syllabus Archives - Faculty Focus | Higher Ed Teaching & Learning

December 1, 2016

Preparing a Learner-Centered Syllabus

The Oxford Dictionary defines “syllabus” as “an outline of the subjects in a course of study or teaching.”

“Students who read a good syllabus are more likely to feel that course strategies have been designed to help them reach their goals, rather than merely as busywork or, worse, to torture them” ~ Slattery & Carlson, 2013, p. 159.
The syllabus literature tends to focus on “Here’s what makes a good syllabus,” but hasn’t addressed the following questions nearly as well: “What are the purposes of the syllabus?” and “What are the syllabus’ implications for learning?”

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November 27, 2016

What Are the Characteristics of a Learner-Centered Syllabus?

By: Lolita Paff, PhD

A learner-centered syllabus shifts the syllabus emphasis from “What will be covered?” to “How can the course promote learning and intellectual development in students?”

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May 25, 2016

The Syllabus: Indicator of Instructional Intentions

By: Maryellen Weimer, PhD

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).

July 29, 2015

A Learner-Centered Syllabus Helps Set the Tone for Learning

By: Mary Bart

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.

June 19, 2015

Tonic for the Boring Syllabus

By: Ed Cunliff PhD

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.

August 21, 2013

Five Things to Do on the First Day of Class

By: Maryellen Weimer, PhD

I don’t know if the first day of class is the most important day of the course, but I don’t think many of us would disregard its significance. What we do and how we do it matters. There are lots of good first-day activities—we’ve shared some in this blog over the years. In this post I’d like to move our thinking in a different direction and suggest five first-day essentials that go beyond the activities. These are the goals for the first day that we can use the activities to accomplish.

May 31, 2013

Advice for New Faculty: Start with the Syllabus

By: Jennifer Patterson Lorenzetti

The ability to teach is not something that one either has or does not have. Teachers are not born. Rather, they are made, through hard work, research, continual learning, and practice. Any teacher, no matter how experienced or new, can improve, and even the best teacher’s skills can degrade if he or she does not pay attention to continual improvement. Teachers are made through hard work and persistence.

November 3, 2011

Report Uncovers the Hidden Costs of Managing Syllabi

By: Mary Bart

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 6, 2010

Three Simple Keys to Effective Classroom Management

By: Monique Perry

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, 2010

Preparing Teaching Philosophy Statements

By: Maryellen Weimer, PhD

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.

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