Posts Tagged ‘syllabus’
November 3 - Report Uncovers the Hidden Costs of Managing Syllabi
By: Mary Bart in Instructional Design
How much time do you spend each semester creating, updating or maintaining your course syllabi?
According to a new report released today by the Syllabus Institute, on average instructors spend more than 24 hours creating a new course syllabus. The average instructor also spends 6.5 hours updating their syllabus for a new semester and nearly 3.5 hours maintaining their syllabus throughout a semester.
October 7 - 23 Practical Strategies to Help New Faculty Thrive
By: Mary Bart in Online Seminars
Most aspiring professors know their course content very well but receive little training in how to teach effectively. This seminar provides practical advice to guide new faculty members around predictable pitfalls and set them on the path to a rewarding teaching career.
October 6 - Three Simple Keys to Effective Classroom Management
By: Monique Perry in Effective Classroom Management
Fall semester is well underway at my institution. Prior to classes starting I had the opportunity to have lunch with a couple of fellow faculty members. During our lunch, we discussed many topics related to the upcoming term, but classroom management emerged as a common point of contention.
August 20 - Preparing Teaching Philosophy Statements
By: Maryellen Weimer, PhD in Philosophy of Teaching
Although they are a fairly recent innovation, most faculty are familiar with teaching philosophy statements. Many have prepared them for job interviews, for promotion and tenure dossiers, for teaching awards, or for personal benefit.
August 10 - Don’t Waste the First Day of Class
By: Kevin Brown, PhD in Effective Teaching Strategies
Despite the fact that numerous articles have been written on the importance of the first day, too many of us still use it to do little more than go over the syllabus and review basic guidelines for the course. This year I decided to try a different approach, and the results were much more dramatic than I expected. I taught real material on the first day. Despite that, there have been fewer questions about course policies, with some students actually referencing them without even a mention from me. Let me explain how I achieved these results.
July 29 - Teaching Online vs. F2F: 15 Differences That Affect Learning
By: Mary Bart in Online Seminars
Online instruction will continue to grow rapidly on college campuses nationwide. This seminar will show you the most effective teaching practices to help students succeed in the online classroom.
June 29 - Students and Syllabus Development
By: Maryellen Weimer, PhD in Effective Classroom Management, Teaching Professor Blog
If you want to involve students in the syllabus creation process, the best way to do that is deliberately with a concrete activity. Here are three articles that suggest specific ways students can be involved in developing aspects of the course that should appear on the syllabus.
June 1 - Teach More Effectively with Customizing Learning Experiences
By: Mary Bart in Online Seminars
Customized course content can actually reduce faculty workload, while creating a rich learning experience and better learning outcomes for students. This seminar presents a model for personalizing online coursework without overtaxing faculty.
March 23 - What Students Expect from Instructors, Other Students
By: Maryellen Weimer, PhD in Teaching and Learning
Some years back The Teaching Professor featured an article highlighting Mano Singham’s wonderful piece describing how he moved away from a very authoritarian, rule-centered syllabus (reference below). It’s one of my very favorite articles—I reference it regularly in presentations, and it appears on almost every bibliography I distribute.
January 13 - Making the Most of the First Day of Class
By: Rob Kelly in Effective Classroom Management
The first day of class is an important time. In addition to the usual housekeeping tasks that need to be accomplished, there are other critical functions of the first day of class – not the least of which involves setting the tone for the course.
