Engaging students in class conversation is not always an easy task. Even though we may make class participation part of their final grade, stress its importance in the syllabus, and…
…communicated in formal and informal ways. The formal ways frame the learning environment—choices we make about the syllabus, policies, grading, curriculum, and assignments. The informal ways frame the learning experience—choices…
…have responsibilities. 10. A Learner-Centered Syllabus Helps Set the Tone for Learning A learner-centered syllabus can take many forms, but often includes shared decision-making, a rationale for course objectives and…
…ours. Participation is a good example. How often is it defined in the course syllabus? How often is it characterized beyond the basics when it’s discussed at the beginning of…
If you read the syllabus of an Introduction to Sociology course, you’ll notice we have ambitious goals for our students. We not only want our students to understand sociological theories,…
…you have a syllabus packed with serious learning outcomes and one semester to accomplish your goals. Not to diminish the hard work involved in prepping for lectures, but when was…
…a statement on your syllabus about the environment you hope to create together. Describe your expectations and how you would like students to approach the class. For example: “I want…
…everything on the syllabus,” or “I don’t have time to redesign all of my courses.” I also hear “I tried to flip my class, but it was exhausting; so I…
