Syllabus: the remarkable, unremarkable document that changes everything
"The syllabus is one of the central documents of academic life, the one thing every teacher needs to write and every student needs to read. Most syllabi begin with a course description, a statement of what the course is about. But how do we get there? How will our students get there? And where...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Princeton ; Oxford
Princeton University Press
[2020]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "The syllabus is one of the central documents of academic life, the one thing every teacher needs to write and every student needs to read. Most syllabi begin with a course description, a statement of what the course is about. But how do we get there? How will our students get there? And where is there? This book by William Germano and Kit Nicholls is a field guide to, and collegial chat concerning, this fundamental but often overlooked document. It describes how syllabi work and don't work, offers advice and encouragement to the professor trying to finish yet another syllabus, and reimagines our students' encounters with our syllabi by reconsidering our own relationship to them. Sampling syllabi from a range of disciplines across the sciences, social sciences, and humanities, Syllabus asks such questions as: what is a reading list, and what is it for? how do we build human time into the semester's clocktime? and can a syllabus be a living thing? Germano and Nicholls argue that at its heart, a syllabus is not really about what students have to know, or what the instructor will do, but what the students will do. A syllabus designed around doing is not only a faster and more effective way to move students toward knowledge, they contend, but also, importantly, an invitation into a community of practice-one that includes the students, the instructor, and countless others who will enter the classroom through readings, images, designs, and theories. Reimagining the syllabus as a sort of constitution-a founding document that creates a community out of a group of disparate individuals-they show that a syllabus is, above all, a privilege and a responsibility, as one of the few forms of writing that can quite directly call others to act"-- |
| Beschreibung: | xxiii, 204 Seiten Diagramme 23 cm |
| ISBN: | 9780691192208 0691192200 |
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| 505 | 8 | 0 | |t Preface : Reality check -- |t What you do, what they do -- |t Turning the classroom into a community -- |t Clock and calendar -- |t What's a reading list? and what's it for? -- |t Their work and why they do it -- |t Our work and how we do it -- |t What does learning sound like? -- |t For your eyes only -- |t The syllabus as a theory of teaching |
| 520 | 3 | |a "The syllabus is one of the central documents of academic life, the one thing every teacher needs to write and every student needs to read. Most syllabi begin with a course description, a statement of what the course is about. But how do we get there? How will our students get there? And where is there? This book by William Germano and Kit Nicholls is a field guide to, and collegial chat concerning, this fundamental but often overlooked document. It describes how syllabi work and don't work, offers advice and encouragement to the professor trying to finish yet another syllabus, and reimagines our students' encounters with our syllabi by reconsidering our own relationship to them. Sampling syllabi from a range of disciplines across the sciences, social sciences, and humanities, Syllabus asks such questions as: what is a reading list, and what is it for? how do we build human time into the semester's clocktime? and can a syllabus be a living thing? Germano and Nicholls argue that at its heart, a syllabus is not really about what students have to know, or what the instructor will do, but what the students will do. A syllabus designed around doing is not only a faster and more effective way to move students toward knowledge, they contend, but also, importantly, an invitation into a community of practice-one that includes the students, the instructor, and countless others who will enter the classroom through readings, images, designs, and theories. Reimagining the syllabus as a sort of constitution-a founding document that creates a community out of a group of disparate individuals-they show that a syllabus is, above all, a privilege and a responsibility, as one of the few forms of writing that can quite directly call others to act"-- | |
| 653 | 0 | |a Education, Higher / Curricula | |
| 653 | 0 | |a Curriculum planning | |
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| 653 | 0 | |a College teaching | |
| 653 | 0 | |a Curriculum planning | |
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Datensatz im Suchindex
| _version_ | 1804182637860880384 |
|---|---|
| adam_text | Contents Acknowledgments xi Preface: Reality Check xv 1 What You Do, What They Do 1 The Syllabus We Have 5 The Syllabus We Could Have 11 The Pedagogical Contract 17 2 Turning the Classroom into a Community 23 Students and Sovereigns 28 Classroom Composition 33 Finding the Center 36 The Classroom Community as a Working Community 39 True Believers 45 3 Clock and Calendar 49 Two Kinds of Time Coursetime 53 Off-Season 62 51 4 What’s a Reading List? And What’s It For? 69 Not Quite a Short History of the Reading List 71 Required Reading, Recommended Reading 81 Thinking with the Incomplete 84 Making Use of Everything 89 How to Read a List, or Pretty Much Anything Else 90
x · Contents 5 Their Work and Why They Do It 95 Starting from the Work 97 Of Students and Stories 99 Facts and Concepts 103 Putting It All Together 109 6 Our Work and How We Do It 115 The Trouble with Grades 117 Feedback, Feed Forward 124 Honesty and Other Best Policies 133 7 What Does Learning Sound Like? Group Improvisation 144 What Teaching Sounds Like Together and Apart 160 8 For Your Eyes Only 141 155 163 The Instructors Copy 169 Reflective Teaching 171 A Teaching Philosophy, with Oranges 175 9 The Syllabus as a Theory of Teaching 181 A Design for Possibilities 183 Us and Them 184 The Real Life of a Syllabus 189 The Syllabus at the End of the Mind Further Reading 197 Index 199 191
|
| adam_txt |
Contents Acknowledgments xi Preface: Reality Check xv 1 What You Do, What They Do 1 The Syllabus We Have 5 The Syllabus We Could Have 11 The Pedagogical Contract 17 2 Turning the Classroom into a Community 23 Students and Sovereigns 28 Classroom Composition 33 Finding the Center 36 The Classroom Community as a Working Community 39 True Believers 45 3 Clock and Calendar 49 Two Kinds of Time Coursetime 53 Off-Season 62 51 4 What’s a Reading List? And What’s It For? 69 Not Quite a Short History of the Reading List 71 Required Reading, Recommended Reading 81 Thinking with the Incomplete 84 Making Use of Everything 89 How to Read a List, or Pretty Much Anything Else 90
x · Contents 5 Their Work and Why They Do It 95 Starting from the Work 97 Of Students and Stories 99 Facts and Concepts 103 Putting It All Together 109 6 Our Work and How We Do It 115 The Trouble with Grades 117 Feedback, Feed Forward 124 Honesty and Other Best Policies 133 7 What Does Learning Sound Like? Group Improvisation 144 What Teaching Sounds Like Together and Apart 160 8 For Your Eyes Only 141 155 163 The Instructors Copy 169 Reflective Teaching 171 A Teaching Philosophy, with Oranges 175 9 The Syllabus as a Theory of Teaching 181 A Design for Possibilities 183 Us and Them 184 The Real Life of a Syllabus 189 The Syllabus at the End of the Mind Further Reading 197 Index 199 191 |
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| author | Germano, William P. 1950- Nicholls, Kit |
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| author_sort | Germano, William P. 1950- |
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| building | Verbundindex |
| bvnumber | BV047386267 |
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| contents | Preface : Reality check -- What you do, what they do -- Turning the classroom into a community -- Clock and calendar -- What's a reading list? and what's it for? -- Their work and why they do it -- Our work and how we do it -- What does learning sound like? -- For your eyes only -- The syllabus as a theory of teaching |
| ctrlnum | (OCoLC)1226400030 (DE-599)BVBBV047386267 |
| discipline | Allgemeines |
| discipline_str_mv | Allgemeines |
| format | Book |
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| id | DE-604.BV047386267 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T17:49:05Z |
| indexdate | 2024-07-10T09:10:41Z |
| institution | BVB |
| isbn | 9780691192208 0691192200 |
| language | English |
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| physical | xxiii, 204 Seiten Diagramme 23 cm |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Princeton University Press |
| record_format | marc |
| spelling | Germano, William P. 1950- Verfasser (DE-588)1051066476 aut Syllabus the remarkable, unremarkable document that changes everything William Germano & Kit Nicholls Princeton ; Oxford Princeton University Press [2020] xxiii, 204 Seiten Diagramme 23 cm txt rdacontent n rdamedia nc rdacarrier Preface : Reality check -- What you do, what they do -- Turning the classroom into a community -- Clock and calendar -- What's a reading list? and what's it for? -- Their work and why they do it -- Our work and how we do it -- What does learning sound like? -- For your eyes only -- The syllabus as a theory of teaching "The syllabus is one of the central documents of academic life, the one thing every teacher needs to write and every student needs to read. Most syllabi begin with a course description, a statement of what the course is about. But how do we get there? How will our students get there? And where is there? This book by William Germano and Kit Nicholls is a field guide to, and collegial chat concerning, this fundamental but often overlooked document. It describes how syllabi work and don't work, offers advice and encouragement to the professor trying to finish yet another syllabus, and reimagines our students' encounters with our syllabi by reconsidering our own relationship to them. Sampling syllabi from a range of disciplines across the sciences, social sciences, and humanities, Syllabus asks such questions as: what is a reading list, and what is it for? how do we build human time into the semester's clocktime? and can a syllabus be a living thing? Germano and Nicholls argue that at its heart, a syllabus is not really about what students have to know, or what the instructor will do, but what the students will do. A syllabus designed around doing is not only a faster and more effective way to move students toward knowledge, they contend, but also, importantly, an invitation into a community of practice-one that includes the students, the instructor, and countless others who will enter the classroom through readings, images, designs, and theories. Reimagining the syllabus as a sort of constitution-a founding document that creates a community out of a group of disparate individuals-they show that a syllabus is, above all, a privilege and a responsibility, as one of the few forms of writing that can quite directly call others to act"-- Education, Higher / Curricula Curriculum planning College teaching Nicholls, Kit Verfasser (DE-588)1223651320 aut Erscheint auch als Online-Ausgabe 978-0-691-20987-6 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032787684&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Germano, William P. 1950- Nicholls, Kit Syllabus the remarkable, unremarkable document that changes everything Preface : Reality check -- What you do, what they do -- Turning the classroom into a community -- Clock and calendar -- What's a reading list? and what's it for? -- Their work and why they do it -- Our work and how we do it -- What does learning sound like? -- For your eyes only -- The syllabus as a theory of teaching |
| title | Syllabus the remarkable, unremarkable document that changes everything |
| title_alt | Preface : Reality check -- What you do, what they do -- Turning the classroom into a community -- Clock and calendar -- What's a reading list? and what's it for? -- Their work and why they do it -- Our work and how we do it -- What does learning sound like? -- For your eyes only -- The syllabus as a theory of teaching |
| title_auth | Syllabus the remarkable, unremarkable document that changes everything |
| title_exact_search | Syllabus the remarkable, unremarkable document that changes everything |
| title_exact_search_txtP | Syllabus the remarkable, unremarkable document that changes everything |
| title_full | Syllabus the remarkable, unremarkable document that changes everything William Germano & Kit Nicholls |
| title_fullStr | Syllabus the remarkable, unremarkable document that changes everything William Germano & Kit Nicholls |
| title_full_unstemmed | Syllabus the remarkable, unremarkable document that changes everything William Germano & Kit Nicholls |
| title_short | Syllabus |
| title_sort | syllabus the remarkable unremarkable document that changes everything |
| title_sub | the remarkable, unremarkable document that changes everything |
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