I sometimes worry that we don’t think about the syllabus as expansively and creatively as we could. We focus, almost exclusively it seems to me, on what should be on it—the information and details it should contain. We do much less thinking about the role of the syllabus—how it can or might function in a course, how it is or could be thought of, and how we do or could make better use of it. So, here’s an attempt to broaden our thinking.
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