A Universal Vision: Creating a universally accessible syllabus
Table of Contents
- A Universal Vision
- The basics
- Recommended additions
- For electronic learning environments
- Other courses are completely online
- Electronic learning 1
- Electronic learning 2
- Web sites for electronic learning 1
- Web sites for electronic learning 2
- Web sites for electronic learning 3
- Web sites for electronic learning 4
- A Universal Model
- For all syllabi
- Course information
- Learning outcomes
- Faculty information
- Instructional materials and methods
- Grading and course expectations 1
- Grading and course expectations 2
- Course schedule
- Your policies
- The following is recommended wording for the academic honesty and disabilities statements for inclusion in the syllabus:
- Academic honesty (plagiarism, etc.) 1
- Academic honesty (plagiarism, etc.) 2
- Academic honesty (plagiarism, etc.) 3
- Students with disabilities statement
- Electronic learning
- Course infrastructure and access 1
- Course infrastructure and access 2
- Course infrastructure and access 3
- Time management
- Address any other expectations that might be different from a face-to-face class.
- Access reiterated 1
- Access reiterated 2
- Elements of access 1
- Elements of access 2
- All students benefit 1
- All students benefit 2
- Faculty benefit
- Anticipated outcomes, May 2007 1
- Anticipated outcomes, May 2007 2
- Anticipated outcomes, 2009
- Thank you!
- And in the end,
Text and Images from Slide
And in the end,
Here is a secret hidden in plain sight: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. In every class I teach, my ability to connect with my students, and to connect them with the subject, depends less on the methods I use than on the degree to which I know and trust my selfhood—and am willing to make it available and vulnerable in the service of learning.
(Parker Palmer, The Heart of a Teacher)