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Sample Syllabus Template for EMI Course

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12 views3 pages

Sample Syllabus Template for EMI Course

Uploaded by

moisesjoaquimsacara95
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

English as a Medium of Instruction (EMI)

Additional Resource: Sample Syllabus Template

Sample Syllabus Template, The Teaching & Learning Center, The City University of New York (CUNY)

Title of Class (Course Code ##)


College Name

Meeting Day(s) [i.e., Tuesdays and Thursdays], 00:00a – 00:00p


Room: ###

Instructor: Your Name Here


Email: email@[Link]
Office Hours: by appointment, email to schedule or specific time, or link to online scheduling

Textbook: Include the citation for any texts that are required for the class, including author, title, publisher,
publication date, and ISBN. If the text is placed on reserve in the library or you have suggestions for where
students should purchase/borrow the text, include it here.

Course Overview
Your students will read this section closely, and it gives you an opportunity to grab their attention and set up the
remainder of the semester. What is the story or argument of your course? Why should students be excited about it?
What kinds of work will they be doing, and how will you be spending your time together? Keep it short and direct
but strive to make it impactful. Avoid platitudes and empty statements. Have a colleague or friend read this section
and give you feedback. Treat this section seriously as a piece of writing (revise, revise, revise).

Learning Goals
Learning goals can prove helpful for focusing your planning and keeping the course on track. Include them here,
introduced with a statement such as “At the end of the course, you will be able to”:

• try to be as precise as possible in describing your learning outcomes.


• use active verbs as much as possible.
• avoid vague outcomes such as “appreciate,” “know,” “comprehend,” “be familiar with,” “be aware of.”
• categorize the types of knowledge and skills you want your students to have at the end of the course and list
them according to cognitive level (from knowledge to synthesis to critique).
• separate outcomes that identify knowledge built from skills developed.
!
Course Expectations

Instructor’s (and Participant’s) Approach and Style (optional)


Here you might include a brief note about your approach and style. This is often done verbally on the first day of
class, but it wouldn’t hurt to put your philosophy into writing in a document that your students will refer to often.

Attendance & Classroom Policies


Insert policy on attendance, absences, and tardiness, including information on how to contact you in case of
illness, religious observances, or other reasons a student cannot attend class. If you have policies on food and

© 2022 by Ohio University. Reading 2.1 Strategies to Support Students as They Begin to Learn
Content in English for the Online Professional English Network (OPEN), sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360.
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This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To
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technology use in class, include them here. Remember to keep the lives of your students in mind as you are
articulating these.

(Optional) A useful activity for building community on the first day of class is to ask students to get the contact
information of two classmates. Here is a space to jot down the contact information of two classmates:

Name
Email Phone Number

1.

2.

Academic Integrity
(This may be specific to and provided by your institution; what follows was adapted from a CUNY school) \
It is expected that all students know, understand, and adhere to our college’s policies of academic integrity.
Plagiarism, cheating, forgery, and other violations of academic integrity will be taken seriously and will not be
tolerated. Sanctions for violating academic integrity may result in a failing grade for the assignment, or course
suspension or expulsion.

You can include a few more lines on plagiarism here using your own words. You can explain what it means, that it
often occurs unwittingly, and that using your own work in another class also constitutes plagiarism. You may also
note that you will discuss plagiarism and academic integrity issues in more detail at another time.

Academic Support Resources


(This will be specific to your institution)
If you need help or have questions, there are likely resources available on your campus such as a writing center, a
reference desk in the library, IT or educational/assistive technology services, and other resources. Check with your
departmental contact for any relevant support resources that you might include in this section, and then be clear
about how students may use them in the context of your course as you describe it in this space.

Communication & Contacting Faculty (optional)


Include a clear statement about how students should contact you, and what availability/response time they should
expect from you.

Grading & Assignments

Grading
Response Paper 20%
Midterm Exam 20%
Reaction Paper 20%
Semester Project & Final Paper 40%

You might also describe your policy on late submission and possibilities for re-taking an exam.

COURSE SCHEDULE & READINGS


AUGUST
TH 28 Syllabus + Intro

SEPTEMBER
T2 Class Subject / Description
Reading 1

2
Reading 2
TH 4 Class Subject / Description
Reading 1

T9 Complete Assignment I
Reading I
TH 11 Watch video I
Reading I

T 16 ***
TH 18 ***

T 23 ***
TH 25 ***

T 30 ***

OCTOBER
TH 2 ***

T7 ***
TH 9 DEADLINE RESPONSE PAPER (in class: film screening)

T 14 ***
TH 16 ***

T 21 ***
TH 23 ***

T 28 IN-CLASS MIDTERM
TH 30 Library Instruction

NOVEMBER
T4 ***
TH 6 ***

T 11 DEADLINE REACTION PAPER


TH 13 ***

T 18 ***
TH 20 ***

T 25 ***
TH 27 NO CLASS

DECEMBER
T2 ***
TH 4 ***

T9 Peer Review (students without a draft will be considered as absent)


TH 11 DEADLINE FINAL PAPER

Common questions

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Categorizing learning goals by cognitive levels ensures that educational objectives address a comprehensive range of thinking skills from basic recall to complex synthesis and critique. This helps in scaffolding student progress through increasingly difficult tasks, promoting overall cognitive development and deep learning .

Communication and availability of faculty greatly impact student success as they help clarify expectations, address issues promptly, and enhance engagement. Clear guidelines on response times and contact methods help students manage their communication effectively, improving their academic experience and outcomes .

The recommended strategies within an EMI setting include creating a comprehensive course overview to capture students' interest, setting precise learning goals with active verbs, categorizing outcomes according to cognitive levels, and clearly defining course expectations and classroom policies, including attendance, integrity, and assignment submission rules .

Peer reviews encourage active participation, enhance understanding through peer feedback, and offer students diverse perspectives. Effective utilization includes setting clear criteria for feedback, creating opportunities for drafts and revisions, and enforcing policies that make participation mandatory to avoid penalties, such as being marked absent for lack of preparation .

Course outlines and syllabus templates enhance learning outcomes by providing a structured framework that includes clear learning goals, detailed expectations for student participation, and structured assignments and grading criteria. These elements allow students to understand objectives and expectations, thereby facilitating better preparedness and engagement .

Structured grading and clear deadlines provide a roadmap and clear expectations for students, promoting discipline and time management. It incentivizes consistent effort, impacting motivation as students can anticipate workload, manage time better, and feel rewarded for their efforts through timely feedback and grades .

Policies should be flexible to accommodate different student circumstances such as illnesses or religious observances. Encourage community building by fostering peer connections, which supports learning while being mindful of students' lives outside of academia, and clearly communicate procedures for handling absences .

Academic integrity is crucial as it upholds the ethical standards of education, ensuring the credibility and value of academic qualifications. Measures to uphold it include setting clear policies on plagiarism, providing resources to understand academic ethics, and applying strict penalties for violations to deter misconduct .

Integrating technology policies is essential for managing distractions and ensuring effective use of digital resources. Such policies guide appropriate technology use in class, promoting focus, and enhancing learning through curated digital tools while also preparing students for environments that require digital literacy .

Support resources, like writing centers or IT services, provide targeted assistance, helping students overcome specific challenges and enhancing their learning experiences. These resources build student confidence, improve competen... and integrate learning techniques by providing necessary support and guidance .

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