Examples of Sections of Learning-Centered Syllabi

Letter to the Student

Course: Ethics: Theories and Controversies

I hope you enjoy this course. It is not an easy one. At times, philosophy can seem terribly abstract.
At others, it seems too concerned with details. And yet at others, it is hard to see the general point,
and to distinguish that point from the twists and turns in the argument. I think, however, every issue
taken up here is of fundamental importance--fundamental to a broad view of human life. By fighting
through the difficulties, you will be rewarded with insights and perspectives.

I have tried to do two major things in the course: (1) to introduce you to the theories and original
writings of some of the greatest thinkers on ethics, and (2) to take up conflicting positions on some
current ethical issues. The first goal addresses fundamental principles and controversies of ethical
theory. The second goal is a practical goal--to help you begin to sort out and critically assess the
various aspects of current ethical debates over issues that affect our lives.

Good luck to you! (Signature)

Guide to the Readings

Course: Eastern European History: 1918 to Present

I want to take a moment to clarify how I hope you will approach the readings. First, don't take the
readings as gospel. Just because something is printed does not make it Absolute Truth. Be critical of
what you are reading, drawing upon your own experiences and other knowledge. I have chosen
many readings precisely because they are provocative. If you find yourself strongly disagreeing with
a particular reading, that's fine; indeed, I encourage strong disagreement. However, if you disagree,
you must clarify in your mind the reasons and evidence upon which you are basing your
disagreement.

At the same time, keep an open mind. Listen to what the readings have to say. Think about what
experiences you may have had and reading you have done that may corroborate the course readings.
Give yourself time to reflect on the information offered in the readings. These are not readings to be
run through rapidly. Take your time with them; allow yourself to enter into a kind of conversation with
them.

Course Requirements

Course: Business and Management

Like all courses, this class has specific requirements. You are required to attend lectures on Tuesday
afternoons and to participate in small discussion section meetings on Thursday afternoons. Each
section will be directed by a graduate teaching assistant. In these section meetings you will be
assigned to a team that will undertake a semester-long project involving library research, interviews,
and oral and written reports. You will also be asked to do readings, complete in-and out-of-class
graded assignments, take quizzes, and take part in computer simulations. You will find details of
assignments and class activities in this syllabus. Information on your examinations will be provided in
lecture.
Instructor Information

Office hours 9:00-10:30a.m. on Mondays and Wednesdays in my office, 104 Old Main. The
wheelchair accessible entrance to the building is on the Mall side. If you cannot make these hours,
you are welcome to see me in class or send me e-mail to make an appointment at another time.
Please do not see office hours mainly as a time to address problems with the course. You can use
them to clarify information, to talk about the content in relation to your special interests, or to get
feedback on work in progress. You don't need a crisis to make productive use of these hours. I look
forward to talking with you!

Course Policies

Eating and drinking are not allowed in the lab. Please do not bring any food or beverages into the lab.
We will be working with hazardous materials throughout the semester. Eating or drinking during lab
puts you and your classmates at increased risk of accident and injury from breakage or toxins. You
will be asked to remove any food or beverage you bring into the lab. Please turn off your cell phones
and pagers so that you can focus on the lab work at hand.

Syllabus Disability Statement (generic)

indicates instructor willingness to provide reasonable accommodations

Any student who thinks s/he may need an accommodations/s based upon the impact of a disability
should contact me. You will be referred to the Americans with Disabilities Act (ADA) Office for
students with physical or emotional disabilities or the Academic Enrichment Center (AEC) for students
with learning disabilities or ADHD.

Syllabus Academic Honesty Statement (generic)

All students must be honest and forthright in their academic studies. To falsify the results of one's
research, to steal the words or ideas of another, to cheat on an assignment, or to allow or assist
another to commit these acts corrupts the educational process. Students are expected to do their
own work and neither give nor receive unauthorized assistance. Any violation of this standard must
be reported to the Office of Judicial Affairs. (http://www.udel.edu/stuguide/08-09/code.html#honesty)

Further examples: http://www.udel.edu/judicialaffairs/syllabustats.html

Examples taken from:

Collins, T. (1998). An inclusive course syllabus. In: W. Campbell & K. Smith (eds.). New paradigms
for college teaching. Chapter 5.
Grunert, J. (1997). The course syllabus. A learning-centered approach.
Grunert O’Brien, J., Millis, B., & Cohen, M. (2008). (Second edition). The course syllabus. A learning-
centered approach.

Resources:
Faculty Handbook: http://www.udel.edu/provost/fachb/
Student Guide to University Policies: http://www.udel.edu/stuguide/08-09/index.html

Gabriele Bauer, CTE, U of D, August 2008: gabriele@udel.edu