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Searching... | 30000010183011 | LB2361 G78 2008 | Open Access Book | Book | Searching... |
Searching... | 30000003487463 | LB2361 G78 2008 | Open Access Book | Book | Searching... |
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Summary
Summary
When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today's syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.
Author Notes
The Authors
Judith Grunert O'Brien has retired from her work at Syracuse University to focus on sculpture, drawing, and writing. She was a member of the School of Art faculty, College of Visual and Performing Arts, Syracuse University, when she wrote the first edition of a Learning-Centered Syllabus in 1997.
Barbara J. Millis is director of the Excellence in Teaching Program at the University of Nevada-Reno.
Margaret W. Cohen is director and associate provost for professional development at the University of Missouri-St. Louis.
Table of Contents
| Foreword |
| Preface |
| Acknowledgments |
| The Authors |
| Part I Focus on Learning |
| Preparing Students |
| Setting a Framework for Knowledge |
| Planning Your Learning-Centered Syllabus: An Overview of the Process |
| Composing a Learning-Centered Syllabus |
| Using a Learning-Centered Syllabus |
| Part II Examples |
| Checklist |
| Table of Contents |
| Instructor Information |
| Student Information Form |
| Letter to the Students or Teaching Philosophy Statement |
| Purpose of the Course |
| Course Description |
| Course Objectives |
| Readings |
| Resources |
| Course Calendar |
| Course Requirements |
| Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility |
| Policies and Expectations: Academic Honesty, Disability Access, and Safety |
| Evaluation |
| Grading Procedures |
| How to Succeed in This Course: Tools for Study and Learning |
| Checklist |
| Part III Suggested Readings |
| General Teaching |
| Active Learning |
| Assessment and Evaluation |
| Cooperative and Collaborative Learning |
| Course and Curriculum Design |
| Critical Thinking |
| Information Technology |
| Learning and Motivation |
| Student Differences |
| Online Resources |
| Teaching Portfolios |
| References |
| Index |
