Syllabus Crafting: Components and Content Areas of a WellOrganized Syllabus

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Syllabus Crafting Components and Content Areas
of a Well-Organized Syllabus

• A faculty workshop sponsored by the Mentoring
  Committee of the
• Faculty Senate
• March 9, 2007

presented by Sheryl L. Fuller-Espie, PhD., DIC,
Associate Professor, Science Department Chair,
Cabrini College, found at http//pages.cabrini.e
du/sfuller-espie
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Topics for Discussion

• Revised Guidelines for Syllabi Memorandum from
  Dean for Academic Affairs
• Topics for Discussion
• Introduction
• Introductory Information
• Course Description
• Course Objectives
• Course Format
• Tentative Schedules
  
• Evaluation Procedures
  
• Attendance and Participation
  
• Academic Integrity
  
• Disabilities
  
• Miscellaneous Information
  
• Bibliography
  

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Introduction

• A well-constructed syllabus should contain
• Organized, legible, clearly defined information
• Specific information that encourages students and
  conveys enthusiasm for the subject
• Effective word choices that address the
  intellectual challenge of the course without
  intimidating the students

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• Syllabi from every discipline should
• Represent a contract between the student and the
  instructor
• Be student-centered
• Reflect your expectations of the students, and
  what your students can expect from you
• Convey your enthusiasm for the course
• Reflect your respect for the ability of your
  students and your willingness to help students
  individually
• Be discussed in class at the first class meeting

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from Dr. Chris Kule, BIO 440 Biochemistry I

• I have read the syllabus and agree to abide by
  all policies relating to attendance, exam
  assignment dates, academic honesty, lab safety
  and classroom decorum.
• Signature_____________________
• Date_________________________

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General Information

• Course name, number, section, days, time, lecture
  hall or classroom, semester and year
• Professors name and title, telephone number(s),
  office hours, office location, email address
• Titles, authors, and editions of textbook(s),
  laboratory manuals, software, reserve materials
• Course prerequisites and required skills
  (emphasize expectations to minimize the problem
  of unqualified students taking the class)

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from Dr. Cynthia Halpern, SPA 102 Introductory
Spanish II

• Required Texts
• Aventuras Primer curso de lengua española,
  2nd. Edition, by Donley, Benavides, and Blanco.
• (Vista Higher Learning, Boston, Massachusetts,
  2007.)
• 1) Textbook with accompanying CD-ROMs
  and DVD - new with 2nd Ed. is the supersite
  (access coded)
• CD-ROMs and DVD Textbook MP3s, Song Collection
  CD, and DVD of the Aventuras en los países
  hispanos
• 2) Workbook/Video Manual
• Both the textbook and workbook must be brought
  to every class period.

8
from Dr. Robert Lewis, IST 125 Information
Management and Technology

• Prerequisites
• Students are expected to be familiar with
  Microsoft Windows OS and file management. For
  additional practice, review textbook MO Windows
  A-B.
• Students are expected to be familiar with
  Internet Explorer browser. For additional
  practice, review textbook MO Internet A.
• Students are expected to be familiar with word
  processing software. For additional practice,
  review textbook MO Word A-D.

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Course Description

• Provide a stimulating course description that
  will generate interest and enthusiasm
• Emphasize how the course fits in with the
  colleges or departments curriculum
• Explain the courses relevance and applicability

10
from Dr. Marty Waring-Chaffee, EDG 500 Growth
Through Inquiry

• Course Description
• This course is designed to broaden students'
  awareness of the professional opportunities open
  to individuals who come to view themselves as
  researchers of their classrooms, work settings or
  personal socio-familial contexts. Students will
  read about, discuss as well as implement a wide
  variety of qualitative data collection strategies
  such as participant observation, interviewing
  strategies, and mapping techniques to investigate
  a particular aspect of their professional or
  personal lives. Themes throughout the course will
  include (1) viewing inquiry as a means of
  "looking to learn" (2) acknowledging inquiry as
  a natural aspect of human behavior and (3)
  understanding inquiry as a lens through which
  meaning can be brought to experience.

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Course Objectives

• Identify your goals
• What do you want your students to learn?
• Information/knowledge
• Skills
• How will they learn this information?
• Assignments
• Activities inside and outside of the classroom
• Pedagogical strategies
• How are you planning to evaluate their
  achievements?

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• Objectives should provide a focus and a
  motivation for learning
• Use action verbs
• What will students know or be able to do better
  after completing the course?
• What specific skills or competencies will they
  have mastered
• Foster a sense of partnership
• Let your students know that you and the students
  will be working toward the same goals.
• How does the course meet the qualities of a
  liberally educated person (QLEPs)?

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from Dr. Sheryl Fuller-Espie, BIO 308 General
Microbiology

• Course Objectives 1. To become familiar with
  the ways in which various infectious
  microorganisms utilize their environments and the
  impact they have as a result of these
  interactions.2. To study how microorganisms
  generate and utilize energy in biosynthesis.3.
  To understand the processes of microbial
  nutrition, growth and metabolism.4. To gain a
  fundamental understanding of basic immunology and
  its importance in controlling disease including
  innate and acquired immune responses, humoral
  immunity, and the structure/function of
  immunoglobulins.5. To learn the pathogenesis,
  diagnosis and treatment of microorganisms that
  infect the respiratory, digestive, and
  genitourinary tracts of the human body.6. To
  understand the consequences of infections that
  enter the body through the skin, digestive tract,
  animal bites, or via arthropod vectors.7. To
  appreciate the importance of normal microbial
  flora and the role of opportunists as causes of
  infections.8. To interrelate the material
  learned in the classroom with the practical
  aspects of microbiology learned in the
  laboratory.9. To define epidemiology and
  understand the responsibilities of the Center for
  Disease Control and Prevention.10.  To become
  familiar with the growing problem of antibiotic
  resistant strains, how they arise, and what needs
  to be done to control their emergence. 11. To
  interrelate the foundations of general
  microbiology with clinical microbiology and gain
  an appreciation of how basic science promotes
  diagnostic and therapeutic strategies.12.  To
  learn the foundations of virology and study the
  characteristics of viruses that infect eukaryotic
  cells.

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Course Format

• How will the information in the course be
  delivered?
• Lectures
• Groups presentations
• Guest speakers
• Computer software
• Films
• Classroom discussion

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Tentative Schedule of Lectures, Activities and
Assignments

• List lecture schedule, topics, assignments,
  activities, projects and examinations according
  to the day or week of class schedule
• Structure class material so that workload is
  evenly balanced throughout the semester
• Emphasize the dates of exams and specific
  assignments (bold type face)

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from Dr. Cynthia Halpern, SPA 102 Introductory
Spanish II
Week of January 15 INTRODUCTON and REVIEW
17
from Dr. Sheryl Fuller-Espie, BIO 250 - Nutrition

• Important Dates to Remember (Please Post This
  List for Reference and/or Write These Dates on
  Your Calendar.)Take Home EssaysEssay 1 
  February 16Essay 2  March 23Essay 3  April
  18Essay 4  Date of Final Exam (to be
  announced)Concept MapsChapter 1  January
  24Chapter 2  January 31Chapter 3  February
  7Chapter 11  March 7Chapter 12  March
  21Chapter 9  April 4Chapter 10  April
  11Chapter 5  April 20Chapter 6  April
  27Chapter 7  May 2
• Take Home Essays  1-4  Due at the beginning of
  each exam. 
• Extra Credit SummariesApril 25
• ExaminationsFebruary 16March 23April 18Final
  - To Be Announced

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• Progress reports may help to pace students
  activities for major research projects
  (bibliography, outline, rough draft, final draft)
• Be flexible to permit changes - Include a
  statement that syllabus is subject to change
• Give students a sense of how much preparation and
  work the course requires (time needed for
  reading, problem sets, lab reports, projects,
  etc.)

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from Dr. Sheryl Fuller-Espie, BIO 420 - Immunology

• Journal Research Paper Assignments
• 1. Topic Choices Due for Journal Critique
  September 15, 2006
• Choose a research paper from the Journal of
  Immunology in the Holy Spirit Library.
• Hand in a photocopy of the front page of the
  article.
• You will be notified if your choice is
  appropriate for this project.
• 2. Annotated Bibliography due for
  Introduction
  October 4,
  2006
• Minimum 6 references from journals or textbooks
• Complete annotated citation is required for each
  reference (author, date, title, page numbers,
  publisher, editor). Annotated references are 1
  paragraph summaries of the article, journal or
  textbook. Examples will be provided in class.
• 3. Methods Section Overview
  October 18,
  2006
• Identify each of the procedures used by the
  author(s) for conducting their experiments.
• Indicate whether you are familiar with each
  method or not. If not, how do you intend to find
  out? There is a book on reserve entitled Short
  Protocols in Immunology that will help with this
  section.
• 4. Introduction Section Outline due
  November
  10, 2006
• Present an outline of how you plan to organize
  your introductory background information based on
  your references. Provide sufficient detail to
  represent specific focus points that you will
  discuss.
• 5. Result Section Overview
  November 29, 2006

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Evaluation Procedures and Grading Policies

• Explain specifically how testing will be carried
  out
• How many examinations or quizzes will be given?
• What is the nature and subject matter of exams?
• Which chapters and lectures on each exam?
• What is the format of examinations?
• Multiple choice, T/F, Matching, Fill-in
• Short answer, Essay
• Cumulative or Non-cumulative final exam
• Will the exam be timed?
• Indicate proportion of final grade per exam

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from Dr. Sheryl Fuller-Espie, BIO 312 Theory
and Practice in Biotechnology
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• Identify assignments or activities that will
  graded and proportion of each toward final grade
• Examinations/quizzes
• Terms papers
• Journals
• Take home essays
• Classroom participation
• or presentation
• Group discussions
• Field trips

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from Dr. Sheryl Fuller-Espie, BIO 312 Theory
and Practice in Biotechnology
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• Explain clearly how grades will be determined
• What is the course grading scale?
• Will you grade on a curve or use an absolute
  scale?
• Will you accept extra credit work to improve
  course grades?
• Will any quiz or exam grades be dropped?
• How is the final grade calculated?
• What is your policy on make-up exams or late
  assignments? (Balanced inflexibility with
  leniency!)
• Explain the incomplete and withdrawal policies of
  the college.

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Attendance and Participation

• Indicate your intention to count attendance or
  class participation toward the final grade
• Make your policy clear
• Be flexible but not too lenient
• If participation contributes to final grade,
  emphasize its significance and how you will
  weight each contribution (quantity versus
  quality?)
• Will lack of participation adversely affect final
  grades?

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from Dr. Sharon Schwarze, Seminar 300

• Class attendance
• This is a seminar course. It requires your
  active participation for its success. This means
  you are required to attend and to be prepared.
  Each student will be expected to participate in
  the discussion of the readings and in the
  classroom activities. This is your seminar.
  Class attendance is required. Your final grade
  will be reduced one whole grade for each set of
  three unexcused absences.
• Late assignments Late assignments will be
  penalized one whole grade. Coming late to class
  with an assignment makes the assignment late.

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from Dr. Dawn Francis, COM 101-OL Introduction
to Mass Communications

• Attendance
• Students are expected to "attend" this online
  course by logging in to the COM101 Online site.
  During these visits to the online course, you are
  required to read the materials associated with
  each Learning Module (e.g., Chapter 13 - Media
  Economics) and complete the discussion
  assignment. (Note "completion" of the discussion
  assignment for each Learning Module means that
  you will need to post your own reply to the
  professor's question, and then respond to of your
  classmates' postings. These expectations are
  described in further detail under the "Online
  Discussion" component of this syllabus.) However,
  to give you an idea of how you might "attend"
  this course, here's a scenario. You would log in
  at the beginning of each week to read over the
  materials in the Learning Module, log in a second
  time to post your own discussion response in
  light of the textbook reading and materials you
  read online, and then log in a third time to read
  over the postings from your classmates and
  respond to at least two of them.

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Academic Integrity

• Include a statement regarding the colleges
  policy on Academic Integrity
• Refer student to specific sections in the College
  Catalog or the Student Handbook
• Clarify your policy and views about cheating,
  plagiarism, and other forms of academic
  misconduct, defining consequences
• Remind students what behaviors are considered
  unacceptable

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• Cabrini College Academic Honesty Policy
• The principal objective of the Cabrini College
  Academic Honesty Policy is to encourage a
  dynamic, open, and honest intellectual climate
  based on the personal and academic integrity of
  all members.  It is the responsibility of
  students to help maintain the community of
  academic integrity.  Students shall not receive
  credit for work that is not a product of their
  own efforts.  For a full description of the
  policy, please see the Academic Affairs homepage
  and follow the Academic Honesty link, or pages
  49-53 of the 2006-2007 Undergraduate Catalog.
• Academic dishonesty includes, but is not limited
  to
•                  Plagiarism
•                  Cheating
•                 Information falsification or
  fabrication
•                  Theft or destruction of
  intellectual property
•                Facilitation of academic
  dishonesty
• For a first violation, the faculty member will
  meet with the student or otherwise communicate
  the charge.  The faculty member will complete an
  Academic Honesty Violation Charge Form, stating
  the violation and assigning a penalty.  The
  student should sign and date the charge form and
  return it to the faculty member.  The student may
  request a hearing before the Academic Honesty
  Board by indicating that option on the form.  For
  a second violation in a given course, the faculty
  member will follow the same procedures as in the
  first incident but will assign a penalty of
  failure of the course without privilege of
  withdrawal.  For any second or subsequent
  violation during a students academic career at
  Cabrini College, the Academic Honesty Board shall
  conduct a hearing. 

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from Dr. Robert Lewis, IST 125 Information
Management and Technology

• Each IST125 project must be submitted
  electronically to WebCT for credit to be given.
  The electronic submissions are retained by the
  Dept. of Information Science and Technology,
  which reserves the right to use third-party
  plagiarism detection software (e.g., TurnItIn),
  as well as internally-developed techniques, to be
  applied during this as well as any future
  semester.

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Disabilities

• Federal law states that students with
  disabilities must be accommodated.
• Disability Support Services (DSS) located in
  Founders Hall is equipped to work with students
  with certifiable disabilities to increase their
  ability to learn course material or take exams
  successfully.
• Request students with disabilities to contact the
  Center within a few days after the start of the
  course so that arrangements can be made to
  accommodate any special needs.

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from Disability Support Services, Cabrini College

• Disability Support Services
• Cabrini College provides support services and
  appropriate accommodations for qualified students
  with documented disabilities. If you are a
  student who requires classroom or testing
  accommodations, please contact Disability Support
  Services (DSS) at 610-902-8572 or e-mail
  dss_at_cabrini.edu. Please note that classroom and
  testing accommodations can only be provided to
  students who have a Verified Individualized
  Services and Accommodation
• (VISA) form from Disability Support Services.
  Students are responsible for providing the
  instructor with a copy of their VISA and
  informing the instructor when they need academic
  adjustments. The office of DSS is located in
  Founder's Hall, room 97.

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Miscellaneous Information

• Identify any additional materials or equipment
  needed for the course (lab or safety equipment,
  art supplies, calculators, computers, drafting
  materials, reserve materials)
• Emphasize your availability (office hours, email)
• Acceptable or unacceptable classroom behavior
• Bibliography
• Available support services (tutoring and academic
  support, library, review sessions, computer
  labs)

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• Include Learning Outcomes if your course fulfills
  a Distribution, Religion, Competency or Seminar
  Area of the Core Curriculum

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from Dr. Sharon Schwarze, Seminar 300

• Expected Learning Outcomes
• The course will help the student demonstrate an
  understanding of social justice
• How Through written papers that respond to
  people and issues and three written interviews
  which will form part of the group project at the
  end of the semester.
• The course will help the student demonstrate an
  understanding of the relationship between the
  needs of the individual and the common good
• How By examining through reading, discussion,
  and videos the roles individuals have played in
  evil events in our times.
• The course will help the student understand the
  difference between the search for justice through
  social change and through acts of charity
• How By requiring the student to participate in
  a regular weekly commitment in the community,
  which is an act of charity, and by looking at and
  writing about the motivations of individuals and
  society as a whole which create the injustices or
  right the injustices in our society.
• The student will demonstrate a sustained
  commitment to his/her community
• How Through a regular weekly involvement in the
  community which will be monitored and reported on
  both orally and in writing at the end of the
  semester.

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from Dr. Cynthia Halpern, SPA 102 Introductory
Spanish II

• Learning Outcomes
• As a result of this course, students at the
  introductory level will
• demonstrate an oral proficiency rating of
  mid-novice to high-novice according to the
  guidelines set by the American Council on the
  Teaching of Foreign Languages.
• demonstrate global understanding of basic
  conversation which will include simple
  grammatical structures and common vocabulary with
  little or no idiomatic use of language.
• demonstrate global understanding of a reading
  passage which will include simple grammatical
  structures and common vocabulary with little or
  no idiomatic use of language.
• demonstrate proficiency in writing a 150-word
  essay using familiar grammatical structures and
  vocabulary.
• demonstrate knowledge of the peoples and cultures
  of the Spanish language.
• The final examination (which is given in three
  parts) is the tool by which assessment is
  measured for speaking, listening, reading,
  writing, and cultural awareness and appreciation.

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• Supplementary material to help students succeed
  in the course
• Tips on how to study effectively, take lecture
  notes or succeed in your class
• References for supplementary readings
• Online or networked resources
• Glossary of terms and their abbreviations used
  frequently in the course
• Copies of previous examinations to enforce
  expectations and format

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from Dr. Cynthia Halpern, SPA 102 Introductory
Spanish II

• Strategies for Successful Language Learning
• ? Try to participate as much as possible and
  dont be afraid of making mistakes when you
  speak. Correcting a mistake is often the best
  way to really learn something. A large
  percentage of your grade (40) is based on your
  oral and classroom participation.
• ? Do all the assignments upon request. Grammar
  exercises are very important because they
  reinforce the concepts learned and practiced in
  class. Prepare these assignments before coming
  to class.
• ? Do not wait until the night before a test to
  begin studying a chapters material. Set aside
  time each day to review and prepare the course
  material. A short review each day will reinforce
  the concepts better than a massive cram before
  a class or exam. There will be many surprise
  quizzes throughout the semester.
• ? As you study a lesson, if there is something
  you do not understand, make a note of it and ask
• the instructor in class. Do not be embarrassed
  to ask questions in class. Remember, if you do
• not understand a certain point, there is a good
  chance you will be doing your classmates a favor
• by bringing up a topic they too do not
  understand.
• ? Review previously covered material before
  beginning a new lesson. Grammatical concepts are
  often cumulative and build upon previous
  knowledge.
• ? Read material and say vocabulary words aloud
  when studying. More than most other disciplines,
  the study of language involves developing motor
  (physical) skills in addition to mastering
  intellectual concepts. The rhythm and intonation
  of Spanish are very different from English. The
  more you hear and speak the language, the less
  foreign it will seem to you.
• ? As you learn new vocabulary, try to associate
  the new word directly with the object or concept
  rather than memorizing what it means in
  English. This way you will truly be leaning to
  use the word in the new language rather than
  relying on a two-step translation process. Try
  to think in Spanish rather than in English as you
  speak.
• ? Write down the name, cell number, and e-mail
  address of at least two classmates. If you miss
  class, you are still responsible for any
  assignments given when you were absent. A prior
  absence does not excuse the student from
  presenting work on time. Failure to take tests,
  quizzes, or to perform orals, turn in essays, or
  hand in assignments on the day they are due will
  result in a ZERO.

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from Dr. Sheryl Fuller-Espie, BIO 101
Biological Sciences I

• Study Hints for Students  Due to the nature and
  the amount of material covered in this course,
  achieving an A or B will require a lot of effort
  on your part to comprehend the material and then
  apply it to problems and laboratory experiments. 
  Below are some suggestions that may help you
  understand the material more effectively.1. 
  Attendance at every lecture and laboratory is
  essential.  Think very carefully before you miss
  a class unnecessarily as it will seriously affect
  your performance on examinations and may incur a
  penalty for absence.  2.  Read the textbook and
  laboratory material before you come to
  class/lab.  Not only will you understand the
  lecture/lab better but  it will also increase
  your productivity in the classroom and lab. 3. 
  Review your class notes soon after each class. 
  Rewriting your notes, correcting the spelling,
  filling in information from the textbook that you
  may have missed are all key ingredients for
  effective note taking and studying skills. 
  Making flash cards as you rewrite your notes may
  help to reinforce difficult concepts and will
  definitely help you when you begin to review for
  examinations.4.  For every hour of lecture, you
  should plan on spending 2-3 hours of study time,
  which may involve reviewing or rewriting class
  notes, reading the text, problem solving, making
  study outlines, participating in study groups,
  attending office hours, etc....5.  Review your
  notes EVERYDAY - even if is only for fifteen
  minutes.  Keep new material fresh in your mind
  -it really does help when you buckle down during
  exam time. 6.  Write down the names and numbers
  of at least two of you classmates and develop
  study groups that meet once or twice a week and
  before exams.  This will help you to review
  complex topics or evaluate lab procedures.  7. 
  Attend review sessions before each exam.  Come to
  these review sessions prepared - bring specific
  questions that you have and ask for help on those
  topics that you find particularly challenging. 
  8.  Take advantage of office hours, but please
  come prepared for your meeting.  You may attend
  office hours in a small group if that is
  helpful.9.  Don't suffer in silence.  If you are
  having difficulties in the class, let us know
  early so that we can develop a strategy that will
  work for you to help you succeed in the class!

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• Inclement Weather Policy
• Closing Comments

41
from Dr. Marty Waring-Chaffee, EDG 500 Growth
Through Inquiry

• Closing Thoughts
• Please note the ways in which I try to set the
  stage for a respectful, learning community.
• The purpose of the various course assignments is
  to provide opportunities for students to develop
  a positive disposition regarding
  inquiry/research, to engage as colleagues, as
  well as to acquire the concrete data
  collection/analysis skills needed to become
  familiar and comfortable with ethnographic
  research methods. This "layering" of course
  objectives frequently presents powerful
  opportunities to explore new and important
  conceptual, personal or social landscapes. There
  are no assurances that these landscapes, or the
  processes involved in learning about them, will
  be of comfort to you. Simply speaking, you may
  not like everything you learn about yourself or
  various aspects of your inquiry in the coming
  weeks. For this reason, several safeguards have
  been put in place to assist you in your journey.
• Firstly, comments shared throughout this course
  should be considered confidential and treated
  with respect for informants as well as for the
  life histories, belief systems and values of
  other class participants. Please assume this norm
  early in the semester. It is integral to the
  tenor and openness required to study fully
  socio-cultural systems different from one's own.
• Secondly, as this course will be very demanding
  and will require a considerable investment of
  students time, energy, and focus, it will be
  important that students remain current both in
  their observations in the field and desk work.
  Only if your own inquiry moves forward (with its
  inevitable kinks, curves, and muddlement) will
  you be able to contribute meaningfully to the
  conversations of your peers regarding their own
  kinks, curves, and muddlement. There will be
  ample opportunities to debrief, discuss, project,
  and critique constructively as a member of a
  research community throughout the semester.
  Please be prepared to engage fully as a
  colleague, as it is through transaction and
  dialogue that many of the social processes
  inherent in settings reveal themselves most
  clearly.
• And finally, keep in mind that while qualitative
  research methodologies can appear daunting in and
  of themselves, the processes in which we engage
  collectively as a research community will no
  doubt touch our lives as individuals long after
  the formal end of the semester. This course is
  designed to enrich - with support - traditional
  perspectives to research and to build healthy
  perspectives regarding how you might inquire
  about various aspects of your personal or
  professional life. Your knowledge at any one time
  throughout the semester will be considered
  temporary and in flux. There will be few
  absolutes, as we as a group will consistently
  construct new meanings from the data we collect.
  This perhaps is one of the ways your experience
  in the coming weeks will most markedly differ
  from other courses you've taken. If you consider
  it a journey rather than a series of tasks, your
  emergence as a researcher will be greatly
  enriched!
• Simply speaking, my goal is to coach you in your
  growth as qualitative researchers and in turn
  encourage you to view yourself as well as the
  world in which you live through new and exciting
  lens. Please don't hesitate to contact me with
  your questions or concerns.

42
Acknowledgements

• Special thanks to those faculty who contributed
  their course syllabi for use in this workshop
  Drs. Dawn Francis, Cynthia Halpern, Chris Kule,
  Robert Lewis, Sharon Schwarze and Marty
  Waring-Chaffee.

43
Bibliography

• Revised Guidelines for Syllabi, (2006),
  Memorandum from Dr. Charles McCormick, Dean for
  Academic Affairs, Cabrini College.
• Components and Content Areas of a Syllabus,
  http//www.stedwards.edu/cte/sylcom.htm
• Designing a Syllabus, http//gradsch.syr.edu/tapro
  g/syllabus.html
• Motivating with the Course Syllabus,
  http//www.stedwards.edu/cte/sylmot.htm
• Checklist for Developing Your Syllabus/First-Day
  Handouts, http//www.stedwards.edu/cte/checklist.h
  tm
• Creating a Syllabus, http//uga.berkeley.edu/sled/
  bgd/syllabus.html
• Writing a Syllabus, http//www.stedwards.edu/cte/s
  ylwrit.htm

44

• Additional resources
• Altman, H.B. (1989) Syllabus Shares What the
  Teacher Wants, Teaching Professor, 3(5), 1-2.
• Diamond, R.M. (1989) Designing and improving
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