Using Course Syllabi to Foster Learner-Centeredness

Classroom Management Strategies

Learning-centered teaching is the goal for most institutions.

Unfortunately, instructional-centered learning is still the norm for many faculty.

Start at the beginning to encourage the transition from the old teaching model to one that embraces the learning-centered values of community, empowerment and meaningful assessment.

The first handout on the very first day of every class is the syllabus which sets the ground rules for the course, establishes expectations, and defines the learning model.

Where the syllabus leads, the course will follow.

It makes sense that to align faculty with your learning-centered strategy, a good place to begin is with their syllabi.

Roxanne Cullen, Ph.D., of Ferris State University and Michael Harris, Ph.D., of Kettering University show you how to assess the characteristics of existing faculty syllabi, and use your findings to set policy and direction toward more learning-centered documents and courses.

Cullen and Harris have developed a rubric for assessing syllabi, and they share it with you during this 90-minute presentation.

You’ll gain insight into the ways learning-centeredness can be reflected in syllabus content regarding:

Expression of learning rationale and goal
Teacher accessibility
Collaborative opportunity
Feedback processes
Grades
Respective roles of teachers and students
Policy focus versus outcome focus
Experiential opportunities

You’ll receive specific criteria to help you assess the degree of learning-centeredness present in a syllabus … criteria you can also use to develop standards for future syllabus development on an institutional or departmental level.

Who will benefit: