Syllabus Inclusions

The requirements of the Academic Program Sub-Committee of FEC now include certain
components that need to be inserted in all syllabus documents that accompany new course
proposals. Every syllabus must include the Disabilities Clause and the Incomplete policy, and a
description of methods and standards used to evaluate students (such as an Assessment rubric).
Remember, the following information must be included:

Services for Students with Disabilities. The College will make reasonable accommodations for
persons with documented disabilities. Students are encouraged to contact the Office of Access
and Services for Individuals with Disabilities for information about registration (166 Thorndike
Hall). Services are available only to students who are registered and submit appropriate
documentation. As your instructor, I am happy to discuss specific needs with you as well
* An appropriate place to include the disabilities clause is at the beginning of the syllabus

IN Incomplete. The grade of Incomplete is to be assigned only when the course attendance
requirement has been met but, for reasons satisfactory to the instructor, the granting of a final
grade has been postponed because certain course assignments are outstanding. If the outstanding
assignments are completed within one calendar year from the date of the close of term in which
the grade of Incomplete was received and a final grade submitted, the final grade will be recorded
on the permanent transcript, replacing the grade of Incomplete, with a transcript notation
indicating the date that the grade of Incomplete was replaced by a final grade.

If the outstanding work is not completed within one calendar year from the date of the close of
term in which the grade of Incomplete was received, the grade will remain as a permanent
Incomplete on the transcript. In such instances, if the course is a required course or part of an
approved program of study, students will be required to re-enroll in the course including
repayment of all tuition and fee charges for the new registration and satisfactorily complete all
course requirements. If the required course is not offered in subsequent terms, the student should
speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree
requirement. Doctoral students with six or more credits with grades of Incomplete included on
their program of study will not be allowed to sit for the certification exam.
*An appropriate place to include the incomplete policy is in the section dealing with Assessment.

Syllabus Suggestions
In some cases, the inclusion of policy requirements as those noted above means that the first
page of a syllabus is in danger of becoming excessively overloaded with stipulations so that the
importance of the course content itself is pushed to the background. Notwithstanding the need to
profile the importance the Disabilities Statement that should indeed be placed at the beginning of
a syllabus, other requirements such as the Incomplete policy should be placed near the
Assessment Requirements section of your document, as should any other reference to things such
as Standards Statements and the like (“Methods and standards for Evaluation of students”).

Another suggestion regarding sequencing of information is that many folks interpret the need to
satisfy the FEC syllabus inclusion of “description of readings and activities” by giving a brief
synopsis of the course content on a week by week basis that includes reference to weekly
readings/texts assignments.
 Sample Course Rubrics
To conform to TC Policy and NCATE guidelines there is a need to include an assessment rubric
to satisfy the ‘Methods and standards for evaluation of students.’ While there are no templates
for this, the principle of aligning the course objectives/aims to some kind of assessment scale
needs to included in your syllabus.

A few samples prepared by faculty in the Department are included as a guide. For those involved
in the NCATE process rubrics would have been prepared for some sample courses so hopefully
the adaptation for new courses will not be too demanding.

Methods and Standards Statement

Assessment Tasks
1. Data 2. Data 3. Paper 4. Participation
Analysis Interpretation
&
Representation
Links to 1, 2, 5 1, 3, 4 1, 2. 3. 5 1, 2, 5
Course
Objectives
Assessment Scale
Excellent Good Satisfactory
Student Theorizing Analytical and Interpretive Descriptive Responses
performance in Skill in Data Management
each assessment Students will demonstrate Students will demonstrate
task is assessed excellent ability in (pick out Students will demonstrate acceptable ability in…
according to some text from the course proficient ability in…
these descriptors objectives…

Methods and Standards Statement

Level of Performance – Evaluation criteria
Excellent Good/Acceptable Fair Unsatisfactory
1. Research Paper Critical Analysis of Ability to make Able to identify Inability to
subject distinctions between policies identify a policy.
intentions and
consequences of
policies
2. Field Work Paper Elaboration of Ability to make Demonstrate an No field work
analysis introducing distinctions between understanding of undertaken.
cultural implications policies and agencies two existing Only one subject
of non-cultural policies chosen.
policies
3. Class Presentation Historical and Identification of Basic country Unable to present
analytical policies and profile a coherent profile
interpretation of institutions in place
policy issues
4. Seminar preparation Significant Consistent Sporadic Consistent lack
and participation contribution to preparation of reading. of preparedness
discussion with a seminar questions Inability to link
demonstrable topics in class
integration of theories with discussions
and practice
 Methods and Standards Statement
Evaluation of each student’s participation in the course will be based on the following rubric:

Activities 1 – Little or no 2 – Minimal, 3 – Adequate 4 – Highly

evidence of rote, or and reflective developed and
preparation. superficial approach in creative
preparation. preparation. approach in
preparation.

Presentations

Roundtable participation

Write-Ups
… and if you are really maniacal, you might try a rubric like the following. This was done in accordance with the
NCATE requirements and while the level of specificity is extreme, it was completed with some semblance of tongue
in cheek to test whether anyone in their right mind might cross reference the intentions with the outcomes to this
degree.
Assessment Protocols

Assessment Task Linkages

Review of Research Practices Site-Based 3 C/Point

Tasks Research Research Option.
Paradigms Article Review Conceptualizing Critical Issues
Projects in Research
Links to Objectives 1, 2. 2, 3. 3, 4. 2, 3, 4. 1, 2, 4.

Links to TC K1.3; K3.1;; K3.1; K4.3; K2.3; K2.5 K2.5; K5.3; K3.5; K4.2;
Standards S2.1; S3.2; S4.1; S5.2; S 1.2; S2.2; S1.5; S2.4; S1.3; S3.5;
D1.1 D1.1; D5.1 D2.6; D3.1 D3.5; D4.1 D3.2

Assessment Tasks Performance Outcomes

Excellent Good/Acceptable Fair Unsatisfactory
(A+/A) (B+/B-) (C+/C-)
Review of Research Able to Able to make Able to identify Inability to articulate
Paradigms demonstrate an broad distinctions research types, but distinctions in research
understanding of between research mostly with theories and practices.
concepts central to philosophies and reference to
different research approaches examples rather
paradigms than concepts
Research Practices 1. Has a clear 1. Can identify 1. Can work 1. Little understanding
1. Article Review command of the areas of ‘backwards’ by of traditions and
critical review inconsistency in describing practices of research.
process, and samples of research strategies Unable to
demonstrates this research with and decisions, but conceptualize inquiry.
by referring to key reference to cannot clearly
sources and specific examples. references these to
2. Conceptualizing research examples. paradigms.
Projects 2. Demonstrates 2. Interprets how 2. Mostly relies on 2. Shows little capacity
how to analyze practitioners carry description to to analyze and
practices of out inquiry and the review research synthesize research
inquiry and issues faced can strategies used by reviews as a way to
synthesize issues, make inferences practitioners and build knowledge of
questions and about research not clear on methodology.
sequences in implications broader
research design implications.
Site-Based Research Clearly reasons Shows an Displays a basic Unable to discuss or
how contexts and understanding of knowledge of express how site-based
research aims are the practices that procedures and research can be used in
framed and formed inform site-based implications of the field.
into sound designs research by field-research in
(theory informs interpreting and art and education.
practice-inquiry designing a
informs theory). research project.