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Determine the course goals—the ways your students will benefit by taking the course.
Determine the learning objectives—the things your students will be able to do upon successful completion of the course.
Ensure that the majority of your learning objectives operate at the Application, Analysis, Synthesis, and Evaluation levels. If students are to meet the objectives, they must be able to use, to do something more with the knowledge gained in the course. Setting too many objectives at the lower levels of Bloom’s taxonomy will limit active involvement. As focused activity produces learning, objectives should be set above the knowledge level.
Check to ensure that your objectives are commensurate with your students’ readiness to accomplish them. Be sure that the objectives are realistic, positive, and will result in success rather than frustration and loss of engagement.
Decide whether you wish to include enabling objectives on your syllabus. If so, define them.
Check the wording of the objectives against Audience-Behavior-Condition-Degree guidelines.
Place the course goals and the learning objectives in your syllabus.
Determine the assessments that will validly and reliably measure your students’ achievement of the objectives (see the section of the Learning Syllabus Maker on Assessment).

From Mark Ferrer, Santa Barbara City College

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