professor with students in library May 25

The Syllabus: Indicator of Instructional Intentions

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The literature on teaching and learning has improved so much over the years. Researchers are now covering important aspects of both in depth, analyzing with creative designs and exploring for practical and theoretical implications. One case in point is a 2015 syllabus review published in Assessment & Evaluation in Higher Education (a cross-disciplinary teaching and learning journal that ought to be on everybody’s radar).


Most popular articles of the year. December 18, 2015

Our Top 15 Teaching and Learning Articles of 2015

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As another year draws to a close, the editorial team at Faculty Focus looks back on some of the most popular articles of the past year. Throughout 2015, we published more than 200 articles. The articles covered a wide range of topics, including assignment strategies, cell phone policies, course design, flipped classrooms, online discussions, student resistance, and grading policies.

In this, our last post of the year, we reveal the top 15 articles for 2015. Each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics.


student at white board July 29, 2015

A Learner-Centered Syllabus Helps Set the Tone for Learning

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At its most basic level, the syllabus is used to communicate information about the course, the instructor, learning objectives, assignments, grading policies, due dates, the university’s academic integrity statement, and, in some cases, an increasingly long list of strongly worded admonitions on what is and isn’t acceptable behavior in the college classroom.


Professor smiling in class June 19, 2015

Tonic for the Boring Syllabus

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It had happened before, sitting at the computer, working on a syllabus, again, fluctuating between excitement about a new course and a vague sense that life itself was being sucked out of me one sterile byte at a time. I was fighting boredom. And this was supposed to interest students? I tried to imagine it igniting their curiosity, but instead I saw them staring at it with the enthusiasm saved for the fine print on a life insurance policy. But they must read it. It is their life insurance policy for a future full of knowledge and wisdom! It defines how we’re going to relate! As I sat there writing my syllabus I had a vision of the Ferris Bueller video of the professor droning on and on while asking for input: “Anyone? Anyone?” That was not where I wanted to go. I had to stop and rethink what I was doing.




26255465_web January 30, 2014

Good Teaching as Vulnerable Teaching

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I was recently asked by a friend and colleague to review her syllabus. She wanted to make sure she had enough policies to address all the classroom issues that now emerge. Policies regarding plagiarism, class cancellation procedures, references to various official university handbook codes, and even mandated contingencies for an H1N1 virus outbreak were dutifully laid out. Indeed, the syllabus, despite some mention of the course itself, read far more like a legal document than an introduction and a guide to a classroom experience.



October 2, 2013

An Intriguing Participation Policy

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I was looking at participation policies in a collection of syllabi this week. I wouldn’t give most of them high marks—lots of vague descriptions that don’t functionally define participation and then prescribe instructor assessment at the end of course with little or no mention of criteria. But I’ve voiced my concerns about participation policies previously, so I won’t do again here. Instead, what I would like to share with you is a policy that’s impressive in its specificity and in the intriguing idea it contains.