Our reader-submitted collection of syllabi and ideas about them contains any number of interesting ways of handling the small syllabus details and larger ways of dealing with the whole document. Here’s an assembled group of those small and large ideas, listed in no particular order
Around an image of Yoda’s face, block letters urge, “Read the syllabus you must.” This meme represents a common complaint among college instructors, particularly those who teach online classes: that students do not follow syllabus instructions. In many on-campus classes, instructors devote at least several
The “find and replace” feature in Word quickly makes an old syllabus ready for a new course. Use it too many times and thinking about the course settles into a comfortable rut. Yes, we may change more than just the dates, but when was the
As professors, we work hard to create the perfect syllabus for our courses. We outline our expectations, students’ responsibilities, and important policies. Ideally, we do all of this with a learner-centered approach. We are told that the more information we provide, the more successful our
Over the years, course syllabi have evolved from a simple document that outlines course objectives and requirements to an intimidating, multi-paged contract of terms and conditions for successful course completion. A number of writers have proposed syllabus makeovers, including some who’ve suggested the syllabus be
Previous research and firsthand experience for most of us verify that attendance in class improves performance. Many of our students would still like to believe otherwise, but the positive relationship between attendance and performance reported in the research is robust and long-standing.
In a good example
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 help them reach their goals, rather than merely as busywork
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?”
The syllabus is often described as a road map to the course. But along with laying out the direction and details of the course, it also conveys messages about what the course will be like. These messages are not communicated explicitly but are more a
The literature on teaching and learning has improved so much over the years. Researchers are now covering important aspects of both in depth, analyzing with creative designs and exploring for practical and theoretical implications. One case in point is a 2015 syllabus review published in
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