Uncovering the Rhetoric of the Syllabus: The Case of the Missing<i>I</i>

Baecker, Diann L.

doi:10.1080/87567559809596237

Cited by 26 publications

(37 citation statements)

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“…Extant empirical research focuses on what students attend to in the syllabus (Becker & Calhoon, 1999;Smith & Razzouk, 1993), the purpose of syllabi (Habanek, 2005), and pronoun usage (Baecker, 1998). Research that focuses on presentational aspects of the syllabus can create a more detailed understanding of the role this document plays in the classroom.…”

mentioning

confidence: 99%

“…Syllabi routinely include the course assignments, due dates, and book titles (DiClementi & Handelsman, 2005;Parkes & Harris, 2002), as well as course or learning objectives (Habanek, 2005). More recently, the syllabus functions as a complex legal contract (Singham, 2005), documenting the rules and regulations for the course (Baecker, 1998). As instructors add more rules over the years, the syllabus eventuates into a document that constrains, alienates, and dehumanizes students (Singham, 2005, p. 5).…”

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confidence: 99%

“…To begin, the syllabus offers students information about the teacher (Baecker, 1998;Grunert, 1997;Smith, 1993). The syllabus might include information about the instructor's teaching philosophy (Becker & Calhoon, 1999;DiClementi & Handelsman, 2005;Parkes & Harris, 2002), and how the syllabus is communicated speaks volumes about the teacher's perceived identity (Weimer, 2002;Wolcowitz, 1984).…”

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confidence: 99%

“…First, teachers must balance the tension between showing students that they are caring, warm and friendly individuals while simultaneously demonstrating that they are serious, task-oriented and evaluative (Baecker, 1998;DiClementi & Handelsman, 2005;Singham, 2005). Whereas teachers often strive to create a hospitable environment to make students feel welcome the first day of class, they must also establish rules and procedures that illustrate their authority (Baecker, 1998;Singham, 2005). Too often, teachers who look gentle, polite, and concerned at first glance can appear tyrannical when presenting the syllabus (Singham, 2005).…”

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confidence: 99%

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The Syllabus as a Communication Document: Constructing and Presenting the Syllabus

Thompson¹

2007

Communication Education

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This interpretive study explored the communicative strategies teachers employ when constructing and presenting course syllabi to overcome challenges teachers face surrounding the syllabus. Data included 13 classroom observations, 19 teacher interviews, and document analysis of the instructors' syllabi. Communication strategies teachers used to welcome students, balance tensions when presenting the syllabus, and focus students' attention during the presentation emerged. The findings offer teachers suggestions on how to present and construct the syllabus more effectively.

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confidence: 99%

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confidence: 99%

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confidence: 99%

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confidence: 99%

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The Syllabus as a Communication Document: Constructing and Presenting the Syllabus

Thompson¹

2007

Communication Education

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“…researchers to identify what is being taught in the classroom and how content is organized and hopefully, delivered (Baecker 1998, Smith and Razzouk 1993, Bain et al 2002.…”

Section: Curriculum Developmentmentioning

confidence: 99%

An inside-out approach to integrated marketing communication

Kerr

Schultz

Patti

et al. 2008

International Journal of Advertising

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The Inside-Out approach used in this paper describes the implied educators' perceptions of IMC. From an analysis of 87 IMC course syllabi from six countries and in-depth challenge. This is a particular challenge to the scholars and teachers, who are charged with the responsibility of encouraging best practices, presenting the most current and relevant applications and research approaches and including the most current theory in their course delivery.

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Measuring the Promise: A Learning-Focused Syllabus Rubric

Palmer

Bach

Streifer

2014

To Improve the Academy

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To enrich the resources for measuring the impact of educational development work, we have created a rubric to assess the degree to which a syllabus achieves a learning orientation. The rubric provides qualitative descriptions of components that distinguish learning‐focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content‐focused to learning‐focused. It is flexible enough to accommodate a diverse range of levels, disciplines, institutions, and learning environments, yet nuanced enough to provide summative information to developers using the tool for assessment purposes and formative feedback to instructors interested in gauging the focus of their syllabi.

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Uncovering the Rhetoric of the Syllabus: The Case of the MissingI

Cited by 26 publications

References 1 publication

The Syllabus as a Communication Document: Constructing and Presenting the Syllabus

The Syllabus as a Communication Document: Constructing and Presenting the Syllabus

An inside-out approach to integrated marketing communication

Measuring the Promise: A Learning-Focused Syllabus Rubric

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