This research guide will help you design an effective and engaging syllabus for your students.
On the left-hand side, there are pages devoted to specific sections of a syllabus (policies, evaluation, etc.), syllabus research and pedagogy articles, and recommended statements.
For Covid-19 and Online/Blended Learning Syllabus Resources templates and recommended language - please see the Covid-19 and Online/Blended Learning Syllabus Resources section.
If you have any suggestions or questions, please feel free to contact Claire Dinkelman (claire.dinkelman) the library liaision for the Center for Teaching and Learning.
Below are documents from Digital Learning and CTL regarding Covid-19 and online learning classes for fall 2020:
The documents were drafted by CTL and Digital Learning in July 2020. For questions regarding these documents, please contact María Parés-Toral (firstname.lastname@example.org) or Jen Maney (email@example.com).
For more resources - please see the Covid-19 and Online Learning Syllabus Resources section.
A syllabus can be much more than an outline of deadlines, course readings, and department and university policies. It can provide your students with a welcome to your course that shares with them your teaching philosophy, it can offer a roadmap for success in your course, and it can even model for them the epistemological concerns of your own discipline.
A well-designed syllabus that is fully aligned with what learning looks like in your classroom can also help to save you a great deal of time by answering in advance the most frequent questions your students may have. As you’ll see from some of the examples and links in this LibGuide, a syllabus can also be highly readable and visually appealing document that will engage students and that they will refer back to regularly.
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