the course, and prerequisites for the course in terms understandable to the university community. Special considerations such as co-curricular requirements must be indicated.
9. Content Description: Give the topics of the course. The master course syllabus is used by a large audience (instructors, campus review committees, administrators, reviewers and accreditors). It should provide the scope and depth of the course content. Content required to be taught in all sections of the course should be so designated. Optional content may be included, but it must be clear which topics are required and which are optional. See Appendix for examples.
10. Methods: Indicate a recommended class size, if appropriate, with rationale, course content delivery (e.g., lecture, laboratory, art studio, writing lab, recitation, specific methods used for distance education), out-of-class activities, co-curricular activities, additional costs to the students, and whether alternate assignments will be provided in lieu of out-of-class or co-curricular activities.
For courses taught as both on site and distance education, this section should include 3 parts: (1) recommended course methods, which outline the teaching methods, learning activities and technology enhancements that might be included in any version of the course; (2) on site version of the course, which includes recommended methods to be used in on site courses; and (3) distance education version of the course, which describes what recommended methods will be used, including percent of time content will be delivered online, and a statement of any face to face meeting requirements including that proctored exams may be required at the instructor’s discretion.
11. Student Learning Objectives: State objectives in a way such that they are directly measurable or assessable. In list form, state what knowledge, skills, applications, creative endeavors, etc., the successful student, upon completion of this course, should be able to demonstrate. Individual instructors may add to Student Learning Objectives, but the intent here is that the Student Learning Objectives in this Master Course Syllabus should apply to all sections of the course.
12. Student Assessment: For each Student Learning Objective listed above, state how it will be measured, assessed, or demonstrated. This can be in a variety of ways and may vary in practice from instructor to instructor.
13. Evaluation of Individual Student Performance: State how individual attainment of each of the student learning objectives will be assessed (exams, projects, performances, quizzes, etc.). Refer to PRP 3264 Student Course Requirements and Progress Information.
14. Course Assessment: State how it will be assessed that the course meets each of the student learning objectives. With the exception of courses receiving General Education Points, assessment should generally take place within the context of program assessment. Student learning may be assessed within individual courses as indicated by program assessment plans and/or accreditation requirements. Course development is an evolutionary process and the course and program assessments will assist the department in changing the course to meet the outcomes and/or changing the outcomes so that the course better reflects the goals of the program.
15. Supporting Materials and References: List materials and references necessary to support the course. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide in a specific discipline. Indicate, with an asterisk at the beginning of the citation, resources that are available through the Andruss Library. If available elsewhere, indicate in parentheses following a resource citation, indicate the resources locations in parentheses (e.g., provided by instructor upon request, available from departmental library). If a course requires use of library resources, the librarian liaison to the department should be consulted to confirm that the library’s offerings are adequate to support it
16. Prototype Text: Indicate possible texts for the course, including author, title, publisher, and date of publication.

APPENDIX. Examples of Content Sections

(Example #1) EGGS 100 World Regional Geography
World Regions
At the instructor’s discretion, between seven and ten of the following world regions will be taught in any given semester:
A. North America
B. Europe
C. Middle and South America
D. Russia and the Former Soviet Eurasian States
E. North Africa and the Middle East
F. Sub-Saharan Africa
G. East Asia
H. South Asia
I. Southeast Asia
J. Australia, New Zealand, and Oceania

Essential Foundational (Introductory) Content
The following content areas will be covered every semester:
A. Defining Regions
B. The Regional Approach to Understanding Geography and Geographic Change
C. Overview of Physical Geography
D. Overview of Human Geography
E. Overview of Nature-Society Geography

Essential Regional Content
For each region analyzed, the following content areas will be covered every semester:
A. Physical Geography, Climate and Landforms
B. Human-Environment Interactions, Built Landscapes, and Environmental Issues
C. Historical, Economic and Demographic Change
D. Language, Religion and Culture
E. Globalization and Development

Additional Specific Topics
The following may be taught in a particular region or regions (Instructor’s Discretion):
A. Overpopulation (or Underpopulation)
B. Geography of Industrialization
C. Aid, Debt, and Underdevelopment
D. Impacts of Climate Change
E. Agricultural Issues
F. Gender Roles
G. Human Migration
H. Geological Risks and Natural Disasters

(Example #2) HISTORY 398 Research and Writing Skills
Content outline: The topics listed below are essential to the course. Individual instructors may add other topics they consider necessary.
A. Hunting primary and secondary sources for historical research.
B. Analyzing primary sources.
C. Claims, evidence, warrants, qualifications.
D. Locating and comprehending historical interpretations in secondary sources.
E. Formulating and asserting historical interpretations.
F. Plagiarism and how to avoid it.
G. Composing, editing, and revising papers, including a research prospectus, a historiographic essay, a primary source outline, and a first draft research paper.
H. Editing and revising formal research papers: from the first draft to the final draft.
I. Preparing/delivering effective oral presentations.

(Example #3) INTSTUDY 101 Liberal Arts Seminar
Across multiple sections and assignments, this course includes sustained instruction in composing and revising in ways that demonstrate awareness of writing as a social process. For example, this course provides instruction in crafting writing for particular purposes and audiences. Because writing and reading are related processes, this course also involves instruction in analyzing, interpreting, and evaluating texts. Specific course structures and procedures are developed by each instructor. Students will compose several writing assignments, both formal and informal, over the course of the semester, practicing writing processes including (but not limited to) brainstorming, drafting, peer review, revision, and reflection. At least one primary assignment will be dedicated to research, as students are instructed in effective research strategies and the assessment of appropriate source material and information. Other assignments will vary according to instructor. Course readings will address the topical focus of the course.

(Example #4) PSYCH 131 Psychology of Adjustment
Core Content
Note: These topics comprise the General Education content for the course, and will be covered in every course section by every instructor.
Definitions of Psychological Adjustment
Approaches to Defining Psychological Adjustment
Science, Culture, Values, and Conceptions of Psychological Adjustment
Growth and Wellness Perspectives on Psychological Adjustment
Science and Adjustment: Implications and Limitations
Psychological Adjustment as a Spectrum
Stress, Coping, and Adjustment
Conceptions of Stress
Stress Responses, Distress, and Emotions
Processes of Coping
Stress and Coping in Cultural and Social Context
Outcomes of Coping: Growth, Wellness, Problems in Adjustment
Emotions and Psychological Adjustment
Emotions: Basic Psychological and Biological Aspects
Emotional Awareness and Psychological Adjustment
Emotional Self-Regulation and Psychological Adjustment
Interpersonal Skills, Sociocultural Awareness, and Psychological Adjustment
Conceptions of Interpersonal Skills for Psychological Adjustment
Conceptions of Cultural and Social Awareness for Psychological Adjustment
Major Theoretical Perspectives for Psychological Adjustment
Theories of Change and Growth
Psychodynamic, Humanistic, and Existential Perspectives
Behavioral and Cognitive Perspectives
Social and Cultural Perspectives
Stress: Specific Conceptions and Applications
Definitions of Stress, Stress Reactivity
Stress and Other Experiences (e.g. Anxiety)
General Adaptation Syndrome
Stress and Decompensation (Psychological and Physiological)
Stress and Growth
Eustress and Distress, Hypostress and Hyperstress
Stressors: Life Transitions, Daily Hassles, Chronic Stressors
Type A and Hardy Personality Patterns
Resources for Coping: Personal, Social, Material
Reactive Coping Mechanisms and Adjustment Strategies/Techniques
Problem-Focused, Emotion-Focused, Meaning-Focused Coping
Psychological Functions: Awareness and Behavior
Consciousness and Behavior
Sensation, Perception, Attention
Thinking and Cognitive Processes
Emotion
Emotions and the Brain
Basic Human Emotions: Physiological and Facial Expressions
Limbic System, Frontal Cortex, Emotional Processes and Regulation
Neurotransmitters and Emotional Processes
Specific Content
Note: Specific topics for each course section offered will include topics selected from the following list, and additional topics as chosen by the instructor. Many Specific Topics elaborate specific aspects of the Core/Essential Topics above; others provide additional content that goes beyond the Core/Essential Topics.
Major Theoretical Perspectives for Psychological Adjustment
Theories of Change and Growth
Psychodynamic, Humanistic, and Existential Perspectives
Behavioral and Cognitive Perspectives
Social and Cultural Perspectives
Stress: Specific Conceptions and Applications
Definitions of Stress, Stress Reactivity
Stress and Other Experiences (e.g. Anxiety)
General Adaptation Syndrome
Stress and Decompensation (Psychological and Physiological)
Stress and Growth
Eustress and Distress, Hypostress and Hyperstress
Stressors: Life Transitions, Daily Hassles, Chronic Stressors
Type A and Hardy Personality Patterns
Resources for Coping: Personal, Social, Material
Reactive Coping Mechanisms and Adjustment Strategies/Techniques
Problem-Focused, Emotion-Focused, Meaning-Focused Coping
Psychological Functions: Awareness and Behavior
Consciousness and Behavior
Sensation, Perception, Attention
Thinking and Cognitive Processes
Emotion
Emotions and the Brain
Basic Human Emotions: Physiological and Facial Expressions
Limbic System, Frontal Cortex, Emotional Processes and Regulation
Neurotransmitters and Emotional Processes
The Self
Philosophy of Self
Essence vs. Existence
Importance of Self-Awareness
Identity and Identification
Values, Meaning, Purpose, and Psychological Adjustment
The Search for Meaning: Viktor Frankl
Conceived, Operative, Instrumental and Terminal Values
Sources of Values
Achieving Purpose from Values
The Role of Rituals and Disciplines in Meaning, Purpose, and Values
Altered Awareness and Adjustment
Consciousness, Ordinary Consciousness, and Altered States of Consciousness
Eastern Cultural Perspectives
Meditation – Definitions, Types, and Scientific Research
Characteristics and Advantages of Altered States for Adjustment
Mindfulness, Meditation, and the Flow State
Behavioral Self-Management
Advantages of Ordinary Consciousness
Power of the Environment
Behavioral Self-Observation
Collect Data (Antecedents, Behavior, Consequences)
Self-evaluation/Analyze Data
Goal Setting
Behavioral Self-Management
Environmental Planning
Learning Specific Skills of the Target Behavior
Behavioral Programming (manipulating consequences)
Integrating Eastern and Western Cultural Influences into an Adjustment Program
Becoming Self-Directed in a Social World
Social Influence
Conformity, Compliance, Obedience
Types of Social Power/Authority
Normative and Informational Influences
Resisting Normative Social Influence
Resisting Informational Social Influence
Time Management
What is Time? Ordinary and Non-Ordinary Time
Issues and Problems in Time Management
Techniques for Effective Time Management
Emotional Competencies for Adjustment: Concepts and Applications
Emotional Awareness
Emotional Management and Self-Regulation
Motivational Management and Self-Regulation
Problem-Solving and Decision-Making
A “Flexible Control” Perspective for Coping
Interpersonal Competencies for Adjustment: Concepts and Applications
Empathy and Listening Skills
Personal Connection: Building and Maintaining Relationships
Negotiating and Conflict Management
Social Cognition: Understanding Group Interactions
Organizing Groups and Leadership
Assertiveness
Assertiveness, nonassertiveness, and Aggressiveness
Techniques for Developing Assertiveness
Social Competencies for Adjustment: Concepts and Applications
Stereotypes and Prejudices
Discrimination and Privilege
Gender and Adjustment
Sexual Orientation and Adjustment
Selected Mental Disorders, Related Topics, and Adjustment
Major Depression and Related Mood Disorders
Substance Abuse, Dependence, and Recovery
Eating Disorders
Coping with Trauma
Suicide
Gender and Behavior
Gender Stereotypes
Gender Similarities and Differences
Aggression: Female vs. Male
Psychological Disorders: Male vs. Female
The Life of Frederick Douglass as an Exemplar of Adjustment, Growth, and Liberation
Themes Related to Psychological Adjustment in the Life of Frederick Douglass