Syllabus Construction

Scholarship On Teaching - Topic: Syllabus Construction - 37 results

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"Writing a Syllabus" (pdf)

Article
Altman, Howard B., and William E. Cashin
1992
Idea Paper No. 27, IDEA Center, Kansas State University (1992)
Topics: Syllabus Construction

Additional Info:
Recommendations from the literature about what information might be included in your course syllabus – to communicate to one’s students what the course is about, why the course is taught, where it is going, and what will be required of them to succeed.
Additional Info:
Recommendations from the literature about what information might be included in your course syllabus – to communicate to one’s students what the course is about, why the course is taught, where it is going, and what will be required of them to succeed.
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"Today's Syllabus Fulfills Three Roles"

Journal Issue
Parkes, J., and M. B. Harris
2003
The Teaching Professor 17, no. 1 (2003): 5
Topics: Syllabus Construction

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Journal Issue.
Additional Info:
Journal Issue.
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Wabash tree

The Course Syllabus: A Learning-Centered Approach, Second Edition

Book
O'Brien, Grunert, Judith, Barbara J. Millis, and Margaret W. Cohen
2008
Jossey-Bass, San Francisco
LB2361.G78 2008
Topics: Course Design   |   Constructivist & Active Learning Theory   |   Syllabus Construction

Additional Info:
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 ...
Additional Info:
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. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgments

Part I Focus on Learning
Planning Your Learning-Centered Syllabus: An Overview of the Process
Composing a Learning-Centered Syllabus
Using a Learning-Centered Syllabus

Part II Examples
Checklist
Title Page
Table of Contents
Instructor Information
Letter to the Student
Purpose of the Coarse
Course Description
Course and Unit Objectives
Resources
Readings
Course Calendar
Course Requirements
Evaluation
Grading Procedures
How to Use the Syllabus
How to Study for this Course
Content Information
Learning Tools
Checklist

Part III Resources
Suggested Readings

References
Index
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The Graphic Syllabus and the Outcomes Map: Communicating Your Course

Book
Nilson, Linda B.
2007
Jossey-Bass, San Francisco
LB2361.N55 2007
Topics: Learning Designs   |   Syllabus Construction

Additional Info:
This book shows college instructors how to communicate their course organization to students in a graphic syllabus—a one-page diagram, flowchart, or concept map of the topical organization—and an outcomes map—a one-page flowchart of the sequence of student learning objectives and outcomes from the foundational through the mediating to the ultimate. It also documents the positive impact that graphics have on student learning and cautions readers about common ...
Additional Info:
This book shows college instructors how to communicate their course organization to students in a graphic syllabus—a one-page diagram, flowchart, or concept map of the topical organization—and an outcomes map—a one-page flowchart of the sequence of student learning objectives and outcomes from the foundational through the mediating to the ultimate. It also documents the positive impact that graphics have on student learning and cautions readers about common errors in designing graphic syllabi. (From the Publisher)

Table Of Content:
About the Author
Preface
Acknowledgments

ch. 1 The Limits of a Text Syllabus
ch. 2 How and Why Graphics Enhance Learning
ch. 3 Designing a Graphic Syllabus
ch. 4 Charting an Outcomes Map
ch. 5 How Graphics Benefit Course Organization

Appendix A. More Model Graphic Syllabi for Inspiration
Appendix B. Computer Software for Graphic Syllabi and Outcomes Maps

Bibliography
Index
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Worksheet for assessing a syllabus
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Worksheet for assessing a syllabus
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A 4 page annotated list of what should be included in a course syllabus, (according to the literature of learning in higher education) if a syllabus is to effectively communicate what the course is about, why the course is taught, where it is going, and what will be required. IDEA Paper no. 27, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
Additional Info:
A 4 page annotated list of what should be included in a course syllabus, (according to the literature of learning in higher education) if a syllabus is to effectively communicate what the course is about, why the course is taught, where it is going, and what will be required. IDEA Paper no. 27, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
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A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."
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A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."
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Using a business model, this web site makes a nice distinction between “outputs” (that which is a direct result of a process) and “outcomes” (that which is achieved over the longer term).
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Using a business model, this web site makes a nice distinction between “outputs” (that which is a direct result of a process) and “outcomes” (that which is achieved over the longer term).
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A two-page article by Ken Bains, briefly reviewing elements of a syllabus that can stimulate deeper and more enthusiastic student learning.
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A two-page article by Ken Bains, briefly reviewing elements of a syllabus that can stimulate deeper and more enthusiastic student learning.
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Provides guidelines for the creation, distribution, and modification of syllabi at the University of Louisville, provided as a model for the creation of syllabi generally.
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Provides guidelines for the creation, distribution, and modification of syllabi at the University of Louisville, provided as a model for the creation of syllabi generally.
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Constructing Syllabi that Integrate New Approaches to Insturction: A Balancing Act (pdf)

Article
DeZure, D.
1998
Whys and Ways of Teaching. 8 (2), 1 – 9. Ann Arbor, MI: Eastern Michigan University
Topics: Syllabus Construction

Additional Info:
This 9 page 1998 article by Deborah DeZure discusses ways to provide an informative syllabus that does not overwhelm students. The article offers tips, examples, and a comprehensive worksheet from which instructors may draw relevant items reflecting their priorities and expectations for the course.
Additional Info:
This 9 page 1998 article by Deborah DeZure discusses ways to provide an informative syllabus that does not overwhelm students. The article offers tips, examples, and a comprehensive worksheet from which instructors may draw relevant items reflecting their priorities and expectations for the course.
Additional Info:
Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time.
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Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time.
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Actual students weigh-in on what they like and dislike in how a syllabus is constructed.
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Actual students weigh-in on what they like and dislike in how a syllabus is constructed.
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A learning-centered syllabus focuses on the needs of the students and their learning process. This post provides resources for creating the best syllabus for your course.
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A learning-centered syllabus focuses on the needs of the students and their learning process. This post provides resources for creating the best syllabus for your course.
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How to extract "big picture" open-ended discussion questions (what Understanding by Design calls "Essential Questions") from one's stated learning goals, and to embed them into the syllabus and the course activities.
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How to extract "big picture" open-ended discussion questions (what Understanding by Design calls "Essential Questions") from one's stated learning goals, and to embed them into the syllabus and the course activities.
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Creative Syllabuses

Web
Jones, Jason B.
Topics: Syllabus Construction

Additional Info:
ProfHacker writer Jason B. Jones collects examples of "creative or interesting syllabuses" (in this post, and also linking to his results from a previous request). Comics, Prezis, Folios, PDFs, newsletters, and more.
Additional Info:
ProfHacker writer Jason B. Jones collects examples of "creative or interesting syllabuses" (in this post, and also linking to his results from a previous request). Comics, Prezis, Folios, PDFs, newsletters, and more.
Additional Info:
Hampton University General Counsel Faye Hardy-Lucas, writing for the Center for Teaching Excellence, offers advice concerning the construction of legally sound syllabi. For example, "Insert disclaimers in your course syllabus regarding your right to modify the class schedule when necessary and your freedom to cover course topics as you wish.
Additional Info:
Hampton University General Counsel Faye Hardy-Lucas, writing for the Center for Teaching Excellence, offers advice concerning the construction of legally sound syllabi. For example, "Insert disclaimers in your course syllabus regarding your right to modify the class schedule when necessary and your freedom to cover course topics as you wish.
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We hold students accountable for academic integrity, but rarely offer acknowledgements in our own syllabi. Katherine D. Harris recommends that educators "Develop syllabus citations practices"; "Use Creative Commons licenses on syllabi"; and "Build an archive of remixable syllabi." Many linked examples and resources.
Additional Info:
We hold students accountable for academic integrity, but rarely offer acknowledgements in our own syllabi. Katherine D. Harris recommends that educators "Develop syllabus citations practices"; "Use Creative Commons licenses on syllabi"; and "Build an archive of remixable syllabi." Many linked examples and resources.
Additional Info:
An online journal publishing original syllabi, assessment instruments, assignments and activities, and articles related to college teaching. "A good syllabus is a piece of original scholarship; a great one is also an art form. A research or theory paper go through peer review process to be recognized and validated; the same process should be available to course materials. This is a small step towards taking college as seriously as we ...
Additional Info:
An online journal publishing original syllabi, assessment instruments, assignments and activities, and articles related to college teaching. "A good syllabus is a piece of original scholarship; a great one is also an art form. A research or theory paper go through peer review process to be recognized and validated; the same process should be available to course materials. This is a small step towards taking college as seriously as we take research."
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Creating Your Syllabus

Article
Sinor, Jennifer; and Kaplan, Matt
2014
The Regents of the University of Michigan
Topics: Syllabus Construction

Additional Info:
This web page from the University of Michigan offers suggestions on creating a syllabus “students will appreciate and respond positively to.” Included are ideas on setting learning goals, what to include in your syllabus, course policies and schedule/weekly calendar/assignments.
Additional Info:
This web page from the University of Michigan offers suggestions on creating a syllabus “students will appreciate and respond positively to.” Included are ideas on setting learning goals, what to include in your syllabus, course policies and schedule/weekly calendar/assignments.
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Syllabus Best Practices

Web
VanDerZanden, Ann Marie
1998
Iowa State University of Science and Technology
Topics: Syllabus Construction

Additional Info:
An online “workshop” from Iowa State University that offers tips and suggestions on creating a learner-centered syllabus.
Additional Info:
An online “workshop” from Iowa State University that offers tips and suggestions on creating a learner-centered syllabus.
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Components of the Syllabus

Web
Berkely University of California
Topics: Syllabus Construction

Additional Info:
For a brief list of the major components of a syllabus, plus a link to a detail, four-page checklist, visit UC-Berkley’s “Components of a Syllabus” web page.
Additional Info:
For a brief list of the major components of a syllabus, plus a link to a detail, four-page checklist, visit UC-Berkley’s “Components of a Syllabus” web page.
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Syllabus Guidelines

Web
Drexel University
Topics: Syllabus Construction

Additional Info:
This web page from Drexel University contains suggestions to help you development a learning-centered syllabus, as well as links to sample syllabi and additional readings.
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This web page from Drexel University contains suggestions to help you development a learning-centered syllabus, as well as links to sample syllabi and additional readings.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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Spreadsheets for Business Environments

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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FSU Commencement Ceremony - Summer 2014

Article
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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Art on Campus Initiative

Article
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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FAQs - The Dalton Review

Article
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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Introduction to Web Design Course Outline

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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FSU Commencement Ceremony - Fall 2014

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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Retirement Planning Online

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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New Course: Introduction to Web Design

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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Instructor Info: Ken Baldauf

Web
2015
Florida State University
Topics: Syllabus Construction

Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Additional Info:
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
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How Do I Create an Effective Syllabus?

Article
Boye, Allison
Texas Tech University
Topics: Syllabus Construction

Additional Info:
From Texas Tech University, this 8-page document provides general strategies and tips for developing a syllabus. Starting with an explanation of the goal and function of a syllabus, it then provides advice on each of the required and optional sections of a syllabus, and ends with a list of online and paper-based resources.
Additional Info:
From Texas Tech University, this 8-page document provides general strategies and tips for developing a syllabus. Starting with an explanation of the goal and function of a syllabus, it then provides advice on each of the required and optional sections of a syllabus, and ends with a list of online and paper-based resources.
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CITL Overview

Web
2014
Lehigh University
Topics: Syllabus Construction

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Lehigh University’s five-page template “captures some best practices in syllabus construction” and permits you to create your own best-practices syllabus.
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Lehigh University’s five-page template “captures some best practices in syllabus construction” and permits you to create your own best-practices syllabus.
Additional Info:
An attempt to create a large-scale online database of university course syllabi as a platform for new research, teaching, and administrative tools. The goal is to improve our understanding of teaching, publishing, and intellectual history on a wide range of fronts.
Additional Info:
An attempt to create a large-scale online database of university course syllabi as a platform for new research, teaching, and administrative tools. The goal is to improve our understanding of teaching, publishing, and intellectual history on a wide range of fronts.
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After World Religions: Reconstructing Religious Studies

Book
Cotter, Christopher R. and Robertson, David G.
2016
Routledge, New York, NY
BL41.A38 2016
Topics: Teaching Religion   |   Syllabus Construction

Additional Info:
Click Here for Book Review
Abstract: The World Religions Paradigm has been the subject of critique and controversy in Religious Studies for many years. After World Religions provides a rationale for overhauling the World Religions curriculum, as well as a roadmap for doing so. The volume offers concise and practical introductions to cutting-edge Religious Studies method and theory, introducing a wide range of pedagogical situations and innovative solutions. An ...
Additional Info:
Click Here for Book Review
Abstract: The World Religions Paradigm has been the subject of critique and controversy in Religious Studies for many years. After World Religions provides a rationale for overhauling the World Religions curriculum, as well as a roadmap for doing so. The volume offers concise and practical introductions to cutting-edge Religious Studies method and theory, introducing a wide range of pedagogical situations and innovative solutions. An international team of scholars addresses the challenges presented in their different departmental, institutional, and geographical contexts. Instructors developing syllabi will find supplementary reading lists and specific suggestions to help guide their teaching. Students at all levels will find the book an invaluable entry point into an area of ongoing scholarly debate. (From the Publisher)

Table Of Content:
Preface
List of Contributors
Forward: Before the 'After' in 'After World Religions': Wilfred Cantwell Smith on the Meaning and End of Religion (James L. Cox)

ch. 1 Introduction: The ‘World Religions’ Paradigm in Contemporary Religious Studies (Christopher R. Cotter & David G. Robertson)

Part I: Subservie Pedagogies: Data and Methods
ch. 2 The Problem of ‘Religions’: Teaching Against the Grain with ‘New Age Stuff” (Steven J. Sutcliffe)
ch. 3 Not a Task for Amateurs’: Graduate Instructors and Critical Theory in the World Religions Classroom (Tara Baldrick-Morrone, Michael Graziano and Brad Stoddard)
ch. 4 The Critical Embrace: Teaching the World Religion Paradigm as Data (Steven Ramey)

Part II: Alternative Pedagogies: Power and Politics
ch. 5 Religion as Ideology: Recycled Culture vs. World Religions (Craig Martin)
ch. 6 Doing Things with ‘Religion’: A Discursive Approach in Rethinking the World Religions Paradigm (Teemu Taira)
ch. 7 Looking Back on the End of Religion: Opening Re Marx (Paul-Francois Tremlett)
ch. 8 The Sacred Alternative (Suzanne Owen)

Part III: Innovative Pedagogies: Methods and Media
ch. 9 The Desjardins Diet for World Religions Paradigm Loss (Michel Desjardins)
ch. 10 Narrating the USA’s Religious Pluralism: Escaping World Religions through Media (David W. McConeghy)
ch. 11 Archaeology and the 'World Religions' Paradigm: The European Neolithic, Religion, and Cultural Imperialism (Carole M. Cusack)
ch. 12 Complex Learning and the World Religions Paradigm: Teaching Religion in a Shifting Subject Landscape (Dominic Corrywright)

Afterword: On Utility and Limits (Russell T. McCutcheon)
Notes
Bibliography
Index