Professional Documents
Culture Documents
constant emails asking questions for which the answers are clearly stated in the syllabus
An Analysis of My Syllabus
basic course and instructor information official course description (jargon) Introduction to the principles of economics, with an emphasis on individual economic units. Topics include course objectives (jargon) demonstrate graphically the production possibility frontier, market equilibrium dynamics,
list of course prerequisites and expected skills how to do algebraic calculations, understand graphs, and communicate clearly both verbally and in written form (what if they dont have these skills?) required course materials This course utilizes an online product called Aplia. Through Aplia, you will receive an electronic copy of the text book and you will complete your homework assignments online. Instructions for purchasing and accessing Aplia can be found on the last page of the syllabus. (no mention of actual text or author)
components of course grade In class assignments will vary in nature. They will be worked on in groups during class time and will not be announced in advance. If you are not prepared for class or are not contributing to your group, you will be asked to work alone. No make ups are given. You are allowed to drop two in class assignment grades. - procedural descriptions - imperative language
course and institutional policies (this section gets longer every year ) course schedule - chapter titles, by week
My thoughts on my syllabus: - long - boring - authoritative - not very me - not reflective of my actual class
[Syllabi] list the assigned readings but not reasons why the subject is worth studying
http://www.wordle.net/
A graphic syllabus is
a flowchart or diagram that displays the sequencing and organization of major course topics through the semester. Much like a concept map or mind map, it uses spatial arrangement to show the logical, temporal progression of the course In addition, it may but need not use icons, pictures, and visual metaphors to convey the meaning of words, concepts, and relationships.
The Graphic Syllabus and the Outcomes Map: Communicating Your Course by Linda Nilson (Jossey-Bass, 2007) page 26
Markets
Advanced Applications
weeks 13 - 14 -labor market (ch 18) -consumer choice theory (ch 21 )
http://www.cmu.edu/teaching/designteach/design/syllabus/samples-creative/ BayesianMethodsSyllabus.pdf
The Graphic Syllabus and the Outcomes Map: Communicating Your Course by Linda Nilson (Jossey-Bass, 2007) page 46
http://www46.homepage.villanova.edu/john.immerwahr/TP101/Prep/Graphic_ syls.pdf
Syllabi serve several important purposes, the most basic of which is to communicate the instructors course design to students. - goals - organization - policies - expectations - requirements
(accessed 10/15/2011)
http://www.cmu.edu/teaching/designteach/design/syllabus/index.html
Other functions served by a syllabus include: - To convey our enthusiasm for the topic - To show how this course fits into the big picture - To set the tone for the course - To help students assess their readiness for the course by identifying prerequisite areas of knowledge - To help students manage their learning by identifying outside resources and/or providing advice
(accessed 10/15/2011)
http://www.cmu.edu/teaching/designteach/design/syllabus/index.html
Learner-Centered Syllabus
- focus on the learning process
The Course Syllabus: A Learning-Centered Approach by Judeth Grunert OBrein, Barbara Millis, and Margaret Cohen (Jossey-Bass, 2008, 2nd edition) Learner-Centered Teaching: Five Key Changes to Practice by Maryellen Weimer (Jossey-Bass, 2002)
Developing Learner-Centered Teaching: A Practical Guide for Faculty by Phyllis Blumberg (Jossey-Bass, 2008)
How to reach discipline novices? - reduce jargon - give them a really good map
graphic syllabus
Side Note: An Annotated Syllabus helps track your thinking about course design and teaching. Why are your policies the way that they are? Why are you asking what you are asking? Why did you structure the course in the way you did? How did a learning activity go?
or this:
More Reasons
dual-coding material into memory The mind has two memories: semantic = verbal episodic = visual-spatial
Graphics allow concepts to be stored in both memories. graphics convey information more efficiently than text individual elements relationship between elements
Nilsons The Graphic Syllabus pages 19-20
More Reasons
use as a reference throughout the course - I use it to remind students where weve been, where we are, and where we are going
helped me link my topics to learning objectives ultimately to assessment the content is now front and center in my syllabus - before it was hidden in jargon-y descriptions and a linear course topic list
price mechanisms
regulations
government intervention
finance provision of goods direct provision of goods
price mechanisms
regulations
government intervention
government intervention
price mechanisms
regulations
finance provision
direct provision
price mechanisms
Markets
Advanced Applications
weeks 13 - 14 -labor market (ch 18) -consumer choice theory (ch 21 )
Types of Structures competition and complementarity - economic schools of thought - different theories for same concept parallelism - theory & empirical results - concept & underlying mathematics process - about a process - teach how to do a process
Nilsons The Graphic Syllabus chapter 3
categorical hierarchy
How Markets Work weeks 2 - 4 -why we use markets (ch 3) -supply and Demand (ch 4 &5) -measuring economic well-being (ch 7) Learning Objective: Apply microeconomic analysis to evaluate economic events and/or problems.
Public Finance
Lets try it! Keep in mind: There is not one right way to do this. - different types of road maps: scenic route, fastest route, specific sites, You already have a framework in your head for how the concepts fit together. - might identify tacked on subjects Play around with variations. - iterative process - perfect is the enemy of the good
Ten Principles of Economics Interdependence and the Gains from Trade Measuring a Nation's Income Production and Growth The Basic Tools of Finance The Monetary System Open-Economy Macroeconomics Aggregate Demand and Aggregate Supply Tradeoff between Inflation and Unemployment
Thinking Like an Economist Market Forces of Supply and Demand Measuring the Cost of Living Saving, Investment, Financial System Unemployment and Its Natural Rate Money Growth and Inflation Theory of the Open Economy Monetary and Fiscal Policy Debates over Macroeconomic Policy
Long Run Economic Growth - productivity - market for funds The Monetary System - money and banking - the Federal Reserve - the money market The Open Economy - international trade - market for foreign exchange
A Model of the Economy as a Whole - GDP, inflation, and unemployment - government policy
Questions? Comments?