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Best practice in syllabus construction with a commitment to shared governance
Please use this identifier to cite or link to this item:
http://hdl.handle.net/1860/2604
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| Title: | Best practice in syllabus construction with a commitment to shared governance |
| Authors: | Gambescia, Stephen F. |
| Issue Date: | 2006 |
| Publisher: | The Pennsylvania State University |
| Citation: | The Journal of Continuing Higher Education, 54(1): pp. 20-27. |
| Abstract: | The course syllabus has been one of the most recognized tools that facilitate the
teaching and learning process in higher education. Historically it has represented the
intellectual capital provided by the knowledgeable and well-credentialed instructor. In a
practical sense, the syllabus has become better known as the prelude to and roadmap for
students to understand what they “will have to do” to complete a course. More recently,
the syllabus has become the agreement or even the legal contract between student and
instructor and sometimes between the student and the institution. If a student stays
enrolled in a course, de facto he/she agrees to abide by the syllabus. Similarly, an
instructor agrees to follow and execute in good faith the terms of the syllabus as
presented. When grievances arise, the syllabus becomes a core document for inspection
by academic administrators. Therefore, a closer look at best practices in syllabus
construction is warranted. |
| URI: | http://hdl.handle.net/1860/2604 |
| Appears in Collections: | Faculty Research and Publications (CNHP)
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