Using the course syllabus to document the quality of teaching and identifying its most useful items according to the students

NameBS Ia5_Leduc.pdf
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Year2011
Author(s)Laurent Leduc
Abstract
Alongside its well-known functions of communication tool, the syllabus represents suitable evidence of teaching quality. Indeed, for the last decade, more references to syllabi are being recommended in faculty evaluation and in accreditation reviews. This paper first discusses the use of syllabus items in documenting and increasing the quality of course planning according to the literature. Secondly, in order to inspire institutions in their choices of the most valuable syllabus items, this paper reports the results of a survey conducted at the University of Liège in order to identify the most useful generic components to be included in course syllabi according to the opinions of 1,432 students. Items like Assessment methods and criteria; Learning objectives/outcomes; Recommended or required readings and Learning advice appeared to be among the most popular. Our communication will address the reasons likely to explain their most surprising choices compared to similar research.
CategoriesQuality of HE » 2011 6th EQAF