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010 a| 2007049551;

015 a| GBA8087142| bnb;

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020 a| 0470197617 (pbk.);

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100 1 a| O'Brien, Judith Grunert.=| ^A392443;

245 14 a| The course syllabus :b| a learning-centered approach /c| Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen ; foreword by Robert M. Diamond.;

250 a| 2nd ed.;

300 a| xix, 132 pages ;c| 28 cm.;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

490 1 a| Jossey-Bass higher and adult education series;

504 a| Includes bibliographical references (p. 121-126) and index.;

505 0 a| Foreword -- Preface -- Acknowledgments -- Authors -- Part 1: 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 -- Part 2: 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 integrity, disability access, and safety -- Evaluation -- Grading procedures -- How to succeed in the course: tools for study and learning -- Part 3: 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 for syllabus construction -- Teaching portfolios -- References -- Index.;

520 a| From the Publisher: When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today's syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.;

650 0 a| Learning and scholarshipv| Outlines, syllabi, etc.=| ^A23771;

650 0 a| Education, Higherx| Curricula.=| ^A72716;

650 0 a| Instructional systemsx| Design.=| ^A160177;

700 1 a| Millis, Barbara J.=| ^A397559;

700 1 a| Cohen, Margaret W.=| ^A974861;

830 0 a| Jossey-Bass higher and adult education series.=| ^A439142;

856 42 3| Publisher descriptionu| http://www.loc.gov/catdir/enhancements/fy0806/2007049551-d.html;

856 41 3| Table of contents onlyu| http://www.loc.gov/catdir/enhancements/fy0806/2007049551-t.html;

856 42 3| Contributor biographical informationu| http://www.loc.gov/catdir/enhancements/fy0809/2007049551-b.html;

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The course syllabus : a learning-centered approach / Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen ; foreword by Robert M. Diamond.

Author/creator	O'Brien, Judith Grunert
Other author	Millis, Barbara J.
Other author	Cohen, Margaret W.
Format	Book
Edition	2nd ed.
Publication Info	San Francisco : Jossey-Bass, ©2008.
Description	xix, 132 pages ; 28 cm.
Supplemental Content	Publisher description
Supplemental Content	Table of contents only
Supplemental Content	Contributor biographical information
Subjects	Learning and scholarship--Outlines, syllabi, etc. Education, Higher--Curricula. Instructional systems--Design.

Series	Jossey-Bass higher and adult education series Jossey-Bass higher and adult education series. ^A439142
Contents	Foreword -- Preface -- Acknowledgments -- Authors -- Part 1: 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 -- Part 2: 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 integrity, disability access, and safety -- Evaluation -- Grading procedures -- How to succeed in the course: tools for study and learning -- Part 3: 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 for syllabus construction -- Teaching portfolios -- References -- Index.
Abstract	From the Publisher: When it was first published in 1997, The Course Syllabus became the gold standard reference for both new and experienced college faculty. Like the first edition, this book is based on a learner-centered approach. Because faculty members are now deeply committed to engaging students in learning, the syllabus has evolved into a useful, if lengthy, document. Today's syllabus provides details about course objectives, requirements and expectations, and also includes information about teaching philosophies, specific activities and the rationale for their use, and tools essential to student success.
Bibliography note	Includes bibliographical references (p. 121-126) and index.
LCCN	2007049551
ISBN	9780470197615 (pbk.)
ISBN	0470197617 (pbk.)

The course syllabus : a learning-centered approach / Judith Grunert O'Brien, Barbara J. Millis, Margaret W. Cohen ; foreword by Robert M. Diamond.

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