From WSU Technology Knowledge Base
Jump to navigation
Jump to search
- Audience - All WSU instructors interested in using a graphic syllabus in their courses.
- Interview Date - 10/14/2010
- Tools Used - Word & Prezi
Meet the Faculty Member
Dr. Amy Hermodson, WSU Associate Professor in Communication Studies, received her BA at Concordia College, Masters Degree in Communication Studies from Michigan State University, and Ph.D. at the University of Denver in Communication Studies. Learn more about Dr. Hermodson at her Linkedin Profile.
Viewing the Interview Segments
The full interview is divided into five segments. Select play to begin viewing Segment 1. To advance to another segments at any time by using the Next  button.
|
|
|
Segment Descriptions
- What's a graphic syllabus? Why is it beneficial? Amy explains the frustration she had with students not reading their traditional syllabus and how she decided to try a graphic syllabus instead. She describes how aligning course goals, assignments, and expectations graphically made the course both accessible and transparent to students.
- What's included in your graphic syllabus? How did you build it? Amy describes how she is using her graphic syllabus this semester and the tools she used to build it.
- How are your students responding to your graphic syllabus? Amy explains that students using the graphic syllabus are paying more attention to the course requirements and asking more in depth questions. She describes how students can connect learning objectives to course requirements and the course schedule more easily.
- What advice would you give faculty considering a graphic syllabus? Amy describes the challenge of constructing a visual representation of a syllabus and the importance of clear learning objectives and timelines.
- What's next for your graphic syllabus? Amy describes how more extensive hyperlinking to assignments and other course elements will make her graphic syllabus more usable.
Good Practices
- Gradual conversion. Amy did not convert her entire syllabus to a graphical format all at once. Convert the sections or components that lend themselves well to graphic representation first and then fill in the remaining components over time.
- Reflect on learning objectives. Developing a graphic syllabus is a great time to revisit your student learning objectives and how they are being assessed. The process helps you reflect on how your learning objectives are tied to various assignments, course activities, and the course schedule.
- Use familiar tools. Amy used Microsoft Word to create her graphic syllabus. Shapes, clip art, and pre-built graphical elements (i.e., SmartArt) can be easily inserted into Word pages.
Key Outcomes
- Compared to students using a traditional syllabus, students using a graphic syllabus demonstrated a clearer understanding of course learning objectives. The number of basic questions about course mechanics also decreased (Segment 3).
- Initial feedback was very positive, with students reporting that the graphic syllabus was very easy to use (Segment 3).
Related Articles
Learn More About the Graphic Syllabus
Learn More About Building an Effective Syllabus
Learn More About Developing Learning Objectives and Outcomes
|
