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(s): Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen
Edition: 2
Year: 2008
Language: English
Pages: 160
The Course Syllabus: A Learning-Centered Approach, 2nd Edition......Page 5
Contents......Page 9
Foreword......Page 13
Preface......Page 15
Acknowledgments......Page 19
The Authors......Page 21
Part I: Focus on Learning......Page 25
Preparing Students......Page 27
Setting a Framework for Knowledge......Page 28
Planning Your Learning-Centered Syllabus: An Overview of the Process......Page 37
Composing a Learning-Centered Syllabus......Page 45
Using a Learning-Centered Syllabus......Page 58
Checklist......Page 63
Table of Contents......Page 64
Instructor Information......Page 65
Student Information Form......Page 67
Letter to the Students or Teaching Philosophy Statement......Page 68
Purpose of the Course......Page 73
Course Description......Page 75
Course Objectives......Page 78
Readings......Page 87
Resources......Page 89
Course Calendar......Page 91
Course Requirements......Page 95
Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility......Page 101
Policies and Expectations: Academic Integrity, Disability Access, and Safety......Page 111
Evaluation......Page 116
Grading Procedures......Page 122
How to Succeed in the Course: Tools for Study and Learning......Page 126
General Teaching......Page 135
Active Learning......Page 136
Cooperative and Collaborative Learning......Page 137
Course and Curriculum Design......Page 138
Information Technology......Page 139
Student Differences......Page 140
Teaching Portfolios......Page 142
References......Page 145
Index......Page 151
