Resources
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
Chapter 3 of Florida State University’s Guide to Teaching & Learning Practices contains suggestions for creating a syllabus. Especially useful is the section with examples of writing policy and rule statements, and the sample syllabus.
This web page from Drexel University contains suggestions to help you development a learning-centered syllabus, as well as links to sample syllabi and additional readings.
An online “workshop” from Iowa State University that offers tips and suggestions on creating a learner-centered syllabus.
This web page from the University of Michigan offers suggestions on creating a syllabus “students will appreciate and respond positively to.” Included are ideas on setting learning goals, what to include in your syllabus, course policies and schedule/weekly calendar/assignments.
Click Here for Book Review Abstract: In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators. (From the Publisher)
Wabash Center Staff Contact
Sarah Farmer, Ph.D.
Associate Director
Wabash Center
farmers@wabash.edu