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

For college faculty, O'Brien, who has retired as an art professor at Syracuse U., Millis (teaching, U. of Nevada-Reno), and Cohen (professional development, U. of Missouri-St. Louis) describe how to create a course syllabus using a learner-centered approach, giving examples of each part of the document. This edition has been revised to reflect today's students, including "millenials" and non- traditionals, emerging technologies such as course management systems, and goals for nurturing lifelong learners, teaching students how to learn, assessing outcomes, and preparing students for a changing workplace. The bibliography and resource list has been revised and a new selection of syllabus excerpts is presented. Jossey-Bass is an imprint of Wiley. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)

When it was first published in 1997, The Course Syllabusbecame 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.

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. It features a new selection of tried-and-true syllabi in use across the disciplines at campuses across the nation, with updated examples reflecting a variety of institutional types.

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.

Foreword.

Preface.

Acknowledgments.

The Authors.

PART I: FOCUS ON LEARNING.

Preparing Students.

Setting a Framework for Knowledge.

Planning Your Learning-Centered Syllabus: An Overview of the Process.

Composing a Learning-Centered Syllabus.

Using a Learning-Centered Syllabus.

PART II: EXAMPLES.

Checklist.

Table of Contents.

Instructor Information.

Student Information Form.

Letter to the Students or Teaching Philosophy Statement.

Purpose of the Course.

Course Description.

Course Objectives.

Readings.

Resources.

Course Calendar.

Course Requirements.

Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility.

Policies and Expectations: Academic Honesty, Disability Access, and Safety.

Evaluation.

Grading Procedures.

How to Succeed in This Course: Tools for Study and Learning.

Checklist.

PART III: SUGGESTED READINGS.

General Teaching.

Active Learning.

Assessment and Evaluation.

Cooperative and Collaborative Learning.

Course and Curriculum Design.

Critical Thinking.

Information Technology.

Learning and Motivation.

Student Differences.

Online Resources.

Teaching Portfolios.

References.

Index.