Improving Classroom Communication: The Case of the Course Syllabus

Smith, Mary F.; Razzouk, Nabil Y.

doi:10.1080/08832323.1993.10117616

Cited by 51 publications

(39 citation statements)

References 6 publications

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“…Syllabi can improve communication between instructors and students, and clarify course expectations (Behnke and Miller 1989;Smith and Razzouk 1993). Indeed the syllabus is a formal statement of what the course is about, what students will be asked to do, and how their performance will be evaluated.…”

Section: Literaturementioning

confidence: 99%

Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?

Ishiyama

Hartlaub

2002

APSC

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In this article, we examine the impact of syllabi wording on how students assess a hypothetical instructor for an introductory political science course at a medium-sized state institution. Student participants were recruited from political science classes at this institution and randomly assigned to two groups. The groups were asked to review a sample syllabus from an introductory political science class and answer a number of questions regarding the instructor, as well as a few demographic questions. The syllabi were identical except for the wording of the requirements. For one group, the requirements were expressed in “rewarding” terms; for the other, the requirements were expressed in “punishing” terms.

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Section: Literaturementioning

confidence: 99%

Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?

Ishiyama

Hartlaub

2002

APSC

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“…researchers to identify what is being taught in the classroom and how content is organized and hopefully, delivered (Baecker 1998, Smith and Razzouk 1993, Bain et al 2002.…”

Section: Curriculum Developmentmentioning

confidence: 99%

An inside-out approach to integrated marketing communication

Kerr

Schultz

Patti

et al. 2008

International Journal of Advertising

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The Inside-Out approach used in this paper describes the implied educators' perceptions of IMC. From an analysis of 87 IMC course syllabi from six countries and in-depth challenge. This is a particular challenge to the scholars and teachers, who are charged with the responsibility of encouraging best practices, presenting the most current and relevant applications and research approaches and including the most current theory in their course delivery.

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“…Declarative knowledge is cognitive, while skill-acquisition can involve application. Both components, grading assessment and learning outcomes, are typical components in a course syllabus (Smith & Razzouk, 1993). There are generally different grading assessment items typically detailed in a course syllabus, often including: quizzes, examinations, individual papers, group papers, presentations, participation, and attendance (Holmes & Smith, 2003;Smith & Razzouk, 1993).…”

Section: Introductionmentioning

confidence: 99%

“…Both components, grading assessment and learning outcomes, are typical components in a course syllabus (Smith & Razzouk, 1993). There are generally different grading assessment items typically detailed in a course syllabus, often including: quizzes, examinations, individual papers, group papers, presentations, participation, and attendance (Holmes & Smith, 2003;Smith & Razzouk, 1993). Across all types of class delivery modes (e.g., face-to-face, hybrid or blended, online), graded assignments can take a variety of forms (e.g., in-class or take-home, individual or group), as well as involve discussion boards or blogs (Comer, Lenaghan, & Sengupta, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions

Blau¹,

Blessley²,

Kunkle³

et al. 2017

JEDP

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Motivated by a lack of scales for measuring business undergraduates' grading assessment learning perceptions (GALP), this research created two three-item GALP scales, closed and open. Two separate samples of senior business undergraduates (fall, 2015, n = 220 and spring, 2016, n = 690) were used. Closed GALP and open GALP were identified via exploratory and confirmatory factor analyses. Subsequent stepwise regression analyses consistently showed that satisfaction/reputation had a positive impact and accounted for the most variance in these two GALP scales across both samples. Research limitations and future research issues are discussed.

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Improving Classroom Communication: The Case of the Course Syllabus

Cited by 51 publications

References 6 publications

Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?

Does the Wording of Syllabi Affect Student Course Assessment in Introductory Political Science Classes?

An inside-out approach to integrated marketing communication

Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions

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