Remove Assignments Remove Confidentiality Remove Learning Outcomes
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Coachin’ in the Classroom

Faculty Focus

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. The course assignment(s) draft was finalized.

Coaching 105
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Coachin’ in the Classroom

Faculty Focus

Next, I drafted a one-page syllabus (Figure 1) that included my contact information, a course description, student learning outcomes, those same discovery questions (above), recommended texts, a preliminary course schedule, and an abbreviated outline of the course content. The course assignment(s) draft was finalized.

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Challenging Implicit Linguistic Biases in Teaching and Learning Across Disciplines Through Student-Faculty Partnerships

Scholarly Teacher

One theme on building critical consciousness explored in our program is the presence of implicit linguistic biases in course syllabi and assignment designs. What does the language in the syllabus/assignment assume about students (e.g., language choices for turning in assignments?