Transcript Presentation Title Here - Jerash Private University

Development of Interdisciplinary Program on
Climate Change and Sustainability Policy- CLIMASP
Developing and Implementing Syllabus and Course Modules
Jerash University
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Developing a Course Syllabus;
The development of a course syllabus is an integral part
of an instructor's overall pedagogy because the syllabus
provides students with a comprehensive overview of the
course's aims and objectives, learning outcomes, and
assessment strategies.
In many ways, the course syllabus functions as text itself
for each course. Because of this, much care must be
taken in developing a syllabus that communicates all
aspects of a course to students.
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Strategies to develop course syllabus;
1. Provide basic course information;
Course information should include: current year, semester,
course title and number, and meeting time and location.
The instructor should list her/his name, office address,
and, if necessary, a map for offices that are difficult to
locate. Also include an office telephone number, the
instructor’s email address, website URL, fax number, and
office hours. Outline guidelines for how students should
book appointments during office hours. List the contact
information for all teaching assistants (T.A.s) for the
course.
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2. Describe course prerequisites; list all required knowledge,
skills, and experiences that students should have prior to
taking the course. Provide students with specific
strategies for how they might prepare for the course if
they do not have the required knowledge.
3. Describe the course's purpose; provide an overview of
the aims of the course (often from the Course Calendar).
4. State learning goals & objectives; list course objectives.
List specific skills or knowledge that students will acquire
with successful completion of the course.
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5. Explain the course’s rationale; provide students with an
overview of why you structured the course in the manner
what you did.
6. Describe the course’s format; outline the various
activities that students will be engaged in throughout the
course. For example: fieldwork, research projects,
lectures, field trips, and so on.
7. Outline the course’s schedule; the schedule should
include the sequence of topics, readings, assignments,
holidays, guest speakers, and so on. Ensure that
examination dates are firmly fixed to provide students
with sufficient time to prepare for them. Provide students
with updated schedules when changes are made.
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8. Texts and materials; clearly outline all required readings
and texts. If possible, link readings to themes being
examined in the course, especially if readings are
assigned out of sequence from a text book. Indicate
whether texts can be purchased from local bookstores
and whether texts will be placed on reserve at the
library.
9. Additional materials; identify materials needed beyond
texts, such as lab equipment, safety equipment, art
supplies, calculators, computers, drafting materials, and
so on.
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10. Assessment; explain evaluation methods and the
manner in which grades will be assigned.
11. Assignments; clearly describe all assignments that are
required for the course. Include the expected length of
each, with corresponding deadlines. Also include dates
for quizzes and exams. Where possible, outline the
format of each assignment (term paper, research essay,
take home examination, and so on.
12.Discuss course policies; state course policies
regarding attendance, late submissions, make-up
tests, extra credit, extensions, illnesses, copyright,
and so on.
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EXAMPLE
SYLLABUS
RMES-520
Course Name; Climate Change: Science, Technology and Sustainable
Development
Dr. Hisham Zerriffi ([email protected])
Winter Session 2013 (Term 1), Thurs. 1:00 PM to 4:00 PM
Course Site: http://blogs.ubc.ca/rmes520
Course Description:
Over the past few decades, climate change has emerged as one of the most
complex challenges faced by both social and ecological systems globally. On the
one hand, changes in global climate are likely to have significant impacts in
many parts of the world, and while a small number of regions / sectors may
benefit many others could be devastated. On the other hand, reducing
greenhouse gas emissions poses significant technological, economic and
political challenges. Reductions of greenhouse gas gases will be made in the
presence of incomplete information and continued scientific and economic
uncertainty.
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The course will consist of five modules:
1. Module 1 provides a general overview of climate science and impacts,
highlighting the current state of knowledge and remaining uncertainties.
2. Module 2 focuses on carbon management options: mitigation and
energy system changes and efficiency options.
3. Module 3 will examine geo-engineering management options that may
be considered if carbon management is not timely or sufficient enough
to avoid major climate impacts with a focus on carbon capture and
sequestration. Technology options, risk management issues and policy
responses will be discussed.
4. Module 4 on vulnerability and adaptation will look at how different
populations are at risk of climate change impacts and the options
available and requirements for successful adaptation.
5. Module 5 related to carbon politics and carbon economics will cover the
role of politics (at various scales) and the role of economics in
addressing the climate change problem. Included will be discussion of
international negotiations, equity, the role of local action, and economic
versus other instruments to control carbon emissions.
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Course Evaluation
Grading for this course will be based on a series of short assignments (often
tied to in-class activities), student led discussion sections, in-class and online
participation, and a final paper. Grading is divided as follows:
Final Paper 40%
Short Assignments 15%
Student Led Discussion 15%
Viewpoints 10%
Discussion Questions 10%
Participation in Classes 10%
Student Engagement:
This is a graduate level seminar and so students are expected to come to class
prepared for discussion and engagement with the instructor and their fellow
students. In addition, students are expected to engage with their peer
students on-line. Each student will be assigned a discussion group of
approximately 4-5 students for the term.
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Class Participation:
In addition to the viewpoints and the discussion questions, student
engagement will also be judged by participation in discussions during class
time.
Course Readings
There is no single text for this course. Readings will come from a variety of
articles, books and reports including the latest report of the InterGovernmental Panel on Climate Change.
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Thank You
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