Resources
A learning-centered syllabus focuses on the needs of the students and their learning process. This post provides resources for creating the best syllabus for your course.
Actual students weigh-in on what they like and dislike in how a syllabus is constructed.
From Indiana University: Learning outcomes are user-friendly statements that tell students what they will be able to do at the end of a period of time. They are measurable and quite often observable. Includes: Writing Effective Learning Outcomes; Sample Learning Outcomes; Using Learning Outcomes within Your Class; References
A 40 page article covering basics of course construction and syllabus preparation, by The Harriet W. Sheridan Center for Teaching and Learning at Brown University.
Provides guidelines for the creation, distribution, and modification of syllabi at the University of Louisville, provided as a model for the creation of syllabi generally.
A two-page article by Ken Bains, briefly reviewing elements of a syllabus that can stimulate deeper and more enthusiastic student learning.
A 4 page annotated list of what should be included in a course syllabus, (according to the literature of learning in higher education) if a syllabus is to effectively communicate what the course is about, why the course is taught, where it is going, and what will be required. IDEA Paper no. 27, from the series developed by the Center for Faculty Evaluation and Development, Kansas State University.
This book shows college instructors how to communicate their course organization to students in a graphic syllabus—a one-page diagram, flowchart, or concept map of the topical organization—and an outcomes map—a one-page flowchart of the sequence of student learning objectives and outcomes from the foundational through the mediating to the ultimate. It also documents the positive impact that graphics have on student learning and cautions readers about common errors in designing graphic syllabi. (From the Publisher)
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. (From the Publisher)
Journal Issue.