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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/2604

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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