Category: Revisiting the Syllabus
I’m a big fan of syllabi used well. On the crassest level—and it’s important—syllabi are contracts between faculty and students, contracts that administration holds us to. When a student makes a complaint, administrators want ...
When a course is offered in multiple sections, sometimes at different locations, and taught by different instructors and worthy of transfer credit, it’s important that the students taking it have the same course experiences. Depending ...
Getting feedback from students can help you build a better syllabus. They’re the ones you’ve designed it for. They’re the ones who will benefit from using it. They’re the ones who experience a range of ...
According to the National Center for Education Statistics’ (2019) most recent data, 24 percent of college students are first in their families to attend college (p. 127). First-generation students bring a richness and depth to ...
Various aspects of the syllabus have been studied, among them issues of tone, its use of images, its length, whether it’s “learner-centered,” and the effects of its being so or not. The studies highlighted here ...
More than 20 of you responded to our call for sample syllabi by sending yours. Thank you! It may not be a stratified random sample, but your collection represents many different disciplines and courses as ...
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 ...
For a variety of reasons, we’re starting this year with a series on the syllabus. Most of us consider it an important course resource. We devote time and energy into its development; it’s frequently the ...
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