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Informationen zum Autor 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. Klappentext The Course Syllabus SECOND EDITION Creating a well-crafted syllabus is the first step in helping students understand the goals of a course, their responsibilities, and the criteria that will be used to evaluate their performance. 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. This new and thoroughly revised edition places the syllabus within the context of (1) today's students, including "millennials" and nontraditionals; (2) current and emerging campus technologies which offer, among other innovations, course management systems for online and hybrid delivery; and (3) contemporary faculty goals to nurture lifelong learners, teach students how to learn, assess learning outcomes, and prepare students for a changing workplace. In addition, The Course Syllabus includes: Updated research literature on faculty development and higher education A revised resource list and bibliography A new selection of syllabus excerpts from campuses across the nation representing a range of disciplines from a variety of institutions The book's examples illustrate topics faculty are including in learning-centered syllabi such as civility, academic honesty, safety, and tools to support successful learning. "I can't imagine a book more deserving of a second edition. And, I can't imagine a second edition better than the first, but this one is, thanks to the able efforts of the two new authors." -- Maryellen Weimer , professor emeritus, Penn State and editor, The Teaching Professor Zusammenfassung Since its original publication in 1997! this book has become a must-have resource for college faculty new and experienced! two-year and four-year! at institutions across the U.S. and Canada. Its learning-centered approach has proven highly successful. Inhaltsverzeichnis 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 In...
