syllabi

The Nuts & Bolts of Syllabus Writing brought to you by UH Manoa Center for Teaching Excellence and Office of Graduate Education - Preparing Future Faculty Fall 2012
 

Aloha! This page features outstanding links to assist you in creating an exemplary
syllabus!

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Center for Educational Innovation at the University of Minnesota
Course/Syllabus Design Tutorials
http://cei.umn.edu/tutorials

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Course/Syllabus Design Tutorials: Brown University
This .pdf file is a great resource to use to help design any kind of syllabus. First it gives the reader an explanation of the importance of designing a syllabus. It discusses how a well-written syllabus enhances student learning and helps students make appropriate course selections. Next the viewer has a chance to explore some sample syllabi from four different areas. They can look at a syllabus in the area of Humanities, Social Sciences, Physical Sciences and Life Sciences. At the end of each of those syllabi there are some questions that evaluate the effectiveness of each of those syllabi. At this point the viewer is ready to design his or her own syllabus.
http://www.brown.edu/about/administration/sheridan-center/teaching-learning/course-design/tutorials

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Course & Syllabus Design: University of Washington
Although courses may vary in size, subject matter or level, a systematic process will help you plan and structure your course and syllabus to effectively reach desired instructional goals.  This page provides information that will guide you from the initial design phases of your course to polishing and distributing your syllabus.
http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-your-course-and-syllabus/

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Learning-centered Syllabus: Penn State
Creating a Learning-centered syllabus, means that you'll also be designing it to help your students use the document in ways that support their learning process.
http://www.personal.psu.edu/scs15/idweb/syllabus.htm

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Syllabus Creation Guide: The George Washington University
Even more than in face-to-face courses, in online or hybrid courses the syllabus acts as a guide to content, activities, assessments, and general course operations. It must be thorough and detailed so students will know exactly what is expected of them. The syllabus parts are generally the same as what departments expect in face-to-face syllabi but with more detail. In addition to course operations, the syllabus communicates a lot about you, your expectations, and the course. So, consider the tone of your writing. Does it convey excitement about what you are about to teach? Does it ask students to participate and reflect on what happens in the course?
http://tlc.provost.gwu.edu/syllabus

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The Effects of Online Syllabus Interactivity on Students' Perception of the Course and Instructor - Dan Grigorovici, Siho Nam, Chris Russill
Examines whether level of interactivity in an online syllabus influences students' first impressions of course and instructor. Participants viewed identical syllabi , differing only in number and relationship of hyperlinks. The independent variable, interactivity, had three ordinal levels: web site with no links (low interactivity), web site with three linearly sequenced links (medium interactivity), and web site with three links, each hierarchically related to three further links (high interactivity).
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The Purposes of a Syllabus - Jay Parkes and Mary B. Harris
Discusses the roles of syllabi and the corresponding implications for syllabus content. Concept of the term syllabus; Fundamental aspects of syllabi; Comparison between the scope of syllabi in introductory or foundations courses and in advanced seminars; Implications for the use of syllabus as a contract; Reasons for the significance of a syllabus as a permanent record.
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Twenty-First Century College Syllabi : Options for Online Communication and Interactivity - Cummings, Jack A.; Bonk, Curtis J.; Jacobs, F. Robert
Examines Web-based syllabi of current college courses offered in schools of education through an examination of syllabi on the Web site of the World Lecture Hall. Discusses forms of communication and interactivity; the influence of instructors; the influence of students; and the influence of practitioners and experts.
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The Syllabus as a Tool for Student-Centered Learning - Mary B. Eberly, Sarah E. Newton, Robert A. Wiggins
Describes a study conducted at Oakland University (Michigan) to examine the degree to which syllabi in general education classes reference general education guidelines. Finds that knowledge transmission was primary in syllabi , whereas skills and attitude development were less emphasized. Proposes that syllabi can be used better by promoting the implicit contract and defining expectations for instructor and student.
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