In his POD post of 17 Sep 2002 11:29:20-0400 titled "T & L Course
Syllabi" Kevin Johnston wrote (my CAPS):
"If you have a syllabus for a course you've taught that addresses
teaching and learning issues in higher education (pro seminars
included, ANY DISCIPLINE) and you're willing to share it with me
and/or the rest of us, would you post it to me?" I'll assemble them
and put them in a URL for us."
Subscribers might or might not be interested in Hake (1994/95) in three parts:
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PART 1 - "Objectives of the P201 Course" (P201 is the first semester
introductory physics course for premeds and health professionals at
Indiana University):
"The primary objective of the present P201 course is to help you
ASCEND TO THE NEWTONIAN WORLD by achieving
(a) a thorough understanding of the basic concepts of Newtonian mechanics
(including wave phenomena),
(b) the ability to apply this understanding to the solution of physical
problems.
The latter capability will be enhanced by a problem-solving emphasis
on critical thinking and effective problem-solving strategies as used
by scientists and as emphasized in the research-based course
materials: the Reif (1994) Text & Workbook, and the Socratic Dialogue
Inducing Lab Manuals (Hake 2002)."
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PART 2 - "Academic Background Questionnaire": useful for gauging the
backgrounds of entering students and tailoring the pedagogy
accordingly so as to promote student learning.
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PART 3 - "Grading Acronym Guide (GAG): useful for harried
physics-test graders who may tire of continually writing, e.g.
"Physically Absurd" next to answers such as m(ball) = 1.8 x 10^46 kg.