DOCTOR OF PHILOSOPHY
Introduction to this Model Document:
The course syllabus is a tool for communicating what the instructor wants students to know and do. It acts as a â¿¿road mapâ¿ for the class and puts the students on the same path as the instructor. By setting the tone and describing the course structure, the syllabus is critical in implementing effective learning. Because of its importance in guiding learning, all NMLS approved courses are required to have and distribute a course syllabus at the beginning of each course offering. This document contains four syllabi examples; one version for each course format (online instructor-led, online self-study, classroom, classroom equivalent) which have been provided for reference.
The sample syllabi are based on a fictional course. The fictional course teaches course providers how to use the 2012 Functional Specifications for All NMLS Approved Courses to build courses that provide effective and lasting learning. There are several different ways to format a syllabus and many different teaching methods. NMLS is not promoting one structure or strategy over another, NMLS is simply providing examples which can be used to guide the structure of your own course syllabus. You are more than welcome to use the sample syllabus as a model or template for your own.
Things to note in each sample syllabus:
Â· All syllabi must have basic information such as:
o Course Description
o Course Date(s) and Times
o Instructor Contact Information (if applicable)
o Course Objectives / Goals
o Learning Objectives to meet the Course Objectives/Goals
o Topical Outline with Time Allocations
o Course Completion Requirements
o Requirement(s) for Text and or Other Materials
o School Policies
o Any Technology Requirements (if applicable)
o Technical support (if applicable)
Â· Notice how the course flows in the syllabus. The module assignments support and measure the learning objectives, and the learning objectives support the course objectives. The syllabus can be used as a â¿¿snapshotâ¿ of the course at a high level to ensure that your content and assignments flow together and support each other. This flow sets the students up for a good learning experience.
Â· Notice how the syllabus clearly manages studentsâ¿¿ expectations on time allocations, what will be taught, what the students will learn, completion expectations, contact information, etc. Many of the basic questions a student will have can and should be answered in the syllabus.
Â· The same course can be offered in each format, but note how the structure, requirements, activities, etc. change depending on the format.
Table of Contents:
Online Instructor-Led Sample Pages 3-8
Online Self-Study Sample Pages 9-13
Classroom Sample Pages 14-19
Classroom Equivalent Sample Pages 20-25
Conference of State Bank Supervisors
1129 20th Street, NW, 9th Floor
Washington, DC 20036
3 Hour SAFE PE â¿¿ Putting the 2012 Functional Specifications into Motion (NMLS ID 1234)
For many, the â¿¿American Dreamâ¿ is home ownership. A critical role in making that dream possible is the Mortgage Loan Originator (MLO) and the NMLS Approved Course Providers who educate these MLOs. The Secure and Fair Enforcement for Mortgage Licensing Act of 2008 (SAFE Act) requires that state-licensed MLOs complete NMLS approved pre-licensure education and annual continuing education. In order to meet this mandate, NMLS has set forth functional specifications for all NMLS approved courses in an effort to establish good administration standards and ensure education is offered in accordance with the intent of the SAFE Act. NMLS approved education sets the groundwork for MLOs across the nation to help people reach their dream of home ownership, thus making the education you, as the course provider, are providing a critical role in the health of the mortgage industry.
This course brings the 2012 NMLS Course Functional Specification to life. Through discussions, activities, real world examples, and short presentations, this course will bring forth some of the components of the newest functional specifications and also answer some of the questions or concerns that course providers have regarding implementation. While gaining an understanding of the newest functional specifications, you will gain an understanding of how these specifications can be used to build an engaging course that promotes effective learning that your students will remember for years to come.
Course Dates and Times:
March 16, 2012; readings and assignments due to instructor by midnight
March 17, 2012; readings and assignments due to instructor by midnight
Instructor Contact Information:
Instructor: John Smith
Phone number: 202-296-2840
Office Hours: M-F 8am-4pm; and I regularly check my email
Instructor and CEO of Mortgage Learning School 2005-present
Mortgage Loan Originator Training 2000-2009
Mortgage Loan Originator 1990-2000
Mortgage Loan Originator Intern 1990
- Recognize how different perspectives influenced the specifications and the intended effect on education
- Demonstrate how to achieve similar learning objectives across different course formats
- Show proficiency in critically reading, analyzing, comparing, evaluating, and discussing the functional specifications and apply learning to their own courses
Required Course Material:
In order to receive credit for the course, participants must complete 100% of the course activities with satisfactory responses and spend the required minimum time in the course. If an assignment is found to be unsatisfactory, the student must revise and re-submit by the due date given by the instructor. Course activities are comprised of discussion board postings, readings, study groups, activities and short quizzes. End of module quizzes must be passes with 100%. You may take the quizzes as many times as needed to pass. The written part of the final assessment will be graded with a pass/fail by the instructor and the final exam must be passed with a minimum score of 70%. You will have 3 attempts to pass both portions of the final assessment. After 3 attempts, you will be required to enroll in a new course and retake the course in its entirety.
This course is online instructor-led and must be taken in accordance with the schedule below. Course information, activities and assignments will be made available for the specified dates. Students WILL NOT be allowed to move ahead of course assignments or activities without the advancement of the entire cohort, or class, as a whole. Assignments are to be completed and turned in by the due dates as posted. Failure to meet deadlines may result in receiving a â¿¿Failâ¿ in the course. Any student who fails the course must re-enroll to complete course again with another class.
Upon completion all students will receive a course completion certificate and 3 hours of education credit.
All students must be honest and forthright in their academic studies. To falsify the results of one's research, to steal the words or ideas of another, to cheat on an assignment, or to allow or assist another to commit these acts corrupts the educational process. Students are expected to do their own work and neither give nor receive unauthorized assistance. Any violation of this standard could lead to automatic withdrawal from the course without credit or refund.
Course should be taken in a quiet, distraction free area.
Technical Requirements/ Support:
Course is compatible with all major web browsers. A high speed internet connection is recommended.
Technical Support is available Mon.-Sat. 8am â¿¿ 8pm at 188-555-5555
This course is an online instructor-led course. This means the instructor will facilitate and encourage the class to get to know each other, foster a sense of community in the class, and help students learn from each other. To get us started, please tell us on the discussion board your name, where you are taking the course geographically, and your professional interest in this course. Please also review what your classmates have said and respond to at least two of them by asking a question and/or sharing an observation.
Section 1: Requirement for All Course Types
Details specific requirements for all course formats, including key terms, time requirements, requirements for interaction, and end of course assessments.
Â· Define keys terms in the functional specifications in order to communicate concisely with peers and NMLS on compliance
Â· Describe how the perspectives of key players (regulator, student, course provider) influence the requirements in the functional specifications.
Â· Demonstrate how the specifications can be tools for implementing meaningful learning
- 1.1 Glossary of Terms (5 min)
- 1.2 Whatâ¿¿s New in Version 3 of the functional specifications (5 min)
- 1.3 Time Requirements: Ensuring Seat Time (10 min)
- 1.4 Course Materials: Keys for Student Success (5 min)
- 1.5 Course Content Organization: Organizing for Effective Learning (5 min)
- 1.6 Interaction: Active Learning for Lifetime Success (10 min)
- 1.7 Reviewing Content: Matching