At the Museum of Natural Theory: The Experiential Syllabus (or, What Happens When Students Act Like Professors)

Cardozo, Karen M.

doi:10.1215/15314200-2006-003

Cited by 7 publications

(3 citation statements)

References 32 publications

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“…Their work details not only a focus on the considerable variability in the construction and uses of syllabi (p. 65), but also that there is little in the higher education literature that provides ongoing dialog beyond the basic elements and utility of the syllabus as a material artifact of the curriculum. Cardozo's (2006) work further supports this as he claims that ''syllabus construction itself remains a significantly under theorized professional activity'' (p. 412). The lack of sustained inquiry around the syllabus seems incongruous considering its almost universal status as an educational tool.…”

Section: Syllabus Design For Teaching In Higher Education: the Usa Comentioning

confidence: 74%

Curriculum and Syllabus Design

Woods

Luke

Weir

2010

International Encyclopedia of Education

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Section: Syllabus Design For Teaching In Higher Education: the Usa Comentioning

confidence: 74%

Curriculum and Syllabus Design

Woods

Luke

Weir

2010

International Encyclopedia of Education

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“…Öte yandan, Cardozo (2006), ders izlencesi hazırlama konusunun yeteri kadar kuramsal çerçeveye oturtulmadığından bahseder. Ayrıca öğretim elemanları kendi alanlarına hâkim olsalar bile pek çok yükseköğretim kurumunda ders izlencesi hazırla-ma konusunda her hangi bir ders ya da eğitim mevcut değildir (Fink, 2012).…”

Section: Introductionunclassified

Preparing a course syllabus to improve teaching in higher education: suggestions for faculty members

Orhan¹,

Aydın²,

Güneri³

2017

HIG

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Esra ERET ORHAN, Yeşim ÇAPA AYDIN, Oya YERİN GÜNERİ ÖzTürkiye'de pek çok yükseköğretim kurumu, öğrencilere sundukları eğitimin ve hizmetlerin kalitesini artırmak için kayda değer bir çaba içerisindedir. Bu kapsamda, bazı üniversiteler eğitim ve öğretim faaliyetleri ile ilgili tüm kurumu etkileyecek düzeyde kararlar alırlar ve değişiklikler yaparlar. Ayrıca, eğitimin ve öğretimin etkililiğinin üniversitede öğrenci başarısına etki eden önemli faktörlerden birisi olduğu gerçeğinden hareketle, öğretim elemanlarından da öğretimin ve derslerinin kalitesini artırmaları beklenir. Derslerde ders izlencesi kullanmak kaliteyi artırmanın yollarından birisidir. Kısaca ders ile ilgili öğretmen ve öğrenci arasındaki anlaşma olarak tanımlanan ders izlencesi, öğrencilere dersin amaçlarından derste kullanılacak kaynaklara kadar ders ile ilgili önemli bilgileri yazılı olarak aktarır. Akademik dönem başında her bir derste öğrencilere verilen ders izlenceleri sadece öğrencilere bilgi sağlamakla kalmaz; aynı zamanda onların öğrenmelerini teşvik etmede önemli bir rol oynar. Bu kapsamda, bu makale öğretim elemanlarına ders izlencesinin amacı, önemi ve boyutları ile ilgili bilgiler sunmanın yanı sıra ders izlencesi hazırlama konusunda yol gösterici fikirler sunmayı amaçlar. Bu çalışmada, literatürde yer alan önemli kaynaklar ve üniversitelerde bulunan öğretme ve öğrenme merkezlerinin konuyla ilgili sağladıkları bilgiler taranarak derlenmiştir. Ayrıca, Türkiye ve dünyada farklı yükseköğretim kurumlarında öğretim elemanları tarafından kullanılan toplam 28 ders izlencesi incelendi. Anahtar Sözcükler: Ders izlencesi hazırlama, Ders izlencesi bileşenleri, Yükseköğretimi geliştirme ABSTRACT Many higher education institutions in Turkey are putting noteworthy efforts to improve the quality of the education and the services they provide to students. As part of these efforts, some of the universities are making decisions and changes which affect the whole educational and instructional activities. Since it is an accepted reality that the effectiveness of education is one of the major influences on students' success at university, faculty members are also expected to do their best to increase the quality of their instruction and courses. Using a course syllabus is regarded as one of these ways. Defined briefly as a contract between instructor and students about a course, course syllabus provides the students with written information with regards to certain components of a course -from its objectives to the resources to be used. A course syllabus, given at the very beginning of a semester, not only serves to communicate necessary information

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“…After analyzing the teachers' and students' (who have just completed the course and who have involved in the professions) perceptions and needs, the course designers can restructure and make the courses more effective and meaningful. Cardozo (2006) claimed, ''syllabus construction itself remains a significantly under theorized professional activity'' (p. 412). Therefore, there is necessary to do research on the investigation of teachers' perceptions on the courses.…”

mentioning

confidence: 99%

Teachers’ Perceptions on Business English Courses of BBS at Tribhuvan University

Budhathoki

2023

Haimaprabha

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Curriculum designers do not survey and contemplate the views of the concerned faculty. The experiences, perceptions and knowledge of the faculty are also equally important to the experts of the syllabus designers. The purpose of this study is to explore the teachers’ perceptions on Business English Courses of BBS at Tribhuvan University. This study specifically has explored how teachers perceive the course and implement it in the classroom. This research utilized qualitative method through interviews as a means of information collection. The participants purposively sampled were four Business English teachers from Tribhuvan University. Major findings of the study were as follows: the respondent teachers agreed that overall quality of Business English syllabus was satisfactory because this syllabus was ESP-based course for business students. The teachers complained that the textbook English for Business Studies seemed like a guide book. The teachers suggested to focus on all four language skills and English proficiency, and contents must be from business sectors for business students. Although the research on need analysis seems money and time consuming for Curriculum Development Centre, in the long run it will be rewarding after finding students’ needs and the syllabus’s effect. This study ignites teachers and Dean’s Office of Faculty of Management to do further research to determine the needs and goals of the ESP-based syllabus. Further research are necessary to discover the real needs of BBS students and determine the objectives in Tribhuvan University in Nepal.

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At the Museum of Natural Theory: The Experiential Syllabus (or, What Happens When Students Act Like Professors)

Cited by 7 publications

References 32 publications

Curriculum and Syllabus Design

Curriculum and Syllabus Design

Preparing a course syllabus to improve teaching in higher education: suggestions for faculty members

Teachers’ Perceptions on Business English Courses of BBS at Tribhuvan University

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