Teaching and Learning

Explore Innovative and Active Teaching Strategies that Democratizes the Classroom

Co-Creating Our Experiences Through Innovative Teaching and Learning

Writing Your Syllabus

The Syllabus Template supports faculty as they develop courses and prepare to teach classes at the NYU School of Professional Studies. A syllabus is an impactful document that sets the tone for the course.1 It is the first contact between faculty and students, and should communicate enthusiasm for the subject matter, challenge and inspire students, and connect subject matter with a relevant, real-world context. 




  1. Function and Components of a Syllabus – Harvard Bok Center
  2. Four Questions to Pose to Your Syllabus – Harvard Bok Center
High quality syllabi serve as a:
  • Road map: connects learning objectives with assignments, course materials, and teaching methods through an engaging learning journey with a specific schedule and milestones.
  • Contract: describes expected interactions between faculty and students and highlights communication expectations, teaching philosophy, and feedback channels.
  • Invitation: encourages the sharing of perspectives from a diverse body of students who range in age, culture, learning preferences, skill levels, and professional backgrounds.
  • Scholarly Paragon: sets the standard for scholarship by incorporating writing in all aspects of the course including learning strategies and assessment, maintains high and consistent standards for all students, and summarizes the best teaching literature on a topic.

Syllabus Design Resources and Considerations

General Course Information

Course Description

Course Learning Outcomes

Communication Policy

Course Expectations

Required and Recommended Materials

Assessment Strategy

Grading Information

Course Schedule, In-person

Developing Rubrics

Following are rubric exemplars upon which you can build, as well as worksheets for creating your own rubrics. We would also like to encourage you to contact CAES at caes.sps@nyu.edu should you wish to collaborate on rubric development.


  1. The Value Rubrics by The Association of American Colleges and Universities (AACU)
  2. Creating and Using Rubrics by The Elberly Center at Carnegie Mellon University
  3. Holistic Rubric Worksheet
  4. Analytic Rubric Worksheets
  5. iRubric: a free rubric builder and assessment tool with a gallery of rubrics for a wide range of disciplines.
  6. Roobrix: a rubric score generator that helps avoid grading conversion errors.
  7. Roobrix Guide



Assessment Rubrics









Six Strategies for Optimizing Student Learning

Green Teaching at SPS

Writing at SPS

Teaching Effectiveness

Best Practices

Learner - Centered Environment









Program-Level Assessment

Student learning assessment is a systemic and ongoing process for understanding and improve student learning (Angelo, 1995). Assessment of student learning occurs at a various levels of a higher education institution: individual level, course level, and institutional level, etc. Program-level assessment determines the extent to which students in an academic program are mastering the learning outcomes of the academic program. 
The program level assessment cycle is continuous, and generally includes five key elements as it is illustrated in the image.


Compared to course-level assessment, program-level assessment “helps determine whether students can integrate learning from individual courses into a coherent whole. Interest is focused on the cumulative effects of the educational process” (Banta and Palomba, 2015). Program-level assessment is an opportunity to understand and strengthen student learning experience and learning outcomes and to create meaningful conversations around pedagogy and curriculum in the program.


Five Steps to Assessment

Each program is recommended to develop an assessment plan to detail the steps of the assessment cycle for the learning outcomes identified for the program. Assessment plans consist of program goals, learning outcomes, curriculum map, assessment measures, and timeline. Each program should identify 3-5 of its most important learning goals and 6-10 measurable learning outcomes. Every year, each program should revisit the assessment plan and develop an assessment report that assessing at least two learning outcomes.


Click the sections below for program-level assessment resources available to all NYU SPS teaching faculty.



Identify Clear Program Goals and Measurable Learning Outcomes

Ensure Learning Opportunities through Curriculum Mapping

Gather Evidence of Learning

Analyze and Interpret Evidence of Learning

Use Results to Close the Loop

Engaged Learner Series:


Welcome to the Engaged Learner Series! Each module focuses on a discrete pedagogical area and was crafted in concert with faculty who are experts in these areas. We would like to invite you to explore these modules and to stay tuned as we continue to add to our reserve!


To learn or explore more about the modules below, click on the tiles below.


Filter Module Topic offerings by category, using the navigation bar below.


To enroll within the NYUiLearn Module, Click on Schedule, Launch, and Launch again.

Engaged Learner Series

Assessment Strategies

Creating a Meaningful Assessment Plan


Faculty Role In Student Career Management

Experiential Learning

A Faculty Member's Perspective


Student Engagement



Responding to Student Writing


Please visit the brand new CAES Lending Library located at The Center for Academic Excellence and Support at 838 Broadway, 5th Floor. Come peruse titles and borrow resources that offer insight into your pedagogy and classroom practice! Available titles include:

  • Meaningful Grading
  • Dynamic Lecturing
  • Creating Engaging Discussions: Strategies for 'Avoiding Crickets' in Any Size Classroom and Online
  • Classroom Assessment Techniques: A Handbook for College Teachers
  • Engaging Ideas: The Professor's Guide to Integrated Writing Critical Thinking and Active Learning in the Classroom
  • Small Teaching Online: Applying Learning Science in Online Classes
  • Designing a Motivational Syllabus: Creating a Learning Path for Student Engagement


Once again we have the opportunity to participate in an Interuniversity Reading Club with Montclair State University, and this semester YOU pick the readings! Below are selected articles and book chapters across a range of professional topics in higher education, including imposter syndrome, burnout, exploring mindset theory, white fragility, racial experiences in the classroom, effective group formation, teaching foundational skills, and more! Browse the titles and brief descriptions below and then vote for your top four! You can sign up to attend a reading discussion meeting and choose to lead a discussion on an article or chapter of your choice (you don't need to lead a discussion in order to participate).

  • Sabagh, Z., Hall, N. C., & Saroyan, A. (2018). Antecedents, correlates and consequences of faculty burnout. Educational Research, 1-26. The findings presented underscore the importance of faculty burnout and the challenges it presents in terms of faculty well-being as well as student development and institutional performance.

  • Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons in Adult Education and Human Resource Development, 27(2), 3-12. This descriptive study addresses a particular focus in faculty development by examining the prevalence of faculty experiences of imposter phenomenon, IP, (the experience of fraudulent thoughts and feelings and the inability to attribute and internalize personal achievement), how it affects their perceived emotional exhaustion (a dimension of job burnout) and their reported coping skillshttps://doi.org/10.1002/nha3.20098

  • Nordin, K., & Broeckelman-Post, M. A. (2019). Can I get better? Exploring mindset theory in the introductory communication course. Communication Education, 68(1), 44-60. In this study, researchers adapt a mindset scale to examine the role of a growth mindset in an introductory communication (i.e. public speaking) course...

  • Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111(2), 189-209. In two laboratory experiments, the present research evaluates whether building a foundation of factual knowledge enhances students higher order learning.

  • Birmingham, C. & M. McCord. (2002). Group Process Research: Implications for Using Learning Groups. Ch. 4 of Team-based Learning: A Transformative Use of Small Groups, edited by L.
  • Michaelsen, A. Knight, and L. Dee Fink, Stylus Publishing, Sterling VA. An analysis of the relative merits and limitations of small groups and teams.

  • Gibbs, G. & C. Simpson. (2004-5). Conditions Under Which Assessment Supports Students' Learning. Learning and Teaching in Higher Education, Issue 1. 1-31. This article focuses on the evaluation of assessment arrangements and the way they affect student learning out of class.

  • Schwartz, D. & J. Bransford. (1998) A Time for Telling. Cognition and Instruction, 16(4), pp. 475-522. This paper describes 3 studies demonstrating that analyzing contrasting cases can help learners generate the differentiated knowledge structures that enable them to understand a text or lecture deeply.

  • Gillis, A. (2019). Reconceptualizing participation grading as skill building. Teaching Sociology, 47(1): 10-21. This article reconceptualizes participation grading as an opportunity to motivate skill building across a variety of dimensions.

  • DiAngelo, R. (2011) White Fragility. International Journal of Critical Pedagogy, 3 (3). 54-70. https://libjournal.uncg.edu/ijcp/article/viewFile/249/116White Fragility is a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves. This paper explicates the dynamics of White Fragility.

  • Oluo, I. (2018) Why are our students so angry? & What is the model minority myth? (Chaps 13 & 14). So You Want to Talk About Race? New York, Seal Press. The topics in these chapters address issues regarding the day-to-day experiences of the author as a black woman in America, addressing race, racism and racial oppression in our society.

All meetings will be held remotely via ZOOM. ZOOM meetings details are below: 

Meeting dates and times (last Tuesday of each month):

  • January 28 - 11:30am
  • February 25 - 11:30am
  • March 31 - 11:30am
  • April 28 - 11:30am

To access the meeting via ZOOM:

Join from PC, Mac, Linux, iOS or Android: https://montclair.zoom.us/j/582138563

Or iPhone one-tap :
US: +16468769923,,582138563# or +16699006833,,582138563#
Or Telephone:
Dial(for higher quality, dial a number based on your current location):
US: +1 646 876 9923 or +1 669 900 6833 or +1 408 638 0968
Meeting ID: 582 138 563
International numbers available: https://montclair.zoom.us/u/akqe0o7q0

Offline discussions and resource sharing will be via Piazza.

Please contact CAES with any questions, comments, or ideas!


Remote Teaching Strategies and Tools

Please visit our new site.

In the News

The Chronicle of Higher Ed has published countless articles on remote teaching strategies. We've found the two listed below to be especially helpful.

Going Online in a Hurry: What to Do and Where to Start

Michelle D. Miller shares her own short list of advice for faculty members who need to move online.

How to Be a Better Online Teacher

Flower Darby shares advice on how to make your online pedagogy as effective as in-person.