HOW TO DEVELOP YOUR INDIVIDUALIZED INSTRUCTION SYLLABUS
All items must be included in the course syllabus
Outline of Instructional Delivery including a semester timeline
Learning Objectives & Course Learning Outcomes (required for catalog courses)
For a directed study, all course learning outcomes for the designated catalog course must be included in the syllabus.
Learning objectives give direction to the course or study. They should be precisely stated and reasonable in number,
with a minimum of four. They may include cognitive (knowledge), affective (attitudinal, emotional or valuing behaviors)
and psychomotor (physical) skills.
These objectives should state unambiguously what the student intends to accomplish. They should identify the
competency or skills expected at the completion of the course. Objectives are commonly phrased as “to describe, or
explain, to solve, to construct, to define, to classify, to compose, to design, to identify, to analyze, to discover.” “To
learn” or “to understand” is not an objective, but the means to achieve it.
Incorrect - - to learn about the different religions in India.
Correct - - List the major religions of India and outline their more common beliefs and practices.
Incorrect - - to know how to conserve energy in a classroom building.
Correct - - Identify and list current energy conservation techniques and explain how they can be applied to a classroom
Learning Methods and Materials
These should be consistent with the objectives and outcomes. They may be texts, equipment, periodicals, software,
manuals, travel, reading lists, research guides, or trips to laboratories or libraries.
The student and faculty sponsor must have a clear understanding of how each completed objective will be evaluated
and a grade determined (include grading scale). Exams, essays, research papers, reports, self-studies, demonstrations,
presentations, job diaries, software or computer programs, creative projects and other methods can be used to
document the learning accomplished.
Academic credit will depend on the learning experience as compared to a typical college class. More credit requires more
work and more evaluation. For a three credit course, an equitable amount of instructional time must be clearly
demonstrated within the syllabus. For courses identified as online delivery, there must be work equivalent to the amount
of work expected in an in-seat course (see chart below). Before teaching an online course for the first time, faculty must
demonstrate the ability to design and administer online courses by successfully completing training modules leading to
WVWC Certification for Online Instruction. Information is available in Blackboard under the Center for Teaching &
Online Course/Time on Task/Full semester
Using the rule of thumb that for every hour in class, a student should spend two hours in preparation (HLC, Assignment of Credits), a student
should expect to spend the following:
3 credit course = 135 time on task total hours
2 credit course = 90 time on task total hours
1 credit course = 45 time on task total hours