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.
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
