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Using the Syllabus to Document the Scholarship of Teaching

Cheryl Albers
Teaching Sociology
Vol. 31, No. 1 (Jan., 2003), pp. 60-72
Stable URL: http://www.jstor.org/stable/3211425
Page Count: 13
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Using the Syllabus to Document the Scholarship of Teaching
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Abstract

This article addresses the problem of constructing a syllabus to function as a pedagogical tool and as an artifact of scholarship. Two approaches, based on the work of Shulman, are offered for using the syllabus to document the scholarship of teaching. Constructing a syllabus that conveys scholarly course evelopment has three benefits. First, the syllabus can provide hiring and review committees with a picture of the research and of the reflection involved in a scholarly course design. Second, students benefit from a syllabus built on scholarship because it has the potential to organize, integrate, and direct learning. Third, teachers benefit from creating a syllabus built on scholarship because it aids them in planning classroom activities based on curricular, subject matter, and pedagogical knowledge.

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