Mapping Your Course: Designing a Graphic Syllabus for Introductory Finance

Biktimirov, Ernest N.; Nilson, Linda B.

doi:10.1080/08832320309598618

Cited by 20 publications

(27 citation statements)

References 4 publications

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“…Since its inception as a formal technique, concept mapping has been widely used in academic disciplines, for example, Accounting (Chei-Chang 2008; Irvine et al 2005;Leauby and Brazina 1998;Maas and Leauby 2005;Simon 2007;van der Laan and Dean 2006), Finance (Biktimirov and Nilson 2003), Engineering (Walker and King 2002), Statistics (Schau and Mattern 1997), Reading Comprehension (Mealy and Nist 1989), Biology (Kinchin 2000), Nursing (Baugh and Mellott 1998;King and Shell 2002;Schuster 2000;Wilkes et al 1999), Medicine (Hoffman et al 2002;McGaghie et al 2000;West et al 2000), Nursing (Beitz 1998) and Veterinary Science (Edmonson 1993).…”

Section: Concept Mappingmentioning

confidence: 99%

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

2010

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In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: ''concept mapping'', ''mind mapping'' and ''argument mapping''. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions.

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Section: Concept Mappingmentioning

confidence: 99%

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

2010

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“…Graphic syllabi are being increasingly used in various disciplines (e.g., economics, finance, etc.) (Moosavian, 2017; Biktimirov and Nilson, 2003; Nilson, 2007). A graphic syllabus is defined as “a flowchart, diagram, or picture showing the organization of and interrelationships among your course topics—that is, how your course structures the subject matter and its body of knowledge” (Nilson 2000, 2002).…”

mentioning

confidence: 99%

“…A graphic syllabus is defined as “a flowchart, diagram, or picture showing the organization of and interrelationships among your course topics—that is, how your course structures the subject matter and its body of knowledge” (Nilson 2000, 2002). It is a 1‐page “road map” for the course (Biktimirov and Nilson, 2003).…”

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confidence: 99%

“…Graphic syllabi are becoming more popular for the following benefits (Biktimirov and Nilson, 2003): Reaching nonverbal learning styles. Students have a variety of learning styles; thus, a graphic syllabus may be beneficial to students who prefer to “see the plan” before they can learn the specific pieces (Biktimirov and Nilson, 2003). A graphic syllabus shows relationships between topics, which is especially beneficial for students without prior knowledge, for example, in introductory courses (Mayer and Gallini, 1990).…”

mentioning

confidence: 99%

“… Teaching students learning tools. A graphic syllabus is an example of how to outline and present learning material (Biktimirov and Nilson, 2003). Encoding knowledge for long‐term memory.…”

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confidence: 99%

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Enhancing Soil Science Education with a Graphic Syllabus

Mikhailova

2018

Natural Sciences Education

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Core Ideas The graphic syllabus can be an addition to the traditional course syllabus. The graphic syllabus enables students to visualize the “big picture” of the course. Most students preferred graphic syllabus in addition to traditional one. A graphic syllabus that enables students to visualize the “big picture” of the soil science course can be an addition to the traditional course syllabus. The purpose of this study was to develop the graphic syllabus and test it in an introductory soil science course. The graphic syllabus was based on the principles of “parallel” teaching/learning and storytelling. It was created by dividing the course into three units: (1) Soil ABC's, (2) Soil properties, and (3) Soil fertility and management. Each unit contains a set of soil orders with a list of corresponding state/representative soils in the United States. Clemson University students from various fields (forestry, wildlife biology, and environmental science) compared traditional and graphic syllabi. Students were asked to complete a survey consisting of questions related to their opinions of traditional and graphic syllabi. Responses to the survey questions indicated that most students were juniors and almost never experienced (97%) graphic syllabi in their college courses. Most students preferred the graphic syllabus in addition to a traditional one. Students reported that the graphic syllabus helped them better understand the course structure and was more exciting and easier to view on cell phones. Although the use of a graphic syllabus is usually limited to introductory courses, it can also be adapted to upper‐level soil science courses. This article offers an organizational strategy for expediting the graphic syllabus design.

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Enhancing elementary school students' computational thinking and programming learning with graphic organizers

Yang,

Lin

2024

Computers & Education

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Mapping Your Course: Designing a Graphic Syllabus for Introductory Finance

Cited by 20 publications

References 4 publications

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

Enhancing Soil Science Education with a Graphic Syllabus

Enhancing elementary school students' computational thinking and programming learning with graphic organizers

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