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Direct linkDoolittle, Peter E.; Siudzinski, Robert A. – Journal on Excellence in College Teaching, 2010
Syllabus use in higher education instruction is ubiquitous, yet what actually constitutes a syllabus remains unclear. The authors assessed the contents of 1000 syllabi, sampled from the Internet, based on 26 criteria determined from a literature review of recommended syllabus components. Syllabi contents were assessed according to four categories:…
Descriptors: Higher Education, Course Descriptions, Role, Teacher Expectations of Students
Download full textDoolittle, Peter E.; Lusk, Danielle L. – Journal of the Scholarship of Teaching and Learning, 2007
The purpose of this research was to explore the effects that gender and institutional classification have on the inclusion of syllabus components. Course syllabi (N = 350) written by men and women from seven types of institutions, based on Carnegie classification, were sampled and evaluated for the presence of 26 syllabus components. The gender…
Descriptors: Classification, Institutional Characteristics, Course Descriptions, Gender Differences
Scheer, Stephanie B.; Terry, Krista P.; Doolittle, Peter E.; Hicks, David – Journal on Excellence in College Teaching, 2004
Distance education has become a major form of education in the United States. This surge in popularity has launched a plethora of scholarship emphasizing the distillation of those strategies which inform effective, learning experiences in the distance environment. A growing consensus among researchers recognizes the need for a holistic approach to…
Descriptors: Online Courses, Distance Education, Educational Strategies, Teaching Methods
