The Syllabus as a Tool to Enhance Teaching &amp; Learning in Construction Education

Farrow, C. Ben; Leathem, Tom

doi:10.1080/15578771.2020.1741049

Cited by 4 publications

(10 citation statements)

References 13 publications

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“…Besides that, research has shown that students prefer interactive and engaging syllabi. Moosavian [12] found out that -a well-designed interactive syllabus can bring about many advantages such as ... causing better retention; needing less cognitive energy for interpretation; helping instructors identify any snags in their course organization; capability of being integrated easily into a course management system; appealing to many of learning styles and engaging students with different learning styles.‖ Garavalia et al [13] and Farrow and Leathem [14] discuss surveys conducted among university students and teachers on the most valuable syllabi components. According to Garavalia et al [13], faculty members and students differed significantly in their perceptions regarding 15 of the 39 possible curricula components.…”

Section: Literature Reviewmentioning

confidence: 99%

Composing a Syllabus via Educational Program Maker: A Web Tool for Academic Documents Creation

Shnaider,

Chernysheva,

Govorov

et al. 2023

IJIET

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This paper raises the question of the importance of syllabus structure. The research conducted on syllabus components allowed for a thorough analysis of the learning analytics literature, leading to the identification of the main components of the course model and the interrelationship between them. Based on these findings, a web service called the Educational Program Maker was developed. This tool has proven to be notably useful at ITMO University in Saint Petersburg, Russia since its launch in March 2021. It has gradually become the primary instrument for creating academic courses at the university, playing a crucial role in effective communication among educational process participants during the design, development, coordination, and approval of the syllabus. The Educational Program Maker follows a course model that is presented and discussed in this study. Feedback from faculty members who have used the tool has been evaluated, and the results are promising. The Educational Program Maker is not only making the process of creating syllabi and academic documents easier, but it is also improving the quality of these documents and fostering collaboration and communication among educators.

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Section: Literature Reviewmentioning

confidence: 99%

Composing a Syllabus via Educational Program Maker: A Web Tool for Academic Documents Creation

Shnaider,

Chernysheva,

Govorov

et al. 2023

IJIET

View full text Add to dashboard Cite

show abstract

“…In the first case -the syllabus serves as a contract. As the first document is often distributed to a class, the course syllabus has long been the standard communication tool in higher education to introduce students to courses (Bowers-Campbell, 2015;Farrow & Leathem, 2021). In the second case -serves as a permanent record, in the third case -serves as an aid to student learning and in the fourth case -cooperation with the course lecturer (Calhoon & Becker, 2008), Fornaciari & Dean, 2014).…”

Section: Syllabimentioning

confidence: 99%

“…In the first case, the syllabus is also sometimes called a "course handbook", course guide, and description. Instructors have sometimes referred to syllabi as being a "contract", using it to serve as an official university document to set expectations and requirements for the class (Bowers-Campbell, 2015;Farrow & Leathem, 2021;Fornaciari & Dean, 2014;Katsampoxaki-Hodgetts, 2022;Parkes & Harris, 2002).…”

Section: Syllabimentioning

confidence: 99%

“…Sometimes, teachers who look gentle, polite and concerned at first glance can appear tyrannical when presenting the syllabus (Singham, 2005). For the area of "student assignments-explanation", instructors should illustrate all major assignments in the syllabus with course grade weighting, due dates, and have the assignments made available to students for accessing at any time (outside of tests) (Farrow & Leathem, 2021).…”

Section: Presentation Of Syllabimentioning

confidence: 99%

“…The authors Marcis and Carr (2003) concluded that the least important sections for students were the academic integrity system, information on additional literature, basic information about the course such as the number of contact hours, and the amount of credit in the course. Previous studies had indicated that the two syllabus elements most important to students were in the area of "student assignments-explanation" and "instructor information" (Farrow & Leathem, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience

Svētiņa¹,

Litiņa²

2022

Human, Technologies and Quality of Education, 2022

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Syllabus is an important document for higher education institutions. It is a normative requirement for the assessment of the quality and facilitates understanding between teachers and students on the course and requirements. An important section of syllabi is the learning outcomes that characterise what students need to be able to demonstrate after completing the course. The aim of this research is to find out to what extent students read syllabi, to find out students’ opinions about the learning outcomes to be achieved specified in the syllabus, as well as to analyse how lecturers introduce students to the content of the syllabus. The research consists of three stages: 1) compilation of statistics and analysis on the number of readings of syllabi; 2) analysis of students’ self-assessment of the learning outcomes to be achieved; 3) survey of lecturers on the process of the introduction of syllabi. In the results, it was concluded that in the 2nd academic year there are more students who have read the syllabi than in the 1st and 3rd academic year. It was discovered that 64% of students agree with the statement that the lecturer introduces the requirements of the study course and 56.5% of students agree that at the end of the study course they have achieved the learning outcomes specified in the syllabus. The results of lecturers’ surveys indicate that the vast majority 78.8.5% are convinced that only a few read the syllabi, 41.2% use the presentation, 5.9% create a separate report to introduce students to the syllabus and learning outcomes and 60.6% devote around 10 minutes to it. According to the obtained results, it would be necessary to encourage lecturers to devote more time when introducing students to the syllabus and to inform the lecturers about the feedback on the reading statistics of their syllabi.

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Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs

Murtiningsih¹,

Amelia

2023

SALEE

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Designing an English Syllabus for architecture students is important to match what they are studying at the university and their future job later. Through the syllabus, lecturers are aware of the mapping between learning outcomes, materials, teaching methods, and assessment and most importantly what students need in the future. English instruction for architecture students is included as English for Specific Purposes. In this circumstance, the lecturers must provide students with the students needs in their field, as outlined in the syllabus. To meet these requirements, the researchers conducted a Research and Development to develop an English Syllabus for Architecture students adapted from Borg and Gall (2003) including (1) needs analysis, (2) writing the product, (3) validating the product, (4) revising the product and (5) final product. Meanwhile, Language Program Development (LPD) by Yalden (1987) is chosen as the model of syllabus development. Thirty three architecture students, three architecture lecturers, and three architecture professional workers as alumni and stakeholder were involved. They were given a questionnaire, an interview, and a validation sheet to collect and triangulate the data. Then, the syllabus was developed, validated, and revised. The results showed that the syllabus of English for Architecture Students has been developed as an integrated syllabus, and it is feasible to use.

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The Syllabus as a Tool to Enhance Teaching & Learning in Construction Education

Cited by 4 publications

References 13 publications

Composing a Syllabus via Educational Program Maker: A Web Tool for Academic Documents Creation

Composing a Syllabus via Educational Program Maker: A Web Tool for Academic Documents Creation

Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience

Designing an English Syllabus for Architecture Students: Matching Students’ English Skills and Future Jobs

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