Summer Syllabus Development Workshop / Bryn Mawr College * Teaching and Learning Institute * 2012
Welcome to the community page for entering Bryn Mawr College faculty exploring syllabus development in context.
Here you will find an outline of workshop sessions, associated readings, and a public discussion forum where you are invited to pose questions and share ideas. You are also/alternatively invited to address these to workshop leader Alice Lesnick (email@example.com).
To begin, a poem (of course):
This lonely figure of not much fun
Strayed out of folklore fifteen years ago
Forever. Now on an autumn afternoon
While the leaves drift past the office window
His bright replacement, present-minded, stays
At the desk correcting papers, nor ever grieves
For the silly scholar of the bad old days,
Who'd burn the papers and correct the leaves.
-- Howard Nemerov, Collected Poems, Univ. of Chicago Press, 1977
Session 1: Introductions; Inquiry into principles and practices; Contexts of practice
* Entry Questions
What do you think are the most important purposes/functions of a syllabus?
Are any of these in conflict with one another? If so, how do or how might you address these conflicts?
What/who are the various audiences for your syllabi, and how do you mediate them in the text?
How do you imagine students using/interacting with/challenging/informing your syllabus?
* Introducing the Honor Code, assessment practices (norms/range/variation), formulating questions for panelists (Session 2)
Session 2: College Contexts
Faculty, Staff, Student panel on courses in situ
Moodle ways and means
Discussion of sample syllabi
Informal Workshop/Feedback session on syllabi-in-progress
Discussion of challenges and opportunities of the semester's opening days
On The Syllabus
Lang, The Promising Syllabus
Lang, On Course: The Syllabus
On Grading and Assessment
"Will This Be on the Test?" An Overemphasis on Grades Might Be Killing the Desire to Learn - Education - GOOD http://t.co/zsVqPRw
Michael Watson, What is Mastery? http://www.youtube.com/watch?v=Koj2NheuWn4
Articles by and about Duke Univ's Cathy Davidson's novel approach to grading
Peter Elbow's "Ranking, Evaluating, and Liking: Sorting Out Three Forms of Judgment." (College English, 55 (2), Feb. 1993, 187-206.) Available at: http://lgdata.s3-website-us-east-1.amazonaws.com/docs/259/68300/elbow_ranking.pdf.
This is a classic piece from Literacy Studies, with resonance for others.
Brief blog post using Elbow's framework as support for inspiring hope rather than fear in teaching: http://seansturm.wordpress.com/2009/10/17/ranking-evaluating-and-liking-peter-elbow/
For resources and and documentation of faculty working group on assessment that met for two years, visit its Serendip page.