How Students Use the Course Syllabus

Autor/inn/en	Calhoon, Sharon; Becker, Angela
Titel	How Students Use the Course Syllabus
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 2 (2008) 1, Artikel 6 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Course Descriptions; Psychology; Student Surveys; Incidence; Reference Materials; Time Management; Use Studies; Student Attitudes; College Students; Attitude Change; Indiana + Suchen Sie Ihr Suchwort? Kursstrukturplan; Psychologie; Schülerbefragung; Vorkommen; Literaturnachweis; Zeitmanagement; Benutzerschulung; Schülerverhalten; Collegestudent; Attitudinal change; Einstellungsänderung
Abstract	Current literature says little about how students use a course syllabus. We surveyed students regarding how frequently they consulted their General Psychology syllabus and other syllabi, what they looked for, and where they kept them. All 112 students responding prior to midterm and 91 of the 93 students responding six weeks later reported they still had their syllabus. Almost half of the students in the first administration looked at their syllabus less than two hours before class. Six weeks later, nearly half of the students looked at the syllabus the day prior. Students looked most frequently at whether there was a quiz scheduled that day, the topic of the day's class, what they should read for class, and what homework was assigned. Results contradict faculty lore that students lose or do not look at their syllabi, though students may not use the syllabus in ways faculty might expect. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01