Various aspects of the syllabus have been studied, among them issues of tone, its use of images, its length, whether it’s “learner-centered,” and the effects
Concerns over group dysfunction continue to worry faculty who use groups and prevent others from using them. We have some research-based evidence as to the
More than 20 of you responded to our call for sample syllabi by sending yours. Thank you! It may not be a stratified random sample,
Our reader-submitted collection of syllabi and ideas about them contains any number of interesting ways of handling the small syllabus details and larger ways of
The academic year begins again—new courses and new collections of students in them. One of the best parts of our profession is this regular opportunity
For a variety of reasons, we’re starting this year with a series on the syllabus. Most of us consider it an important course resource. We
I had grabbed a few items in an unfamiliar grocery store and headed for the express checkout line—10 items or less. I queued up and
Active learning approaches frequently promote student conversations about the content. As students try to explain things to each other, argue about answers, and ask questions,
Graham Broad’s piece reminded me of a short critique John Kenneth Galbraith did of his teaching: “How I Could Have Done Much Better.” The honesty
Thirty-six percent. That’s how much of their grade students believe should be based on effort (Altman et al., 2019). They said 38 percent in one
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