Since 2007, the Center for Excellence in Teaching, Learning, and Assessment (CETLA) has sponsored the "Exemplary Syllabus Awards". These awards recognize the importance of developing a well-designed course syllabus. A well-designed syllabus offers more than the instructor’s contact information and a course outline. It also provides information about course goals and objectives, grading procedures, support services, and course policies regarding class participation, missed examinations, late assignments, and academic integrity. See the ID01 Syllabus Tutorial.)

CETLA believes that the syllabus is one of the most important documents that an instructor develops. It is an end-product of curriculum development and the beginning of teaching, learning, and assessment, which when done well and aggregated across courses, leads to better program development and outcomes. CETLA appreciates the efforts of faculty to create effective syllabi and so has begun to give $250 awards for syllabi, one in each of five categories.

Below are links to the award-winning syllabi. Please observe copyright rules if you wish to borrow ideas or sentences from these syllabi.

Humanities

Dana Williams (2012)

ENGL 080 Honors Humanities Seminar

Silvia Martinez (2011)

COSD 563 Phonological Disturbances

caroline dexter (2010)

CLAS 103 Classical Art and Archaelogy

kay payne (2009)

COSD 362: Intro to Fluency & Voice Disorders

James Rada (2008)

RTVF 326 Videography

Michael Newheart (2007)

BSNT 202 Introduction to the New Testament

 

Natural Sciences

Dominicus So (2011)

PSYC 716 Abnormal Psychology

thomas lawson (2010)

ACAD 015 Basic Math II

denyce calloway (2009)

HHPL 755 Addictive Behavior

Cynthia Winston (2008)

PSYC 123 Personality Theories

Social Sciences

Soleman H. Abu-Bader (2012)

SWRS-202-01 Data Analysis for Social Workers

Jin-Gil Jeong (2011)

FINA 365 Financial Derivatives

elizabeth bertera (2010)

SWDS 302 Direct Service Practice

Jane flax (2009)

POLS 791 Modern Political Theory-Writing

Rodney Green (2008)

ECOG 204 History of Economic Analysis

Fang Wu (2007)

ECED 193 Instructional Strategies for Early Childhood Teachers

 

Health Sciences

Oluwaranti Akiyode (2011)

CLPS 311 Team Building

monika daftary (2010)

PHARM Integrative Therapeutics IIB (Infectious Diseases Pharmacotherapy)

marguerite neita  (2009)

CLLS 418 Clinical Laboratory Management and Decision-Making

Carla Williams (2008)

CHFP 201 Social and Behavioral Sciences

Virginia Brown (2007)

MEDI 417 Recitation for Health Care Ethics

 

Team Courses

Patricia Noone (2012)

ENGL 003 Mellon Interdisciplinary Undergraduate Research Program

samuel doku

ENGL 003 Freshman Composition Program

Rebecca Reviere and Janet Griffin (2008)

SOCI 786 Death

Laverne Brown (2007)

PHSC 310 Pharmaceutical Science Laboratory

Note: No Spring 2007 entries met the benchmark for Natural Sciences (see "Criteria" below).

Categories for Syllabus Awards

CETLA recognizes the diversity that exists among the various programs of study at the University; hence, a syllabus award is made in each of the following five categories:

1.Natural Sciences (including Engineering, Architecture, and Computer Science)
2.Social Sciences (including Business, Education, Social Work, and Law)
3.Humanities (including Fine Arts, Divinity, and Communications)
4.Health Sciences (Medicine, Dentistry, Pharmacy, Nursing, and Allied Health Sciences)
5.Team Courses (courses designed by multiple faculty members within or  across disciplines)

Criteria for Evaluation

CETLA has adopted the following weighted criteria to complete its internal evaluation of submitted syllabi. Using a scale from 1 (Poor) – 5 (Excellent), judges will evaluate the extent to which the syllabus meets the following criteria:

1. Articulates goals and objectives. (i.e., student learning outcomes).
2. Specifies assessment methods and grading policies.
3. Describes assignments and criteria for evaluating them.
4. Conforms to other Howard University guidelines.

Syllabi that omit any of the first three components will not advance through the process. In other words, syllabi must first meet criterion #1 for further consideration. Those that meet criterion #1 must then meet criterion #2. Finally, syllabi that meet criterion #2 must meet criterion #3 to remain competitive. The extent to which syllabi meet the criteria will determine the number of points. Thus, the benchmark score for an award will be 40 out of 50 points.