About the syllabus. . .
I view the syllabus as more than a policy and assignment repository. Indeed, I view the syllabus as a sort of welcome mat at the "door" of the class. Indeed, the format and content of my syllabus serve to set a tone of student-centered teaching, present our individual responsibilities to learning and to each other, and emphasize learning as a social and collaborative endeavor. I believe that the syllabus should be presented and treated as any other text in a course: read closely and actively, discussed, and questioned.
"Questioned?" you may ask yourself. To which I confidently and heartily respond, "Yes, questioned." While my colleagues and I must have our syllabi completed and uploaded to our university's accreditation site, I am able to allow my students to have a voice in the development of course content and policies by devoting part of the second class day to questions, concerns, and negotiation about content and policies. This activity promotes authentic student interest in the course and a sense of ownership without compromising university and departmental policies or diminishing my role and authority in the classroom. Explaining the why behind the what is an effective first step toward conveying sincere interest in student-centered tearching and student engagement. As Fiona Apple sings, "'Cause I'm tired of whys, choking on whys / Just need a little because, because." Thus, the reasons for particular policies and for my active and collaborative pedagogy are explained in the syllabus and are at the heart of first-day class discussion.
If you have any questions or comments about the syllabus, please contact me via email or twitter.
The syllabus is available for download below and is also available here as an interactive flipbook.
*NOTA BENE: Because of departmental curriculum and/or policy changes that may occur between semesters, the file currently available for download may be different from the syllabus posted to Blackboard and/or distributed in class once a new semester begins. The file available here will be updated as needed at the beginning of each semester.
I view the syllabus as more than a policy and assignment repository. Indeed, I view the syllabus as a sort of welcome mat at the "door" of the class. Indeed, the format and content of my syllabus serve to set a tone of student-centered teaching, present our individual responsibilities to learning and to each other, and emphasize learning as a social and collaborative endeavor. I believe that the syllabus should be presented and treated as any other text in a course: read closely and actively, discussed, and questioned.
"Questioned?" you may ask yourself. To which I confidently and heartily respond, "Yes, questioned." While my colleagues and I must have our syllabi completed and uploaded to our university's accreditation site, I am able to allow my students to have a voice in the development of course content and policies by devoting part of the second class day to questions, concerns, and negotiation about content and policies. This activity promotes authentic student interest in the course and a sense of ownership without compromising university and departmental policies or diminishing my role and authority in the classroom. Explaining the why behind the what is an effective first step toward conveying sincere interest in student-centered tearching and student engagement. As Fiona Apple sings, "'Cause I'm tired of whys, choking on whys / Just need a little because, because." Thus, the reasons for particular policies and for my active and collaborative pedagogy are explained in the syllabus and are at the heart of first-day class discussion.
If you have any questions or comments about the syllabus, please contact me via email or twitter.
The syllabus is available for download below and is also available here as an interactive flipbook.
*NOTA BENE: Because of departmental curriculum and/or policy changes that may occur between semesters, the file currently available for download may be different from the syllabus posted to Blackboard and/or distributed in class once a new semester begins. The file available here will be updated as needed at the beginning of each semester.
syllabus_2300_f15.pdf | |
File Size: | 1276 kb |
File Type: |