The Course Syllabus: A Learning–Centered Approach (JB – Anker) - Softcover

Grunert, Judith

Softcover

ISBN 10: 1882982185 ISBN 13: 9781882982189

Publisher: Jossey Bass, 2007

Synopsis

This practical manual is meant to assist anyone interested in planning and constructing a learning–centered course syllabus. It presents why and how to construct a syllabus that shifts from what material a course will cover (the traditional syllabus) to one that reflects what tools and information an instructor can provide students to help them learn (the learning–centered syllabus). The book′s underlying assumption is that good teaching helps students understand how to actively acquire, use, and extend knowledge in an ongoing process of learning.

The book begins by guiding readers through the planning stages of developing a learning–centered syllabus, using eight principles of designing a course that fosters critical thinking and a checklist for the content of a learning–centered syllabus. The discussions in each section include brief consideration of computer technology related to syllabus form, function, and use.

The book then moves into actual samples of learning–centered syllabi that cover: the letter to students; purpose of the course; course descriptions, goals, and objectives; resources for students; readings; evaluation and self–evaluation; learning contract form; learning style inventory; purpose of syllabus; and how to study for the course. Finally, the book concludes with a section of helpful references and suggested further readings.

This concise, practical, and straightforward guide is an immediately applicable resource for those who are constructing or revising a syllabus that focuses on student learning. It is a valuable resource for all instructors from new faculty, junior faculty, and teaching assistants to tenured faculty, faculty mentors or developers, department chairs, and deans.

About this title

Review:

I can t imagine how many times I ve recommended this book to new faculty, to part time teachers, to experienced pedagogues and faculty finding their way to more learner–centered approaches. I can t imagine a book more deserving of a second edition. And, I can t imagine a second edition better than the first, but this one is, thanks to the able efforts of two new authors. –––Maryellen Weimer, professor emeritus, Penn State, editor, the Teaching Professor

 

New and veteran college teachers alike, in all types of institutions from the community college to the university level, will benefit from this highly thoughtful, scholarly and persuasive argument for the critical role of the learning–centered course syllabus. The authors clearly and convincingly demonstrate how to create a learning–centered course syllabus that becomes a dynamic, essential part of a course that encourages student engagement, active learning, and critical thinking. A must read for anyone committed to teaching today s college students to maximize their skills and knowledge for a changing world! ––Angela Provitera McGlynn, professor emeritus of psychology and author of Teaching Today s College Students and Successful Beginnings for College Teaching

 

It s obvious that Millis and Cohen have extensive backgrounds in college teaching and learning. Their work on the syllabus as a fundamental component of good teaching is supportive, insightful, current, and practical. This is a masterful updating of Grunert s classic, relevant across all disciplines. ––Nancy Chism, Professor of Higher Education, Indiana University

 

All individuals involved in instructing today s (and tomorrow s) college students facing twenty–first century academic challenges should read this book for helpful suggestions on how to prepare an enhanced blueprint for learning and academic success the course syllabus. ––James E. Groccia, director, Biggio Center for the Enhancement of Teaching and Learning; associate professor, Educational Leadership; and past president, POD Network in Higher Education

 

This book is unusually good. Comprehensive, clear, practical, and immediately useful, it should be read by every department chair and faculty member. ––Peter Seldin, Ph.D., Distinguished Professor of Management, Pace University

 

This update of The Course Syllabus includes, among other fine features, an excellent review and incorporation of ideas from the literature on college teaching that have been published since the original version. ––L. Dee Fink, national project director, Teaching & Curriculum Assessment Project

The syllabus is much more than a course description; it is a working document for both the instructor and the students. In The Course Syllabus, Grunert, Millis and Cohen have provided a well–documented, very up to date road map for using it effectively by teachers and learners alike, by emphasizing the value of the learner–centered approach. ––Marilla D. Svinicki, Ph.D., professor, Department of Educational Psychology, The University of Texas at Austin

About the Author:

JUDITH GRUNERT’S current research is concerned with how faculty across disciplines in higher education approach their research. She is presently at the Syracuse University Center for Instructional Development where she works with faculty in various disciplines to improve learning. Grunert’s interest center on the ways that instructors in higher education can help students to become the agents of their own education. She draws upon her experience as a member of the School of Art faculty, College of Visual and Performing Arts, Syracuse University, and as a Lilly Endowment Fellow, when she developed curricular and instructional materials that would help students assume increasing responsibility over planning, implementing, and evaluating their learning experiences.
Grunert has coordinated and contributed to the design and development of national educational projects for education, government, and not–for–profit organizations, She exhibits her sculpture and drawings at museums and galleries.

About this edition

• Publisher: Jossey Bass
• Publication date: 2007
• ISBN 10: 1882982185
• ISBN 13: 9781882982189
• Binding: Paperback
• Number of pages: 112