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Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell, and Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi." Teaching of Psychology 46, no. 1 (December 16, 2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.
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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.
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Strimel, Morgan, and Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services." Journal of Postsecondary Student Success 2, no. 1 (October 27, 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.
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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.
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Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper, and Sara E. Brownell. "It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution." Advances in Physiology Education 45, no. 2 (June 1, 2021): 224–40. http://dx.doi.org/10.1152/advan.00119.2020.
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Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.
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Khattala, Asma. "EFL Teachers’ Involvement in Designing Higher Education Syllabi: Reality and Expectations Case of EFL Teachers in Setif 2 University, Algeria." Milev Journal of Research and Studies 7, no. 1 (June 30, 2021): 434–48. http://dx.doi.org/10.58205/mjrs.v7i1.735.
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The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed LamineDebaghineSetif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers’ role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Despite this, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers’ voice.
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Farrow, Ben, Tom Leathem, and Amna Salman. "Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation." International Journal of Contemporary Education 5, no. 1 (December 15, 2021): 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.
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Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.
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Smith, Randolph A. "Preventing Lost Syllabi." Teaching of Psychology 20, no. 2 (April 1993): 113. http://dx.doi.org/10.1207/s15328023top2002_13.
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Ismael Hama, Kozhin Omer. "Adopting and Adapting Syllabi by Instructors of English Language Departments at University Level: An Applied Study." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (May 31, 2024): 294–313. http://dx.doi.org/10.25130/lang.8.5.16.
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Syllabus is a crucial instructional resource that assists educators with clarification and simplification of subjects and sheds light on the content of a course of study, step by step. It is a crucial aspect of university teaching to provide syllabi for all their offered modules; thus, every instructor requires one to teach a class properly. Instructors, however, always use syllabi to improve their performance and make their teaching better suit students’ needs to learn and gather information to enhance their university education. This study examines how instructors deal with syllabi in terms of designing, adopting and adapting or only adopting them. It; therefore, sheds light on instructor’s expertise in curriculum design in general and the process of syllabus creation and adoption especially. Therefore, eighteen (18) university instructors from the University of Sulaimani and Komar University of Science and Technology have been chosen to answer a questionnaire of six (6) main questions and two (2) sub-questions on syllabus design and adoption. The results show that most of the instructors are unaware of the needed procedures for both designing and adapting previously designed syllabi by experts. Moreover, they do not always take environment analysis into consideration as much as they care about students’ needs when making adjustments to the syllabi that they adopt. Eventually, the study sums up with conclusions and recommendations.
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Eslami, Maryam, Kameryn Denaro, Penelope Collins, Jacklyn M. Sumarsono, Michael Dennin, and Brian Sato. "How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM." PLOS ONE 19, no. 4 (April 17, 2024): e0301331. http://dx.doi.org/10.1371/journal.pone.0301331.
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Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Student’s Role, Outside Resources, and Syllabus Focus. This work highlights the importance of course syllabi as a tool for instructors to create more inclusive classroom environments.
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Rich, Paul J. "Syllabi." Latin American Policy 1, no. 1 (June 2010): 165–97. http://dx.doi.org/10.1111/j.2041-7373.2010.00014_1.x.
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Rich, Paul J. "Syllabi." Review of Policy Research 27, no. 3 (May 2010): 345–77. http://dx.doi.org/10.1111/j.1541-1338.2010.00458_1.x.
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Rich, Paul J. "Syllabi." Digest of Middle East Studies 19, no. 1 (March 2010): 171–203. http://dx.doi.org/10.1111/j.1949-3606.2010.00029_1.x.
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Rich, Paul J. "Syllabi." Policy Studies Journal 38, no. 2 (May 2010): 355–87. http://dx.doi.org/10.1111/j.1541-0072.2010.00365_1.x.
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Rich, Paul J. "Syllabi." Politics & Policy 38, no. 3 (June 8, 2010): 611–43. http://dx.doi.org/10.1111/j.1747-1346.2010.00252_1.x.
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Fréchet, Nadjim, Justin Savoie, and Yannick Dufresne. "Analysis of Text-Analysis Syllabi: Building a Text-Analysis Syllabus Using Scaling." PS: Political Science & Politics 53, no. 2 (November 29, 2019): 338–43. http://dx.doi.org/10.1017/s1049096519001732.
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ABSTRACTIn the last decade, text-analytic methods have become a fundamental element of a political researcher’s toolkit. Today, text analysis is taught in most major universities; many have entire courses dedicated to the topic. This article offers a systematic review of 45 syllabi of text-analysis courses around the world. From these syllabi, we extracted data that allowed us to rank canonical sources and discuss the variety of software used in teaching. Furthermore, we argue that our empirical method for building a text-analysis syllabus could easily be extended to syllabi for other courses. For instance, scholars can use our technique to introduce their graduate students to the field of systematic reviews while improving the quality of their syllabi.
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Maurino, Paula San Millan. "Syllabi as Cybergenre." Journal of Educational Technology Systems 34, no. 2 (December 2005): 223–40. http://dx.doi.org/10.2190/4l0m-l64m-jjra-jchj.
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Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.
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Jonáková, Stanislava, Mária Šikolová, and Magdalena Veselá. "Aspects Influencing ESP Syllabus Design in Lifelong Military Education." International Journal of Learning, Teaching and Educational Research 21, no. 4 (April 30, 2022): 63–79. http://dx.doi.org/10.26803/ijlter.21.4.4.
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This paper aims to identify and compare aspects affecting English language syllabus design at military language centres in six NATO countries. Close attention is devoted to course syllabi for Level 1 (Survival; approximately corresponding to the Common European Framework of Reference for Languages (CEFR) Level A2) and Level 2 (Functional; approximately corresponding to CEFR Level B1). The descriptive quantitative research, conducted in 2019, concentrated on determining which stakeholders participated in creating the English language syllabi presently in use and which critical aspects of syllabus design the creators considered in the process of their compilation. The findings reveal that active teacher participation is one of the most prominent characteristics of the entire syllabus design process in all of the institutions examined, which results from the specific nature of the courses focused on preparing learners for final English examinations in a military context. Integrated syllabi, which are product-oriented and teacher-led, are another defining characteristic typical for both levels in all institutions. The syllabi in the countries studied are designed similarly, considering such crucial aspects as the learners’ entrance level, previous syllabus, exit requirements, and the type and length of courses. The study offers new insight into the organisational structure of courses at the elementary level, and an increase in the number of lessons in courses for Level 1 organised within the Czech army is strongly proposed.
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Tondoprasetyo, Antonius Cahyono. "Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum." Beyond Words 10, no. 1 (May 2022): 49–69. http://dx.doi.org/10.33508/bw.v10i1.3126.
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The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes.
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Sunds, Jessica, Sydney Rohrbach, and Alicia Drais-Parrillo. "What Do Students Perceive from the Syllabus? The Importance of Syllabi to Communicate Belonging and Promote Engagement." International Journal on Studies in Education 5, no. 4 (June 27, 2023): 568–84. http://dx.doi.org/10.46328/ijonse.174.
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Syllabi are introductions and, like first impressions, can affect one’s outlook. The current study is part of a larger evaluation of diversity, equity, and inclusion (DEI) in academic spaces; here we hoped to determine if research aligns with students’ perceptions. Prior studies suggest syllabus qualities that signal belonging and increase engagement, especially for underrepresented students. Participants rated syllabi from different years. We anticipated that 2015-16 syllabi, before DEI objectives were enacted, would have fewer identity safety cues, less emphasis on inclusion, and focus less on diversity concepts compared to 2021-22 syllabi, after DEI objectives were prioritized. The latter were rated as more inclusive, more engaging, promoting greater belonging, and having a more approachable instructor. In comparisons by group, POC and white students did not differ in their perceptions of syllabi from 2015-16 nor did traditional and non-traditional students. Perceived changes from 2015-16 to 2021-22 syllabi revealed differences by social identities. White students perceived greater changes in instructor attributes and belonging over POC students, and traditional students rated greater changes in belonging, engagement, and instructor attributes than non-traditional students. These outcomes suggest that our DEI efforts are not being perceived equally among students, which ultimately may affect student motivation and outcomes.
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Wiseman, P. Eric, Joseph Hoffman, Susan Day, and Terry Clements. "A Syllabus-based Review of Collegiate Arboriculture Course Content in the United States." Arboriculture & Urban Forestry 37, no. 2 (March 1, 2011): 51–59. http://dx.doi.org/10.48044/jauf.2011.008.
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The professional skills and expertise demanded of practicing arborists are greater than at any time in the past, and many employers and educators believe that higher education plays a role in educating future professionals in this field. Although recent surveys have identified major instructional topics that are critically important for future arborists, no assessment of whether these topics are being taught in college and university programs is available. The following paper is a syllabus-level assessment of 68 arboriculture courses being taught at U.S. institutions of higher education. The most common instructional topics observed in syllabi of arboriculture courses at both two- and four-year institutions were pruning (85%), disorders (81%), physiology/biology (79%), risks/hazards (79%), and soils/nutrition (75%). Tree planting and tree selection, topics identified by educators and public sector employers in previous studies as among the most important instructional areas, were found only in 74% and 62% of course syllabi, respectively. Safety was mentioned in only 53% of syllabi. Syllabus content was similar at two-year and four-year institutions, although tree identification and arborist certification were mentioned more frequently in two-year institution syllabi. Trends in arboriculture education and implications for employers and professionals are discussed.
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Somé-Guiébré, Esther. "EFL Syllabus Design: Challenges of Implementation in Burkina Faso." International Education Studies 11, no. 6 (May 29, 2018): 73. http://dx.doi.org/10.5539/ies.v11n6p73.
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The widespread use of English in the social, political, economic, and international business spheres compels non-English speaking countries to revise their English language curricula to meet the needs of the global economy. In Burkina Faso, educational policy makers have revised the English as a foreign language (EFL) syllabi from middle to high school with the expectation of helping students achieve communicative competence. However, the delayed implementation of these new syllabi unveils a discomfort from the perspective of both teachers and teacher supervisors. This paper provides a critique of the syllabi of quatrième (4ème) – the US equivalent of 8th grades. It draws from document analysis and stakeholder interviews to highlight the discrepancies between the theory of the vision and the reality of the practice and assess the extent to which the syllabus promotes or hinders communicative competence. The overreaching argument is that despite tremendous efforts invested in the conception of syllabi, these tools hardly help implement communicative language teaching (CLT) in their classrooms.
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orva, Abo, Sow miya, Sow miya, and Naga rajan. "Student Syllabus Tracker." International Academic Journal of Science and Engineering 9, no. 2 (July 16, 2022): 05–10. http://dx.doi.org/10.9756/iajse/v9i2/iajse0907.
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Syllabus are crucial tools that aid university teachers in explaining to students the goal and course direction. Syllabi creation and storage using conventional methods can get tiresome and time-consuming. At a sizable private institution, the Center for Teaching and Learning has created a tool to speed up the process of creating, modifying, and saving syllabi. The designer and developer will introduce and demonstrate the recently developed tool during the roundtable session, facilitate a discussion about how the tool can be used to enhance communication between teachers, students, and departments, and then give the attendees the opportunity to use the tool. Easy to view the students syllabus detail. Identify the particular set of the syllabus of the students. It is easy for each subject faculty. Serve as the framework for the selected course materials, course details, and method of instructions. University teaching and learning is always accessed through syllabi. Using this analogy as a foundation, this paper introduces Open Syllabus, a model-based REACT JS, NODE JS, MANGO DB approach to course outlines for online courses. The resources (files, citations, assignments, etc.), activities (quiz, forum, etc.), and course information (description, objectives, etc.) are all organized in Open Syllabus in a way that gives instructors direction, students navigational clarity, and export/import capabilities for sharing content across platforms.
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Johnson, Claire. "Best Practices in Syllabus Writing: Contents of a Learner-Centered Syllabus." Journal of Chiropractic Education 20, no. 2 (January 1, 2006): 139–44. http://dx.doi.org/10.7899/1042-5055-20.2.139.
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This article presents an overview of syllabus structure for faculty members and administrators who would like to develop and evaluate their syllabi. A brief overview about syllabus contents and a checklist is provided.
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Govorov, Anton, Karina Babayanc, Marina Govorova, Svetlana Derkunskaya, Anastasiia Chernysheva, Sergey Koryakov, and Valeriya Artamonova. "ALGORITHMS FOR EXAMINATION AND VERIFICATION OF WORK PROGRAMS OF DISCIPLINES FOR USE IN INFORMATION SYSTEMS." Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2021, no. 3 (July 30, 2021): 143–56. http://dx.doi.org/10.24143/2072-9502-2021-3-143-156.
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The article considers a syllabus as a core component of the educational program and an essential tool for describing an academic course for both a teacher and a student. Nowadays, there is gradual automation of document flow in educational institutions, including educa-tional and methodological documentation. It is required to develop the university's information system and the algorithm itself for the formal and content-wise review to automate the syllabus validation and verification process. The syllabus review process at St. Petersburg State University, RANEPA, and HSE was considered in the study. Therefore, a universal algorithm applicable to information systems has been designed. Since March 2021, ITMO University has been widely using “Educational Program Maker” web service to manage educational program elements. The developed system utilizes educational analytics methods which are widely used in online education for student behavior patterns evaluation and education results improvement. The proposed algorithm is implemented for syllabi development and review. Introduction of the module for the syllabi creation in a standardized and unified format allows to describe the prerequisites and post requisites of academic courses and link various educational activities with learning outcomes, making it possible to reveal the course content. Introducing the verification modules made it possible to automate the process of syllabi approvement
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Jeffery, Keven M., Kathryn M. Houk, Jordan M. Nielsen, and Jenny M. Wong-Welch. "Digging in the Mines: Mining Course Syllabi in Search of the Library." Evidence Based Library and Information Practice 12, no. 1 (March 15, 2017): 72. http://dx.doi.org/10.18438/b8gp81.
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Abstract
Objective - The purpose of this study was to analyze a syllabus collection at a large, public university to identify how the university’s library was represented within the syllabi. Specifically, this study was conducted to see which library spaces, resources, and people were included in course syllabi and to identify possible opportunities for library engagement.
Methods - A text analysis software called QDA Miner was used to search using keywords and analyze 1,226 syllabi across eight colleges at both the undergraduate and graduate levels from the Fall 2014 semester.
Results - Of the 1,226 syllabi analyzed, 665 did not mention the library’s services, spaces, or resources nor did they mention projects requiring research. Of the remaining 561, the text analysis revealed that the highest relevant keyword matches were related to Citation Management (286), Resource Intensive Projects (262), and Library Spaces (251). Relationships between categories were mapped using Sorensen’s coefficient of similarity. Library Space and Library Resources (coefficient =.500) and Library Space and Library Services (coefficient-=.457) were most likely to appear in the same syllabi, with Citation Management and Resource Intensive Projects (coefficient=.445) the next most likely to co-occur.
Conclusion - The text analysis proved to be effective at identifying how and where the library was mentioned in course syllabi. This study revealed instructional and research engagement opportunities for the library’s liaisons, and it revealed the ways in which the library’s space was presented to students. Additionally, the faculty’s research expectations for students in their disciplines were better understood.
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Lockett, Michael, and Gabriel Wong. "Reframing Syllabi as Aesthetic Encounters." Journal of the Canadian Association for Curriculum Studies 16, no. 1 (August 31, 2018): 199. http://dx.doi.org/10.25071/1916-4467.40353.
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This academic work, which is comprised of three artefacts, responds to Maxine Greene’s “Spaces of Aesthetic Education” (1986). The main artefact is a syllabus, from an era of increasingly standardized syllabi, which imagines its aesthetic and educative attributes otherwise. In doing so, it reconsiders the kinds of learning a syllabus might prompt. It stems from a series of conversations we, the co-creators, shared about the ways curricular structures can come to prompt critical, creative and aesthetic attention. We had pursued those intersections in the past from our respective disciplinary perspectives and decided to collaborate on an art/research project, one that could inform and provoke a series of future curricular conversations. As our work unfolded, we spoke of curricular experiences that were meaningful and those were not and tried to articulate what we meant by “aesthetic experience”. We came to lament institutional demands for standardized curricular documents in our respective teaching contexts, especially mandated templates for syllabi. We wondered about the educative and aesthetic consequences of limiting their expression to a series of prescribed descriptors. Eventually we had an opportunity to experiment with the form through a fourth-year course on curriculum theory and practice, an ideal venue for introducing a parallel, yet supplementary, syllabus. That syllabus is displayed in full in this issue of the journal. It is also accompanied by an audio file and a corresponding transcription. Through that recording, we address some of the aesthetic considerations we incorporated into the design, delineate certain curricular choices, and explain the artefact’s discursive significance.
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Osman, Wan Hurani, Sabariah Abd. Rahim, Anna Lynn Abu Bakar, and Nor Dawirah Rahman. "REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS." International Journal of Education, Psychology and Counseling 6, no. 41 (July 31, 2021): 172–82. http://dx.doi.org/10.35631/ijepc.641013.
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Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.
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Hinestroza, José Martínez, Maceigh D. Strange, and Ciara D. Townsell. "Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design." Mathematics Teacher Educator 12, no. 2 (February 2024): 89–110. http://dx.doi.org/10.5951/mte.2023-0031.
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In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.
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Spjut, Lina. "En läroplansanalys om samstämmighet inom Lgr11." Educare - vetenskapliga skrifter, no. 3 (May 24, 2021): 102–29. http://dx.doi.org/10.24834/educare.2021.3.5.
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This article investigates in what way the Swedish compulsory school curriculum (Lgr11) addresses knowledge regarding Swedish national minorities. The aim is to study alignment within Lgr11 through a case of the theme national minorities. Research questions target alignment within syllabi and alignment between syllabi and the aim and guidelines in the curricula. Theories of alignment and curriculum theory formed the theory and methodology for the analysis, foregrounding similarities and differences in how Swedish national minorities are addressed in Lgr11. Results show numerous inconsistencies. Learning goals in curriculum and syllabus content are, for instance, not aligned, and differences exist within the syllabus between aim (syfte), central content (centralt innehåll) and the lower set measurable demands (kunskapskrav). This is problematic since earlier research demonstrated that measurable demands have out-conquered teaching content. These challenges for teacher’s interpretation of curricula and syllabus can affect the teaching content.
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Ridley, Dennis, and Felipe Llaugel. "Entrepreneurial Finance Revising the Finance 101 Course." Journal of Entrepreneurship and Business Innovation 9, no. 2 (July 13, 2022): 1. http://dx.doi.org/10.5296/jebi.v9i2.20001.
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A summary review of the business finance course syllabi of eight institutions is presented. Then one other typical syllabus for the financial management of the firm was examined in detail. A review of the CDR model (Capitalism, Democracy and Rule of law) and its implications are explored in consideration of the finance courses. Traditional business education pedagogy is analyzed as well as the information theory of finance to put in context the need of some improvement. Information theory is introduced as a measure of uncertainty, because it is more dynamic and general than variance in the data. The syllabi tend to overlook the need for an understanding of capital and all its sources, collaboration for research and development, and entrepreneurship. The objective of the paper is to make suggestions for modifying current syllabi to correct these shortcomings. A brief explanation of the CDR model and the effect in the gross domestic product is presented in the appendix.
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Mat, Mohamad Faizuan, Sarah Naemah Aman Leong, and Nourah Nasser Al-Nahari. "A Discussion on Interdisciplinary Approach of Visual Art Syllabus in Malaysian Higher Education." Journal of Visual Art and Design 15, no. 1 (August 28, 2023): 68–84. http://dx.doi.org/10.5614/j.vad.2023.15.1.5.
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This article contributes to the discussion on the need to adopt an interdisciplinary approach in the visual art syllabus, specifically in higher education in Malaysia. Over the last two decades, the academic world has faced rapidly advancing technology and the rise of Industrial Revolution 4.0 (IR4.0). Because of the increased level of high-tech software and hardware competency among students, universities are in dire need to improve and innovate their current syllabi. Hence, this study was carried out to discuss the need to adopt an interdisciplinary approach to improve current visual art syllabi in Malaysia. The topics that are explored in this paper include the definition of an interdisciplinary approach in visual art syllabi, the current status of visual art syllabi in Malaysia, factors that are important for the integration of art with other fields, and how an interdisciplinary approach can be implemented. The data used in this research were obtained from a seminar, in-depth interviews, and a literature review, and were analyzed using a qualitative method. The findings indicate that visual art education duly needs a new program or needs to be revamped into a future-ready curriculum. Therefore, an interdisciplinary approach, or the integration of two bodies of knowledge in one program, could be one of the solutions to this issue.
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Collier, Irwin L. "Syllabi and Examinations." History of Political Economy 50, no. 3 (September 1, 2018): 587–95. http://dx.doi.org/10.1215/00182702-7023530.
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Sujana, I. Made, Untung Waluyo, Eka Fitriana, and Dew Suryani. "Outcome-Based Syllabus Designs for the Teaching of English to Students of Medicine Faculty, University of Mataram, Indonesia." Journal of English Language Teaching and Applied Linguistics 4, no. 3 (July 7, 2022): 35–45. http://dx.doi.org/10.32996/jeltal.2022.4.3.4.
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The results of needs analysis from Competency Standards of Indonesian Medical Doctors (SKDI) and the Profile of Faculty of Medicine, the University of Mataram, Lombok Indonesia, show that English has a strong position for students at this Faculty. English is needed for study preparation, graduation requirements, apprenticeship in a hospital, a job competition, and professional development. However, the high demand for English is not supported by well-designed language programs. This article is a part of a three-year project aiming at redesigning language programs based on the gaps between necessities (TSA) and current levels of English. It employs R & D approach. From the analysis, seven syllabi are designed to fulfill various demands, i.e., short-term, mid-term, and long-term goals. These goals produce various kinds of syllabus such as General Academic Reading, Academic Reading, TOEFL Preparation Course (Listening, SWE, and Reading), English for Communication, and English for Presentation. Those syllabi are realized by employing different approaches to syllabus design, depending on the goals and characteristics of the courses. The study yields a number of approaches to cater to students’ needs, i.e., Structural-Based (for TOEFL – SWE section), Skill-Based (for Reading and Listening on TOEFL), Genre-Based (General Academic Reading and English for Presentation), and Content-Based (for academic English), and Topic-based. Syllabi (for English for Communication). This study signifies that different purposes of language learning need different approaches to syllabus design.
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Brodsky, Meryl. "Understanding Data Literacy Requirements for Assignments: A Business School Syllabus Study." International Journal of Librarianship 2, no. 1 (July 25, 2017): 3. http://dx.doi.org/10.23974/ijol.2017.vol2.1.25.
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Syllabus studies have been used to inform librarians’ work in collection development, instruction and information literacy. Syllabi also provide an opportunity to understand course requirements for data literacy. In this study, syllabi from Eastern Michigan University’s College of Business were analyzed to determine which courses require data literacy for the completion of assignments or projects. The author tested several hypotheses to identify where data literacy instruction would be most needed:Data use in online and hybrid class assignments is greater than for in-person class assignmentsGraduate students have greater data requirements than undergraduate studentsDifferent business school disciplines have different data needs (i.e., marketing has more, accounting has less)Though this was not a scientific study, analyzing syllabi and assignments can reveal both stated and implied data literacy competencies. Surfacing these competencies and making them explicit gives the librarian and the teaching faculty the opportunity to co-design relevant teaching and learning activities. Since data literacy instruction is a new initiative at the Eastern Michigan University Library, the author also used this study to bring attention to this capacity.
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Lyons, Alyssa P. "Hashtag Syllabus." Contexts 18, no. 4 (November 2019): 16–21. http://dx.doi.org/10.1177/1536504219883847.
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The hashtag syllabus is a crowd-sourced body of work that can, in some cases, challenge the knowledge construction of the academy. Hashtag syllabi have the opportunity to reshape how knowledge is produced, whose knowledge is affirmed, and what knowledge people are exposed to.
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Alwadai, Mesfer Ahmed Mesfer, and Ali Albashir Mohammed Alhaj. "Investigating the Role of the Islamic Culture Course Syllabi in Infusing Islamic Tolerant Moral Values among University students: Staff Members' Perspectives at King Khalid University." Technium Social Sciences Journal 40 (February 8, 2023): 71–83. http://dx.doi.org/10.47577/tssj.v40i1.8426.
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The present research aspires to scrutinize the role of the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at King Khalid University. Also, the study pointed to probing the degree to which the Islamic culture course syllabi infuse Islamic tolerant moral values among university students. The quantitative and qualitative research methods with the survey method were taken by the two researchers. Moreover, the two researchers developed an opinion poll of fifteen items based on a five-point Likert Scale that was analyzed quantitatively by applying descriptive data. The two researchers chose a random stratified sample from different campuses of King Khalid University in Abha, Algraa, Alomhalah, Dhahran Aljanoub, and to mention a few). The purposive sample of the study consists of hundred staff members. The results revealed that the general average of the role played by the Islamic culture course syllabi in infusing Islamic tolerant moral values among university students from the perspectives of staff members at King Khalid University came to a high degree with an arithmetic average of (4.17). Also, the findings demonstrated that the content of the Islamic culture syllabus better’s university students’ moral and intellectual capacity and prevents them from extremism, and ideological conflicts. The study recommends the requirement to carry out further investigations on the role of Islamic culture course syllabi courses on other variables such as character internationalization and advancement of work ethics among students.
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Pebdani, Roxanna N., Terri K. Ferguson-Lucas, Shengli Dong, and Spalatin N. Oire. "Examining the Status of Supervision Education in Rehabilitation Counsellor Training." Australian Journal of Rehabilitation Counselling 22, no. 1 (March 18, 2016): 51–56. http://dx.doi.org/10.1017/jrc.2016.2.
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Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.
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Konečnik Kotnik, Eva, Mojca Ilc Klun, Tatjana Resnik Planinc, and Karmen Kolnik. "What kind of syllabus do Slovenian geography teachers in primary school want?" Dela, no. 50 (March 6, 2019): 45–80. http://dx.doi.org/10.4312/dela.50.45-80.
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The objective of this paper is to present part of the research results on Slovenian geography syllabi, which began in an online chat room in the framework of the Meeting of Slovenian Geographers in Maribor in September 2017. Afterwards, it expanded beyond the set framework and continued until April 2018 via the online group ‘Geolista’, in which geography teachers are included. The aim of the research was to determine what kind of syllabi geography teachers in Slovenia want for geography lessons at the primary and secondary levels of education. This paper presents the opinions of the respondents about the basic conceptual orientation of the syllabus for primary school, as well as about its foundation and scope. The respondents evaluated the adequacy of the existing elements of the syllabus and provided suggestions for supplementing/transforming it. The 122 respondents evaluated the existing concept of the geography syllabus for primary school as good, but at the same time, they expressed a wish for a more issue-oriented syllabus. The majority favours a more general and, above all, shorter syllabus for geography lessons in primary school, accompanied by a handbook on how to execute it. A crucial message is that any modernisation of the syllabus should be undertaken in a timely and systematic manner, with sufficient participation of all stakeholders.
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ALZABOOT, Sumaiah Eid. "ANALYZING THE REALITY OF CREATIVE THINKING SKILLS IN THE BASIC LEARNING STAGE IN JORDAN." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 180–93. http://dx.doi.org/10.47832/2757-5403.4-3.16.
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The research aimed to analyze the reality of creative thinking skills in the curriculum of the basic learning stage in Jordan.The research sample wasintentionally chosen according to the method of non-probability samples (non-random), by choosing the study units included in the syllabus of the Arabic language for the sixth and seventh grades of the basic learning stage in Jordan. The curriculum consists of (33) study units, sothe content analysis method was adopted as one of the qualitative curriculum methods, in analyzing the reality of creative thinking skills used in the Arabic language syllabi for the sixth and seventh grades of basic learning in Jordan,quantitatively and qualitatively. The most significant results were: Thereality of an analysis of creative thinking skills comesat a low level. The Arabic language syllabi referred to creative thinking skills (530) times, (53%). This confirms is a low percentage for the average level. In light of the results, the researcher recommended: that the authors of the Arabic language syllabi for the basic education stage focus on creative thinking skills. That would contribute to enabling the teacher to use them through teaching strategies. The Arabic language curriculum still lacks creative thinking skills.
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Boss, Katherine, and Emily Drabinski. "Evidence-based instruction integration: a syllabus analysis project." Reference Services Review 42, no. 2 (June 3, 2014): 263–76. http://dx.doi.org/10.1108/rsr-07-2013-0038.
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Purpose – The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum. Design/methodology/approach – A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha. Findings – The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills. Originality/value – The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.
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You, Di, Ana Ruiz, and Judith Warchal. "The Presentation of Ethics in Undergraduate Psychology Syllabi." Teaching of Psychology 45, no. 4 (September 3, 2018): 346–50. http://dx.doi.org/10.1177/0098628318796921.
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To identify where ethics is presented to undergraduate psychology students, this study reviewed a national sample of 706 syllabi for required mandatory psychology courses. The results indicated that 6 syllabi were designated as ethics courses and 65 syllabi did not mention ethics at all. Even though 641 syllabi mentioned ethics, the most frequent listing was under course policies, usually as a standard statement (e.g., academic honesty and plagiarism) required by many institutions. Our recommendation is that ethics should be intentionally included in the learning goals/objectives/outcomes with a corresponding assessment (assignments) in all syllabi in addition to policy statements.
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Liu, Zhencong, and Wei Wang. "A Comparison of the Chinese and American Graduate Syllabi in Regard to Their Content and Style." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1207. http://dx.doi.org/10.17507/tpls.0606.10.
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This paper aims to compare the Chinese and American syllabi for graduates in regard to their content and style. 36 syllabi of various majors in different universities were collected and compared. It was found that in both Chinese and American syllabi there are 12 common components, including, the heading, overview, course objectives, target students, prerequisites, textbook and reading list, course requirements, homework, course grading, lecture schedule, teaching method and evaluation. The special components for American syllabi are academic integrity and office hour. As for style, American syllabi are more demanding in reading than their counterparts. Their teaching methods are more flexible and interactive. Their homework is assigned in higher quantity and quality. Their assessments are various and are evenly distributed through the whole semester while Chinese syllabi depend more on the final exams.
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Peelen, Mary. "Ecstatic Syllabi: Four Poems." Journal of Humanistic Mathematics 9, no. 1 (January 2019): 360–64. http://dx.doi.org/10.5642/jhummath.201901.23.
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Webb, Teiry D. "Asian studies syllabi online." College & Research Libraries News 58, no. 8 (September 1, 1997): 530. http://dx.doi.org/10.5860/crln.58.8.530.
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Murphy, P. D. "Graduate and Undergraduate Syllabi." Interdisciplinary Studies in Literature and Environment 3, no. 1 (July 1, 1996): 183–94. http://dx.doi.org/10.1093/isle/3.1.183.
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Ronchetti, Marco, and Joseph Sant. "Towards automatic syllabi matching." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 379. http://dx.doi.org/10.1145/1595496.1563021.
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Force, Donald C., and Jane Zhang. "Knowledge discovery from within." Records Management Journal 26, no. 3 (November 21, 2016): 259–78. http://dx.doi.org/10.1108/rmj-11-2015-0034.
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Purpose The purpose of this paper is to report the findings of a research project that analyzed records management (RM) and electronic records management (ERM) course syllabi from North American archival studies’ programs. By identifying the convergences and divergences of the topics and literature found within the syllabi, the authors sought to understand the relationship between the two courses and gain insight about how these courses continue to serve as an integral component of archival studies education. Design/methodology/approach The paper is based on a qualitative analysis of 23 RM and 12 ERM course syllabi from 26 academic institutions from North America. The research examined three different aspects of the syllabi: textbooks, required articles and weekly topics. The syllabi were analyzed as separate data sets (RM syllabi and ERM syllabi), which was followed by a comparative analysis of the two types of syllabi. Findings The findings of this study reveal that RM, ERM and (to a lesser extent) DA (digital archives) knowledge as represented in archival education converges in some course contents but diverges in others. Archival educators should pay close attention to overlapping areas so that the courses can better complement each other and advance knowledge representation within archival studies. Research limitations/implications This study only considered graduate-level programs in the USA and Canada. The study did not include syllabi or instructional guides from associate-level programs or professional organizations such as the International Certification of Records Managers or Association of Records Managers and Administrators (ARMA) International. Practical implications The results of this study lead the authors to present two different approaches for how RM and ERM knowledge may be incorporated into archival curriculum. Originality/value This is the first research project to analyze RM and ERM syllabi with regards to the enhancement of records and information management education and archival curriculum development.
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Palo, Annbritt, and Lena Manderstedt. "Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska." Educare, no. 1 (March 1, 2011): 91–113. http://dx.doi.org/10.24834/educare.2011.1.1218.
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The Swedish school is facing a number of structural and didactic changes. New syllabi have been adopted for the compulsory and the upper secondary school, as well as a new grading system. The aim of this article is threefold. Firstly, we aim to present previous research concerning the teaching of language and writing. Secondly, we aim to analyse the new syllabi in Swedish. Finally, we aim to problematize and discuss these syllabi in the light of previous research. The new syllabi show a progression in the teaching of language and writing, where the indicated text production among the youngest pupils is related to the everyday domain, and the indicated text production for older pupils gradually change into the specialized and the critical/reflexive domains. The article discusses the slight asymmetry between the general objectives for Swedish as a school subject, the central content as it is presented in the syllabi and the assessment criteria in the syllabi for the upper secondary school.
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Cabral, Sónia, Lourdes Mata, and Francisco Peixoto. "Preparing Pre-Service Teachers for Family Engagement: Insights from the Initial Teacher Education Syllabus." Education Sciences 14, no. 6 (June 20, 2024): 674. http://dx.doi.org/10.3390/educsci14060674.
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Family involvement and participation in education (FIPE) profoundly impacts the quality of students’ academic and social development. Initial teacher education contribution in fostering attitudes, skills, and strategies for effective FIPE is therefore unquestionable. We aimed to find out to what extent Portuguese pre-service teachers are prepared to engage families. A document analysis was conducted to establish explicit information regarding FIPE within initial teacher education syllabi. Out of 621 syllabi across 36 master’s courses from 25 institutions, only 98 included some information on FIPE. A mere 12 syllabi, from seven institutions, exclusively addressed family–school relationships. Our study covered over 87% of the master’s courses and syllabi, exposing inconsistencies in their educational aims, content, and recommended literature. These findings highlight discrepancies within the initial teacher education syllabi and underscore the need for the enhanced training of pre-service teachers in FIPE. It is crucial to promote more in-depth and explicit syllabi to promote effective family engagement and enrich initial teacher education programs.
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Herbert, James T. "A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi." Rehabilitation Research, Policy, and Education 37, no. 2 (June 1, 2023): 106–20. http://dx.doi.org/10.1891/re-21-35.
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Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.
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McNamara, Scott, Kylie Wilson, and Lauren Lieberman. "The Syllabus Is a Living Document: An Examination of Introductory Adapted Physical Education Syllabi." Physical Educator 79, no. 2 (June 14, 2022): 117–41. http://dx.doi.org/10.18666/tpe-2022-v79-i2-10607.
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Physical education college preparation programs continue to require only one adapted physical education (APE) course. Due to the importance of the one APE course often provided to preservice physical education, this study investigated the status of introductory APE courses across the United States. A content analysis of the course descriptions and objectives was completed on 30 syllabi from introductory APE courses, and descriptive information from the syllabi was collected. The most common topics covered included intellectual disability (n = 21), physical disability (n = 21), and assessment (n = 20). The content analysis revealed four area of emphasis: (1) disability characteristics, (2) teaching strategies, (3) advocating for individuals with disabilities, and (4) history and legislation. Further research needs to determine faculty’s rationale behind the content they choose to cover and the effectiveness of physical education teacher training programs in preparing future physical educators to teach students with disabilities.