This is the second in a collection of posts about topics covered in “A Learner-Centered Approach to Effective Teaching,” a workshop series offered by the UC Davis Center for Excellence in Teaching and Learning (CETL). By writing these posts, I hope to solidify my grasp of the topics covered and provide useful information for those unable to attend the workshop.

What’s in a typical syllabus? Most begin with a description of the course, lay out a series of lecture topics and reading assignments, and then delve into grading policies. These policies are generally designed with three purposes in mind: to provide accountability to students, to determine the suitability of each student for advancement, and to describe how students compare to some standard. The tools used to enact these policies – tests, quizzes, graded essays etc – are known as summative assessments. While these types of assessments do a good job at determining whether a student has achieved particular learning outcomes, they do little to actually promote learning.

This leads me to what is often missing from syllabi – Continue reading →