Foreword | |
Preface | |
Acknowledgments | |
The Authors | |
Focus on Learning | |
Preparing Students | |
Setting a Framework for Knowledge | |
Planning Your Learning-Centered Syllabus: An Overview of the Process | |
Composing a Learning-Centered Syllabus | |
Using a Learning-Centered Syllabus | |
Examples | |
Checklist | |
Table of Contents | |
Instructor Information | |
Student Information Form | |
Letter to the Students or Teaching Philosophy Statement | |
Purpose of the Course | |
Course Description | |
Course Objectives | |
Readings | |
Resources | |
Course Calendar | |
Course Requirements | |
Policies and Expectations: Attendance, Late Papers, Missed Tests, Class Behaviors, and Civility | |
Policies and Expectations: Academic Honesty, Disability Access, and Safety | |
Evaluation | |
Grading Procedures | |
How to Succeed in This Course: Tools for Study and Learning | |
Checklist | |
Suggested Readings | |
General Teaching | |
Active Learning | |
Assessment and Evaluation | |
Cooperative and Collaborative Learning | |
Course and Curriculum Design | |
Critical Thinking | |
Information Technology | |
Learning and Motivation | |
Student Differences | |
Online Resources | |
Teaching Portfolios | |
References | |
Index | |
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