The Course Syllabus
A Learning-Centered Approach
2nd Edition
Published on 29. April 2008
Book
Paperback/Softback
160 pages
978-0-470-19761-5 (ISBN)
Description
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.
More details
Series
Edition
2nd edition
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 276 mm
Width: 216 mm
Thickness: 9 mm
Weight
454 gr
ISBN-13
978-0-470-19761-5 (9780470197615)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Judith Grunert O'Brien | Barbara J. Millis | Margaret W. Cohen
The Course Syllabus
A Learning-Centered Approach
E-Book
11/2009
Jossey-Bass
€27.99
Available for download
Judith Grunert O'Brien | Barbara J. Millis | Margaret W. Cohen
The Course Syllabus
A Learning-Centered Approach
E-Book
11/2009
Jossey-Bass
€29.99
Available for download
Persons
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.
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.
Content
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
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