Course Syllabus

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 xiPreface xiiiAcknowledgments xviiThe Authors xixPart I: Focus On LearningPreparing Students 3Setting a Framework for Knowledge 4Planning Your Learning-Centered Syllabus: An Overview of the Process 13Composing a Learning-Centered Syllabus 21Using a Learning-Centered Syllabus 34Part II: ExamplesChecklist 39Table of Contents 40Instructor Information 41Student Information Form 43Letter to the Students or Teaching Philosophy Statement 44Purpose of the Course 49Course Description 51Course Objectives 54Readings 63Resources 65Course Calendar 67Course Requirements 71Policies and Expectations: Attendance, Late Papers,  Missed Tests, Class Behaviors, and Civility 77Policies and Expectations: Academic Integrity, Disability  Access, and Safety 87Evaluation 92Grading Procedures 98How to Succeed in the Course: Tools for Study and Learning 102Part III: Suggested ReadingsGeneral Teaching 111Active Learning 112Assessment and Evaluation 113Cooperative and Collaborative Learning 113Course and Curriculum Design 114Critical Thinking 115Information Technology 115Learning and Motivation 116Student Differences 116Online Resources for Syllabus Construction 118Teaching Portfolios 118References 121Index 127