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- Title
The Use of Syllabi in Assessments: Unobtrusive Indicators and Tools for Faculty Development.
- Authors
Bers, Trudy H.; Davis, B. Diane; Taylor, Bill
- Abstract
This article describes an extended project that grew out of the initial study. The extended project includes three parts: the original and a subsequent content analysis of course syllabi, a survey of students, and professional development activities, including a faculty workshop. Well-done syllabi identify learning objectives or expected learning outcomes, enumerate topics or subjects to be covered, and describe the learning activities in which students will engage. Logical syllabi link these so that they are mutually supportive. What is important to note is that the instructor-specific syllabus is an adaptation of the generic syllabus. It has more specificity about each element of the course, including the instructor's learning assignments for students. Most departments permit instructors a great deal of latitude in developing their own syllabi so long as they stay within the general course framework established in the generic syllabus. One of the most interesting aspects of the faculty workshops was the variation discipline in faculty expectations and evaluations of the model syllabus and in what they included in their departmental and individual syllabi.
- Subjects
STUDENTS; CURRICULUM; LEARNING; COLLEGE discipline
- Publication
Assessment Update, 2000, Vol 12, Issue 3, p4
- ISSN
1041-6099
- Publication type
Article