The Syllabus: A Place to Engage Students' Egos

Canada, Mark

doi:10.1002/tl.20062

Cited by 7 publications

(2 citation statements)

References 8 publications

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“…Students grapple with aligning their course outcomes, activities, and assessments, and instructors encourage them to do so without losing sight of their audience and their voices. GRAD 8101 teaches students to see the syllabus as an opportunity to engage students and embody the instructor's voice (Canada 2013). Instructors coach students to showcase the big ideas of the course and to use an inviting tone, but students can also customize their syllabi by adapting the language of standard UMN policies.…”

Section: Teaching In Higher Education: a Core Pff Coursementioning

confidence: 99%

Preparing Future Faculty: Pedagogical Practice in Graduate School

Rozaitis

Baepler

Gonzalez

et al. 2020

New Drctns for Teach & Learn

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Section: Teaching In Higher Education: a Core Pff Coursementioning

confidence: 99%

Preparing Future Faculty: Pedagogical Practice in Graduate School

Rozaitis

Baepler

Gonzalez

et al. 2020

New Drctns for Teach & Learn

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“…A well-crafted syllabus can be the beginning of a promise fulfilled and part of the difference between just another course and one that changes lives." 23 Collecting it as an "appliance manual" allows archivists to document the facts of the teaching process; collecting it as a "promise fulfilled" possibly allows archivists to document the intangible nature of the student/ instructor relationship.…”

Section: Why Is It Desirable To Collect Syllabi?mentioning

confidence: 99%

Does Size Matter in the Digital Age? Reappraisal Considerations for Syllabi

Noonan

2015

Archival Issues

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In the era of digital documents, does size matter? Do we collect digital records more readily than their physical counterparts simply because we can, because we perceive storage to be inexpensive and unlimited? If collection size does not matter in the digital world, what should be considered in determining whether or not to acquire a collection that experiences significant annual growth? College and university archives are charged with collecting, preserving, and providing access to the documentary heritage of their institutions. The central task of higher education—teaching—is very difficult to document; who taught what course can be recorded easily, what was actually taught and how it was taught is much more difficult. The syllabus, a key record to documenting this educational process, has often not been included in archival collections due to intellectual property issues and sheer volume. This article examines the issues that surround collecting syllabi as an exemplar of collecting large volumes of records because we can in the digital age.

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