The Course Syllabus

A Learning-Centered Approach
2. Auflage 2008
ISBN: 978-0-470-19761-5
Verlag: Wiley

Buch, Englisch, 160 Seiten, Format (B × H): 216 mm x 276 mm, Gewicht: 454 g

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.

Autoren/Hrsg.

Grunert O'Brien, Judith

Millis, Barbara J

Cohen, Margaret W

Weitere Mitwirkende

Diamond, Robert M.

Inhaltsverzeichnis

Foreword xi

Preface xiii

Acknowledgments xvii

The Authors xix

Part I: Focus On Learning

Preparing Students 3

Setting a Framework for Knowledge 4

Planning Your Learning-Centered Syllabus: An Overview of the Process 13

Composing a Learning-Centered Syllabus 21

Using a Learning-Centered Syllabus 34

Part II: Examples

Checklist 39

Table of Contents 40

Instructor Information 41

Student Information Form 43

Letter to the Students or Teaching Philosophy Statement 44

Purpose of the Course 49

Course Description 51

Course Objectives 54

Readings 63

Resources 65

Course Calendar 67

Course Requirements 71

Policies and Expectations: Attendance, Late Papers,  Missed Tests, Class Behaviors, and Civility 77

Policies and Expectations: Academic Integrity, Disability  Access, and Safety 87

Evaluation 92

Grading Procedures 98

How to Succeed in the Course: Tools for Study and Learning 102

Part III: Suggested Readings

General Teaching 111

Active Learning 112

Assessment and Evaluation 113

Cooperative and Collaborative Learning 113

Course and Curriculum Design 114

Critical Thinking 115

Information Technology 115

Learning and Motivation 116

Student Differences 116

Online Resources for Syllabus Construction 118

Teaching Portfolios 118

References 121

Index 127

Über Autor(innen)

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.