Author: Lolita Paff, PhD
When it comes to feedback about course quality, students and teachers aren’t necessarily using the same yardstick. “How hard is it to get a good grade?” is a typical student concern and priority affecting course ...
When teachers are tasked with developing an online course, their thinking often follows along these lines: This is what I do in class. How can that be translated online? What if we reversed our thinking? Instead of ...
Do you have a system or standard process for prepping a course you’ve taught before? Where do you start? Early in my career, “one chapter per week” described my course outline. It wasn’t an ...
If you asked students to tell you what makes a course hard, what would they say? Would their answers be the same as yours? Would it be a problem if they weren't?
The Oxford Dictionary defines “syllabus” as “an outline of the subjects in a course of study or teaching.” “Students who read a good syllabus are more likely to feel that course strategies have been designed to ...
This assignment gets students thinking about and revealing questions and issues of importance to them.
A learner-centered syllabus shifts the syllabus emphasis from “What will be covered?” to “How can the course promote learning and intellectual development in students?”
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