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Mamun, Md Abdullah Al. "A Content Analysis of the English Language Development Courses in Bangladeshi University English Departments." Journal of Education and Learning 8, no. 6 (November 17, 2019): 180. http://dx.doi.org/10.5539/jel.v8n6p180.
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Syllabus, as one of the most important tools of teaching-learning, must contain necessary contents. A clearly designed, well-presented syllabus with the contents following the best practices in the field is a prerequisite for effective teaching. To analyze the contents of the syllabi of English language development courses of Bangladeshi university English departments, this study prepared a checklist of an ideal syllabus following the relevant literature and theories. The study has found that the contents in those syllabuses are presented in a haphazard way. They cannot the meet most of the criteria of an ideal syllabus in terms of contents. Most of them have only some learning topics or items as contents; and names of some books as materials. Regarding the other aspects like goals and objectives, assessment, rubric, teaching-learning methodologies, types of useful materials etc., the syllabuses present a very poor scenario. In the presentation and organisation, a linear fashion is found seemingly without any grading.
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Sodhi, Ritu, and Jitendra Choudhary. "Text Analyzing Tool for Simplifying the Syllabus Creation Process." International Journal of Information and Education Technology 13, no. 2 (2023): 409–16. http://dx.doi.org/10.18178/ijiet.2023.13.2.1820.
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In curriculum development, syllabus creation is an important activity. The need for a syllabus repository and data extraction is essential for creating a new syllabus. Faculties do this job manually by adding topics from their intelligence as well as analyzing syllabuses of the same course available on the search engine. Because it is a time-consuming job, this research aims to propose and implement a text-analyzing tool. The methodology is used, first to create a syllabus repository of computer science courses, do data extraction & normalization, analyzes the contents of different syllabuses, and suggests the contents to the faculties. This tool is experimented on the sample for creating the syllabus of C Programming. The result of the tool is that it suggests the topics that can be included in the syllabus to the faculties. The time and effort required to create a syllabus are reduced by using this tool. In the future weightage to the syllabuses can be given for classification that will give more accurate results while analyzing syllabuses. This tool can be improved by using machine learning algorithms for creating syllabus repositories and data extraction. Semantic comparison can give more accurate results by creating a specific model for computer terminologies.
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Bandan, Aldo Prabowo, and Ratna Dewanti. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 93–103. http://dx.doi.org/10.21009/ijlecr.052.11.
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ICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources.
 Keywords: ICT competences, English reading syllabuses, CEFR for languages.
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Mhd Nuryansyah Nugraha, Putri Rizky, Raya Marcela, Usna Aulia, and Safran Safran. "Upaya Peningkatan Kemampuan Guru Dalam Menyusun Silabus Dan RPP Melalui Supervisi Akademik Di SD 101772." Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa 3, no. 1 (January 2, 2024): 150–56. http://dx.doi.org/10.58192/insdun.v3i1.1807.
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This research aims to determine efforts to improve teachers' abilities in compiling syllabuses and lesson plans through academic supervision. This research was conducted at SDN 101772 Tanjung Selamat, the subjects of this research were teachers at SDN 101772 Tanjung Selamat. The method used in this research is a descriptive qualitative method, data collection techniques are carried out through observation, interviews and documentation. The results of the research show that the quality of the syllabus and lesson plans made by the teachers at SDN 101772 can be said to be poor. This is because there are still many syllabi and lesson plans that still use the old format and don't seem original. In the assessment of the syllabus and lesson plans that have been implemented, many weaknesses were still found. They are late to the instant culture by copying the syllabus and RPP models developed by the Central Government.
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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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Syarifah Syifa and Darmahusni. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF WRITING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 116–23. http://dx.doi.org/10.21009/ijlecr.052.13.
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The development of Information and Communication Technology (ICT) has greatly affected the field of education. ICT allow for a higher quality lessons through collaboration with teachers in planning and preparing resources. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. ICTs appear as a strategy to improve learners’ difficulties and provide students’ growth in the writing skills. Therefore, this research aims to design ICT competences – integrated writing syllabuses for English Language Education Study Program (ELESP) by analyzing the existing writing syllabuses from five universities in Indonesia. The analysis involved the ICT Competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The researcher employed Design and Development Research (DDR) as a research design and qualitative research as the research method. The used stages of DDR in this study are conducted need analysis; stating the objectives, developing the preliminary syllabus, evaluate the preliminary syllabus and revising a syllabus prototype. The data sources of this research are 14 existing syllabuses of writing courses of undergraduate English Language Education Study Program. The result of the research revealed that the ICT competences are mostly integrated in the component of Teaching Method and Media in the syllabuses. The highest level of ICT competences applied in the existing syllabus is Knowledge Deepening level. Although, the integration or infusion of ICT competences were explicit and implicit mentioned in the syllabuses of writing subjects. The research then provide the procedure of ICT integration and the design the ICT competences integrated – writing syllabuses; Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The proposed syllabus implemented the skill-based syllabus.
 Keywords: ICT Competences, Writing Skills, Syllabus Design, DDR, ICT UNESCO Framework
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Fadhilah Hamid, Syifa, and Siti Drivoka Sulistyaningrum. "DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 1–13. http://dx.doi.org/10.21009/ijlecr.051.01.
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ICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design.
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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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Patwary, Md N., Md M. Reza, and Sadia A. Tithi. "Exploring tertiary EFL learners’ and teachers’ perceptions of the effectiveness of EFL writing course syllabi: Pedagogical implications." Feedback Research in Second Language 2 (October 2024): 19–41. http://dx.doi.org/10.32038/frsl.2024.02.02.
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Given the importance of effective and standard syllabi in developing tertiary students’ EFL writing skills, this study aimed to analyze the perceptions of Bangladeshi tertiary EFL learners and teachers towards the effectiveness of English writing course syllabi in developing writing proficiency. The study involved 392 students and 14 EFL teachers from seven Bangladeshi universities in a five-point Likert-scale questionnaire survey using a purposive sampling procedure. The results show that both students and teachers had a negative perception of the effectiveness of most of the components of the syllabus, namely, objectives of the syllabus, content and skill coverage, instructional time, suitability, and effectivity of the instructional materials covered in the syllabus. However, students had a positive perception of the effectiveness of the writing content, while teachers had a low perception of this aspect of the writing syllabus. Recommendations call for policymakers and syllabus designers to ensure that EFL writing course syllabi include essential subject components and skills, adhere to global standards, and provide ample classroom practice time for students. The study also highlights the need for devising better syllabi to meet the needs of tertiary EFL learners' academic and professional needs and guide EFL teachers to meet the expectations of Bangladeshi tertiary EFL education.
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Nuriddinova, Saodat Gaybullayevna. "THE ISSUES IN SYLLABUS DESIGN." Involta Scientific Journal 3, no. 5 (May 21, 2024): 66–70. https://doi.org/10.5281/zenodo.11237169.
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Syllabus design plays a crucial role in shaping the educational experiences of students and the effectiveness of teaching and learning processes. This scientific article explores the key issues in syllabus design and proposes solutions to enhance the quality and relevance of educational curricula. This study delves into the challenges faced in syllabus design and offers insights for educators, curriculum developers, and policymakers. This study also explores the role of technology in modern syllabus design and its impact on student learning outcomes. By examining the integration of digital tools, online resources, and interactive platforms in syllabi, this research highlights the potential benefits of technology-enhanced learning environments. Furthermore, the article discusses the importance of ongoing assessment and feedback mechanisms in syllabus design to promote continuous improvement and adaptability in educational practices. Overall, this comprehensive analysis aims to provide practical insights and recommendations for educators and curriculum developers to create dynamic and effective syllabi that meet the evolving needs of students in today's educational landscape.
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Tuanany, Nur Laila. "PENGEMBANGAN SILABUS PEMBELAJARAN BAHASA INGGRIS BERWAWASAN EKOWISATA PADA KAMPUNG INGGRIS BERBASIS WISATA NEGERI SAWAI MALUKU TENGAH." Lingue : Jurnal Bahasa, Budaya, dan Sastra 4, no. 1 (July 25, 2022): 1. http://dx.doi.org/10.33477/lingue.v4i1.3064.
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This study aims to develop a syllabus of English language learning with an ecotourism perspective in a Tourism-Based English Village in Sawai, North Seram District, Central Maluku Regency. The development research carried out is intended to find out the learning syllabus used in tourism-based English villages in Sawai at this time, obtain data and conclusions about the syllabus used, compile and develop a syllabus that emphasizes the concept of ecotourism according to the needs of students in Kampung Inggris Sawai, obtaining the validity of test results from material, syllabus and curriculum experts, obtaining field test results on the syllabus that has been developed, and obtaining the feasibility results of the syllabus. The method used in this study is Research and Development (R&D). The syllabus development model uses procedures developed by Yalden, namely needs analysis, description of goals, selection of syllabus type development, making proto syllabus, making learning syllabuses, as well as evaluations that include validation from experts and trial stages. The syllabus that has been developed covers topics related to the concept of ecotourism in Sawai, namely environment, Asinahu River, Enjoy Your Stay, Weather and Season, Marine Tourism, Beach Watersport, Transportation, The Beauty of Ora, The Love Pond of Bubara Fish, The Hatupia Cliff, Natural Resources, Festivals in Sawai, Ecotourism, and Local Wisdom. Keywords: English Syllabus, Ecotourism, Sawai, Development
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Jamilah, Jamilah. "COMPROMISING BETWEEN THE GENERAL AND SPECIFIC IN EAP SYLLABUS DEVELOPMENT IN INDONESIAN CONTEXT." Diksi 26, no. 1 (June 17, 2019): 64–69. http://dx.doi.org/10.21831/diksi.v26i1.25444.
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Abstract(Title: Compromising Between the General and Specific in EAP Syllabus Development in Indonesian Context). The quality of a language program is reflected in the syllabus used from which the aim, contents and belief about language instruction are revealed. Syllabuses for English for Academic Purposes in Indonesian universities have been developed, yet they are not quite satisfactory. This article is to explain how to develop a sound syllabus for EAP in Indonesian context, following the steps: context and needs analysis and syllabus planning. Data were collected through triangulated survey employing questionnaires, observation, document study and discussion. Research participants were students, English teachers, and management staff of Yogyakarta State University. Integrated, theme-based syllabus is proposed that includes study skills in higher education as the general theme, which is completed with specific themes related to students’ disciplines. This way enables both general and specific skills of EAP to be included in a single syllabus. Keyword: syllabus, language program, English for academic purposes, instruction.
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Khilda Shopia and Ifan Iskandar. "DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 56–65. http://dx.doi.org/10.21009/ijlecr.051.06.
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The needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT. 
 Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teacher
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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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Pujiati, Hanip. "Integrating 21st Century Skills in Curriculum and Material Development Course." Stairs 4, no. 2 (February 21, 2024): 147–56. http://dx.doi.org/10.21009/stairs.4.2.6.
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The Curriculum and Material Development (CMD) course content is contextualized in accordance with technological advancements in the era of the Fourth Industrial Revolution and the community's need for educators who possess 21st-century skills. This revision involves integrating 21st-century skill values into curriculum development, syllabi, teaching materials, media, methods, and learning evaluation. Therefore, this study focuses on integrating 21st-century skills and 21st-century digital skills, including critical thinking, creative thinking, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, initiative, social skills, productivity, and leadership, into the CMD course. This study employs the Research and Development method, which involves identifying the problem, describing existing issues, creating a design, validating the design with experts, revising the design of the English learning model, conducting trials, and making revisions. The study's outcomes include three areas of integrating 21st-century skills into the CMD course. The first area involves integrating 21st-century skills into the preliminary activity of designing lesson plans. Secondly, in the process, 21st-century skills should be integrated into the design of learning materials and tasks. Finally, after the activity, 21st-century skills should be integrated into the evaluation and reflection process. The CMD course aims to integrate 21st-century skills throughout the language curriculum. It covers Communicative Syllabus Design, Text-Based Syllabus Design, Product-Oriented Syllabus Design, Process-Oriented Syllabus Design, Content-Based Curriculum, Integrated Curriculum, EFL Curriculum, and EFL Syllabuses and Lesson Plans for Indonesian Students.
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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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Cho, Jinsuk, and Youngmee Jeon. "A Case Study on Competency-based Syllabus Design for College Students." Korea Association of Yeolin Education 31, no. 2 (March 30, 2023): 1–21. http://dx.doi.org/10.18230/tjye.2023.31.2.1.
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This study is a case study on competency-based syllabus design for college students. Based on a literature review, professional advice, analysis of an existing syllabus, and pilot study results, a competency-based syllabus for college students was designed. And students’ satisfaction with this syllabus was analyzed. For this study, 8 professors and 155 students in the pilot study and 264 students completed a survey questionnaire to analyze the students’ satisfaction with the syllabus design. Results indicate the following. First, the competency-based syllabus components were core competency, major competency, subject outline, learning outcomes, classroom operation methods, assessment methods, class rule, weekly lessons plans (learning outcomes, learning content, classroom operation methods, student learning activities-pre class, during class, after class), and learning materials. Second, students showed very positive perceptions of the suitability of syllabus components, especially of the class operation methods and students’ learning activities in weekly lesson plans. Additionally, students' perceptions of the specificity of the syllabus were also favorable. Third, students were satisfied with the final competency-based syllabus for students and anticipated it would be helpful for their learning. Based on the results, this study proposes that the competency-based syllabus design for students should be central to a university’s mission to provide competency-based education. Furthermore, the university should regularly and consistently conduct workshops or training for professors to write syllabuses with more specifics and to use them actively during their classes.
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Budhathoki, Mahendra Kumar. "Teachers’ Perceptions on BA First-Year Compulsory English Syllabus and the Textbooks in Tribhuvan University." NUTA Journal 9, no. 1-2 (December 31, 2022): 62–74. http://dx.doi.org/10.3126/nutaj.v9i1-2.53842.
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Syllabus designers usually ignore the views and perceptions of the teachers while constructing the courses: but they need to explore and analyse the teachers’ perceptions towards syllabus and textbooks to make the course more advance. The purpose of the research study explores teachers’ perceptions on BA first year compulsory English syllabus and the textbooks prescribed in Tribhuvan University. This study aims to investigate how English teachers has viewed the compulsory English syllabus and the textbooks prescribed from the perspectives of teaching learning English language and communicative skills, and assessed the syllabus on the basis of components of syllabus design. The study deployed the qualitative approach through interviews to inquiry the required information from the selected teachers; four English teachers who have taught the syllabus and textbooks were interviewed with purposive sampling from the constituent campuses TU of Kathmandu Valley. The major findings of this study were as follows in course design: First, the analysis of needs of students and targeted job markets were not considered. Second, the course designers included only writing critical essays through reading but ignored other writings and language skills like listening, speaking, reading and communicative skills. Third, the teachers agreed that syllabus designers never consulted with faculty and students while reconstructing the syllabus. Fourth, the contents of the syllabus were designed as in the textbooks. Fifth, the teaching pedagogies were not suggested, but the teachers expected it. They suggested that the syllabus should bridge the gap between schooling education and BA first year education, and address real life and target professional needs. Based on these findings, other researchers can extend and re-examine the findings of this study, and syllabus designers will incorporate the ignored English language and communicative skills in future syllabus. Although such research seems money and time consuming, later it will be rewarding after identifying the syllabus’s effect.
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Heim, Ashley B., Emily R. Aldor, and Emily A. Holt. "The First Line of Contact: How Course Syllabi Can Be Used to Gauge & Reform Learner-Centeredness in a College Classroom." American Biology Teacher 81, no. 6 (August 1, 2019): 403–9. http://dx.doi.org/10.1525/abt.2019.81.6.403.
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While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.
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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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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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Markee, Numa. "The Diffusion of Innovation in Language Teaching." Annual Review of Applied Linguistics 13 (March 1992): 229–43. http://dx.doi.org/10.1017/s0267190500002488.
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The last two decades in applied linguistics—which roughly coincide with the evolution of the communicative approach in language teaching—have seen the development of a number of language teaching innovations, including the notional/functional syllabus, the process syllabus, the Natural Approach, the procedural syllabus, and task-based language teaching. All of these proposals have contributed in important ways to an understanding of theoretical issues related to designing innovative language syllabuses. But it is only rather recently that applied linguists have begun to investigate the problems associated with implementing these innovations.
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Willinsky, John, and Catherine Baron. "What Should Students Pay for University Course Readings?: An Empirical, Economic, and Legal Analysis." Canadian Journal of Higher Education 51, no. 4 (December 21, 2021): 40–53. http://dx.doi.org/10.47678/cjhe.v51i4.189159.
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The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015–2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data are used to calculate a per-page royalty charge, which is used to demonstrate a proposed three-step syllabus rule to avoid double-chargingstudents for academic materials (amounting to 90.1% of readings by pages), while fairly compensating professional authors and their publishers (9.9% of readings by pages). The three-step syllabus rule provides a sound rationale for charging each student $1.40 per year to cover royalty charges for readings assigned in Canadian university courses.
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Assaf, Mohammad A., Mohammad I. Zabadi, and Emad A. S. Abu-Ayyash. "An Investigation Into the Appropriateness of a Procedural Negotiated Syllabus for Adult Vocational Learners." Journal of Language Teaching and Research 13, no. 6 (November 1, 2022): 1166–76. http://dx.doi.org/10.17507/jltr.1306.04.
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The present mixed-methods study investigated the readiness of teachers and adult learners at a vocational centre in the United Arab Emirates to implement a negotiated English syllabus. The study addressed two main questions: 1) are teachers and learners at the Vocational Training Centre ready to implement a negotiated syllabus? And 2) does the negotiated syllabus implementation lead to improvement in learners’ motivation? Results showed the significant potential of a negotiated syllabus in enhancing learners’ motivation by making them part of the decision-makers’ circle regarding the components of an intended English syllabus. On the other hand, learners, teachers and management systems face challenges that must first be overcome to succeed in implementing negotiated syllabi. The findings of this study support the value of involving learners in classroom decisions, which is expected to make them feel responsible for their learning.
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Russell, Daniel A. "Syllabus—More than just a piece of paper with course rules." Journal of the Acoustical Society of America 156, no. 4_Supplement (October 1, 2024): A118. https://doi.org/10.1121/10.0035308.
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I have never liked “syllabus day”—the first day of the semester when I'm supposed to go over the syllabus that students never read. Several years ago, I began writing course syllabi as newsletters, complete with color and images, and instead of discussing the syllabus in class I assign a quiz that requires students to read and engage with the syllabus content. When I saw the book “Syllabus: the Remarkable, Unremarkable Document That Changes Everything” by Germano and Nicholls (2020), I picked it up and read it, thinking it would give me a few ideas for making my syllabus documents even better. However, to my surprise, this book was much more than tips for getting students to read a boring course contract. Instead it challenged me to re-think how I design an entire semester-long course in light of what I want my students to have learned by the end of the semester and what I need to do in order to get them there. In this lightning-round talk I’ll summarize a few of the main takeaways that I have adopted since reading “Syllabus.”
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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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Teti Sumarni and Yuyun Taufik, S.Pd., M.Si. "SYLLABUS DESIGN." TEMATIK 3, no. 2 (December 30, 2016): 106–18. http://dx.doi.org/10.38204/tematik.v3i2.89.
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Abstract : Curriculum is designed to be the guidelines for lecturers to provide clearer, achievable, and measurable teaching goals. Instructions in a good curriculum should be effective. Students require a suitable curriculum for what they need to learn and for characteristics they have. This research applies qualitative methods with descriptive case study as its framework, to analyze the syllabus of an English Course in Politeknik LP3I Bandung called English for Specific Purposes One: English for Job Seekers. The theories adapted from Hunkins and Allan (2009), Posner (1992), Johnson (1989), Nunan (1988), and McGrath (2002) and Richard (2001). The data were gained from document analysis and interview. The result of the analysis showed that the syllabus of the course has partially met all required aspects expected to meet students’ characteristics and to fulfill the characteristic of quality syllabuses that would enable students to achieve maximum learning achievement. This situation indicates that the syllabus in need of further improvement.
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MIKAMI, Takashi. "Syllabus." Journal of JSEE 55, no. 4 (2007): 179–80. http://dx.doi.org/10.4307/jsee.55.4_179.
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Seitz, James. "Syllabus." New Literary History 50, no. 3 (2019): 457–60. http://dx.doi.org/10.1353/nlh.2019.0042.
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Martha Rhodes. "Syllabus." WSQ: Women's Studies Quarterly 37, no. 2 (2010): 290. http://dx.doi.org/10.1353/wsq.0.0189.
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Temkeng, Albert. "Syllabus." Études littéraires africaines, no. 38 (2014): 228. http://dx.doi.org/10.7202/1028728ar.
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Isom, David K. "Syllabus." Dialogue: A Journal of Mormon Thought 35, no. 4 (December 1, 2002): 60. http://dx.doi.org/10.2307/45226895.
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Dutau, G. "Syllabus." Revue Française d'Allergologie et d'Immunologie Clinique 44, no. 6 (October 2004): 503. http://dx.doi.org/10.1016/j.allerg.2004.08.001.
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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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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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Aulia Safitri, Aprillia Anggraini, and Sandrina Rizkia. "Flexible Syllabus Design in EFL Curriculum A Qualitative Literature Review on Adaptation Strategies for Diverse Learners." Journal Of Foreign Language Learning and Teaching 4, no. 2 (November 20, 2024): 47–53. https://doi.org/10.23971/jfllt.v4i2.9992.
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This qualitative literature review explores the importance of flexible syllabus design in English as a Foreign Language (EFL) education. Flexibility in syllabus design is crucial to accommodate learners’ diverse needs, abilities, and contexts. The study systematically analyzes eight key academic sources discussing various syllabus design approaches; such as task-based, content-based, and negotiated syllabi—and emphasizes the significance of involving students in the planning process. Using thematic analysis, the review identifies common strategies for adapting materials, teaching methods, and assessments to be more relevant and inclusive. The main findings indicate that a flexible syllabus enhances student motivation, participation, and learning outcomes. These results suggest that flexibility in curriculum design is a key component of effective, learner-centered EFL instruction and should be promoted in policy and practice.
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Hanifah, Hanifah, Muhammad Candra, Elsa Ernawati Nainggolan, Bianca Naluri Firmansyah, Delita Sartika, and Taufiqurrahman Hasyim. "Designing Project-Based Learning Syllabus for Speaking for Informal Interaction Course Integrating Local Coastal Culture." SHS Web of Conferences 205 (2024): 02016. https://doi.org/10.1051/shsconf/202420502016.
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Syllabus is a dynamic document that outlines the learning outcome, material, method, and assessment conforming to the students’ needs. Due to the absence of the reforming syllabus of the Speaking for Informal Interaction (SII) course at English study program Universitas Maritim Raja Ali Haji, this study purposes to create a project-based learning syllabus for the course. To achieve the objectives, the defining and designing stages of Thiagarajan et al.'s four-D model were employed. Two research instruments were used to gather the data: interview guideline and questionnaires. Three assistant professors and 35 students took part in this study. In addition, curriculum analysis was done to create the syllabus's structure. Considering the data gathered, the syllabus was created by incorporating local coastal culture into its contents and activities or projects. The indicators chosen based on the curriculum analysis show that the students meet the expected graduate profile if they can communicate effectively connected to actual situations. The SII syllabus prototype will be used further in the development and dissemination phase for real-world implementation.
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Yim, Su Yon. "Development of a competency-based English curriculum: A case of Singapore." Asia Europe Perspective Association 19, no. 1 (March 30, 2022): 143–57. https://doi.org/10.31203/aepa.2022.19.1.007.
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The 2015 national curriculum is the first curriculum developed in Korea that is based on the concept of competency. Although there are elements of competencies such as subject specific competencies, a lot of criticism of the curriculum has been that it has limitations as a competency-based approach. This study examines the case of English language teaching in Singapore, and suggests a possible move towards competency-based education in Korea by improving the English national curriculum. For this, English syllabuses in Singapore from 2001 to 2020 were examined. The main focus was on how changes were made towards competency-based education from the 2001 English syllabus to the recently launched 2020 syllabus. The analysis showed three findings. First, the language use model, the framework for the EL syllabus, has been developed by building on the past. Four factors (purpose, audience, context, culture) have remained unchanged for twenty years in order to maintain continuity, but changes have also been made in the syllabus in a fairly revolutionary way. Second, the English syllabuses address the question of why we teach English, what we teach and how we teach English. Third, the syllabuses reflect the current studies on English education, the prevailing view of the role of English in a globalised society, the role of grammar, and relations among the four skill areas. Based on the findings, educational implications have been outlined about the direction of competency-based English education in Korea.
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Yatsura, Mykhailo, Anna Gamarnyk, Olga Tadeush, and Darya Yemelyanova. "Syllabus: structure, content and significance for the educational process in higher education institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 3 (132) (September 24, 2020): 133–41. http://dx.doi.org/10.24195/2617-6688-2020-3-15.
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The article is devoted to topical issues related to the elaboration of modular educational programs, syllabi being their necessary components. The purpose of the article is to draw the attention of teachers and students in higher education institutions (HEI) to the problem of educational and methodological support of the educational process focusing on the content and meaning of a syllabus as one of the important educational and methodological instructional documents. The phenomenon “syllabus” is defined, its essence and objectives within the system of methodological support for teaching an academic discipline are revealed. A syllabus to the section of General Physics "Optics" intended for the specialty 104 (Physics and Astronomy) has been developed and introduced into the educational process, its most important elements have been singled out. Since, according to the authors’ viewpoints, the development of a separate syllabus for the laboratory workshop is inexpedient, one joint syllabus covering the theoretical part of the course "Optics", involving laboratory workshops within the study of this discipline, has been elaborated. The syllabus of optics consists of 16 sections as follows: title page; the contents of the syllabus; general characteristics of the discipline; prerequisites; post-requisites; discipline abstract; the purpose and objectives of the discipline; the results of the study; the organisation of training; course topics; academic calendar of discipline studies; knowledge assessment system; course policy ("Rules of the game"); policy of academic behaviour and ethics; recommended literature (references) for mastering the course. The syllabus is supplemented with a glossary of terms in the form of an appendix, which will undoubtedly be of service to the syllabus applicants. The results of the study revealed the content and importance of the syllabus for the educational process; its structure for the section of General Physics "Optics" was proposed which, in the authors’ opinion, fully meets the requirements of the credit-modular system of educational process. The authors hope that the designated syllabus will serve as an example for other sections of General Physics and some other disciplines. One of the authors has applied the structure of the developed syllabus with corresponding changes in its content for developing a syllabus of the discipline "Profession-targeted Foreign Language (English)".
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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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Mas-Bleda, Amalia, and Mike Thelwall. "Do prestigious Spanish scholarly book publishers have more teaching impact?" Aslib Journal of Information Management 70, no. 6 (November 19, 2018): 673–90. http://dx.doi.org/10.1108/ajim-04-2018-0094.
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PurposeThe purpose of this paper is to assess the educational value of prestigious and productive Spanish scholarly publishers based on mentions of their books in online scholarly syllabi.Design/methodology/approachSyllabus mentions of 15,117 books from 27 publishers were searched for, manually checked and compared with Microsoft Academic (MA) citations.FindingsMost books published by Ariel, Síntesis, Tecnos and Cátedra have been mentioned in at least one online syllabus, indicating that their books have consistently high educational value. In contrast, few books published by the most productive publishers were mentioned in online syllabi. Prestigious publishers have both the highest educational impact based on syllabus mentions and the highest research impact based on MA citations.Research limitations/implicationsThe results might be different for other publishers. The online syllabus mentions found may be a small fraction of the syllabus mentions of the sampled books.Practical implicationsAuthors of Spanish-language social sciences and humanities books should consider general prestige when selecting a publisher if they want educational uptake for their work.Originality/valueThis is the first study assessing book publishers based on syllabus mentions.
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Hanna, Amelie, and Lindsey Conner. "Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research." Education Journal 13, no. 4 (August 1, 2024): 191–98. http://dx.doi.org/10.11648/j.edu.20241304.16.
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A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.
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Navarro, Rodjhun B., Mary Rose A. Bañas, Marylou S. Benueza, and Felix Adrian D. Dalida. "Qualitative Analysis of Instructional Design in Graduate Education: A Document Study of MAEd Syllabi." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (May 22, 2025): 645–52. https://doi.org/10.5281/zenodo.15486670.
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Abstract: This study analyzed the instructional design of syllabi across the Master of Arts in Education program of a private higher education institution in the Philippines. Through qualitative document analysis of 56 syllabi clustered into foundational, specialized, and thesis courses, the study explored how learning outcomes, instructional strategies, assessment methods, technology integration, and 21st-century competencies are articulated across the curriculum. Findings revealed strong alignment with outcomes-based education (OBE), the Philippine Qualifications Framework (PQF) Level 7 descriptors, and institutional graduate attributes. Each cluster demonstrated a clear emphasis on performance-based assessment, research-driven pedagogy, and digital fluency. The analysis also underscored the syllabus as a reflective and strategic academic tool—revealing institutional priorities, faculty pedagogical philosophies, and instructional coherence. The study recommends periodic syllabus audits, interdisciplinary mapping, and participatory design to further enhance the curriculum’s responsiveness to emerging educational and societal needs. <em>Keywords</em>: syllabus analysis, instructional design, outcomes-based education, graduate education, 21st-century skills, curriculum mapping, digital pedagogy
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Dugdug, I. Nengah. "PENGEMBANGAN SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN AGAMA HINDU DI SMA." Jurnal Santiaji Pendidikan (JSP) 1, no. 2 (July 23, 2011): 131–45. http://dx.doi.org/10.36733/jsp.v1i2.478.
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The implementation of Hindu education in 1994 was still dominated by cognitive achievement rather than affective and psychomotor ability in learning objectives. In 2003 The National Education Department through National Education Standard Institution comprised national competency-based curriculum for Hindu subject. Competency-based Curriculum in Senior High School level needs further improvement through educational unit level curriculum because it will improve human sources quality especially teacher in developing syllabi and lesson plan. Based on the above fact, the writer formulates three problems as follows: (1) what are the steps of developing syllabus and lesson plan in Senior High School; (2) what are the factors that may affect the process of developing Hindu subject syllabus and lesson plan in Senior High School; (3) What efforts are needed in developing Hindu subject syllabus and lesson plan in Senior High School. The steps of developing Hindu subject syllabus and lesson plan can be independently or collaboratively in deliberation of subject teacher. The factors that encourage the development of the syllabus and lesson plan, that is, interest to the duties, responsibilities of the task, learning facilities, the attention of the head master, community demand and teachers’ administrative demand. These efforts which were done in developing syllabus and lesson plan was discussion, following seminar, workshop, and upgrading program as well as providing facilities and infrastructures. The Hindu Subject syllabus and lesson plan are expected to be applied in Senior High School.
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Agger, Ben, and Beth Anne Shelton. "Time, Motion, Discipline: The Authoritarian Syllabus on American College Campuses." Critical Sociology 43, no. 3 (August 11, 2015): 355–69. http://dx.doi.org/10.1177/0896920515595844.
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In this paper, we read college course syllabi as material objects that shed light on larger issues, specifically conflict between faculty and students. We explore the commodification of ‘college labor’ where degreed labor and credit hours are produced. Under these conditions, the syllabus becomes a labor contract detailing faculty expectations of students. Rather than merely introducing the course subject matter or providing only basic information, the syllabus increasingly spells out the precise conditions under which student work will be evaluated and credit hours awarded, and the behavioral and attitudinal expectations of students. By observing how power is transacted through the syllabus, we better understand the role that faculty/student relations play in further undermining academic community.
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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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Faridah, Faridah. "Meningkatkan Kompetensi Guru dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik Berkelanjutan di SMP Negeri 2 Sabang." Tadabbur: Jurnal Peradaban Islam 1, no. 2 (October 1, 2019): 359–76. http://dx.doi.org/10.22373/tadabbur.v1i2.66.
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The study entitled "Improving teacher competence in preparing syllabus and lesson plans through ongoing academic supervision in SMP (Public Middle Schools) Negeri 2 Sabang" raised the issue of whether through continuous academic supervision it can improve teacher competence in preparing syllabi and lesson plans. This study aims to improve the competence of teachers in Sabang 2 Public Middle School in preparing syllabus and lesson plans. The subjects of this study were teachers of Sabang 2 Public Middle School in the 2016/2017 academic year, totaling 13 teachers, consisting of 10 PNS teachers and 3 non PNS teachers. The method used is the school action research method. Data collection is done by test and observation techniques. The study was conducted in 2 cycles. In the first cycle 31% of teachers obtained the appropriate syllabus and lesson plan and were considered good and in cycle 2 there were 100% of teachers who had syllabus and lesson plans that were appropriate and considered good. The conclusion of this research is that through ongoing academic supervision scientifically proven to improve teacher competence in preparing syllabus and lesson plans.
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Kurata, Lehlohonolo, Setho J. Mokhets’engoane, and ’Mampota Selialia. "Content Analysis of LGCSE Religious Studies Syllabus: To What Extend Does It Address the 21st Century Skills?" European Journal of Education and Pedagogy 3, no. 6 (December 7, 2022): 178–84. http://dx.doi.org/10.24018/ejedu.2022.3.6.495.
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Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21st century skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religious studies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21st century skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extent to which religious studies syllabus promotes 21st century skills. Document Analysis was used to analyze aims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religious studies syllabus aims differ in terms of the degree at which they promote 21st century skills. It also appeared that learning and innovation skills are predominantly promoted by the syllabus aims. However, the syllabus’ aims seem to shrink from promoting technological skills. As a result, the following suggestions were made; first, the curriculum developers should emphasize all skills equivalently. Additionally, curriculum developers should restructure the curriculum to promote technological skills.
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Hernandez, Howard H., Collette S. Grant, and William F. Priest. "Visualizing the Syllabus: Engagement, Comprehension, and First Impressions in University EFL." Journal of Education and Learning 14, no. 4 (March 9, 2025): 155. https://doi.org/10.5539/jel.v14n4p155.
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This study investigates university students&rsquo; perceptions and impressions of a visually stimulating syllabus, focusing on its effectiveness in conveying course expectations and its influence on initial impressions of instructors. A mixed-methods approach was used to gather quantitative and qualitative data from 168 university-level English-as-a-Foreign-Language (EFL) students in two universities in Japan. Students reviewed the visual syllabus and provided feedback through Google Forms surveys. Findings reveal students strongly favor the visually stimulating format for its clarity, engagement, and satisfaction. Additionally, the visual syllabus positively influenced the students&rsquo; impressions of their instructors, enhancing perceptions of professionalism and approachability. These results suggest that visually enhanced syllabi can improve students&rsquo; comprehension of course materials and foster a more engaging and inclusive learning environment. The study offers practical insights into syllabus design for educators seeking to align their teaching materials with the needs of modern learners.