The Purposes of a Syllabus

Plagiarism policies in Iranian university TEFL teachers’ syllabuses: an exploratory study

“…Viewing a syllabus as a contract requires teachers to consider some profound implications when designing it. One important aspect requiring reflection in drafting a syllabus is discussing the issue of plagiarism: supplying students with a definition of the term, information regarding the consequences and penalties for committing plagiarism, and university policies about academic dishonesty (Parkes and Harris, 2010). As discussed earlier, students appreciate and react positively to lengthier syllabuses that bear the marks of being well planned.…”

“…As a result, including straightforward restrictive boundaries in the syllabus would not only improve the instructors' status in the eyes of the learners but also clear up the confusion which some student might have about the course. Parkes and Harris (2010) state that the conflict of understanding whether a student or an instructor has abided by the syllabus can turn into a legal issue. Therefore, it is important that the course instructors provide students with a comprehensive syllabus, explaining their expectations thoroughly given the findings that one of the main reasons that students resort to plagiarism is lack of awareness-raising about plagiarism itself and its consequences (Rezanejad and Rezaei, 2013).…”

Assessing student exposure to and use of computer technologies through an examination of course syllabi

“…Likewise, instructors can use the syllabus to document that a student was appropriately evaluated when there is a disagreement about a grade assigned in a course. For example, in the case of Hill versus University of Kentucky, the student's legal challenge over his expulsion after failing a course was dismissed in part because the instructor was found to have followed the guidelines of the syllabus in the grading of the student (Parkes & Harris, 2002). Handelsman et al (1987) used the principles of informed consent from the healthcare field to suggest that ethical educational practice requires instructors to provide clear information to students so they can make informed decisions about their courses.…”

“…This part of a syllabus helps orient students to a course, creates interest and enhances motivation to learn the subject (Birdsall, 1989). It can also help clarify the relationship of the course to the students' academic development, program goals, general education requirements and the institutional mission (Lowther et al, 1989;Parkes & Harris, 2002). The second section of a syllabus needed to allow informed consent by students concerns the course objectives, which communicate expectations regarding the knowledge and skills that will be learned, serve as an instructional guide, provide structure for the course and assure proper evaluation procedures (Broduer, 1989).…”

The role of stages in designing English syllabus development for the students of electrical engineering study program

“…The development of the syllabus is very crucial since it can help the teacher in the teaching process and meet the demands of the students. Consequently, the writer is concerned to present the English-speaking syllabus for the sake of teaching and learning contract, permanent record, and a learning tool [2].…”