Overview
The google document sharing a “Research Bibliography Supporting ‘Course and Syllabus Design’” reflects the core focuses and findings of empirical research reported in research articles, academic essays, and classroom research reflections across the last 20 years. The bibliography is comprehensive - addressing course and syllabus design, various approaches to inclusion and accessibility as separate and sometimes linked focuses - rather than exhaustive.
These materials have informed CEI-conducted workshops, seminars, and graduate courses, as well as publications and conference presentations by individual Center staff members.
A Starter Set of Research Resources
Knowing that “so much to read” moments puts our cognitive capacity into an overload mode - as it would our students, we’re offering a starter set of topically organized curated resources as a way to “dip into” the bibliographic offerings. And, of course, the “Sample Learning-Centered Syllabuses” google folder will work as a praxis- and application-based resource.
Access and Inclusion
- Gelles, Barrie. “Embracing Radical Inclusivity: Practical Steps for Creating an Intersectional, Interventionist Syllabus.” Visible Pedagogy, 15 Aug. 2020. Blogpost.
- Carter, Angela. “Teaching with Access and Inclusion - Concepts, Principles, Practices.” google document.
Course Design
- Fink, Alexander J., Bemnet Habtamu, Angela Kunkel-Linares, Morgan Pence, Kaiya Woller, and Ilene Dawn Alexander. “Everybody Teach! Upending Traditional Disciplinary Curriculum to Create Co-Taught, Praxis-Based, Higher Education Courses.” In Disrupting Hierarchy in Education: Students and Teachers Collaborating for Social Change. Eds. Hakim Mohandas Aman Williamsi, Hana Huskić, and Christina M. Noto, eds.Teachers College Press, 2024. Pre-publication google document.
- Streveler, Ruth A., Karl A. Smith, and Mary Pilotte. "Aligning Course Content, Assessment, and Delivery: Creating a Context for Outcome [Aims]-Based Education." Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices. IGI global, 2012. 1-26. PDF.
Learning
- Imad, Mays. "Teaching to empower: Leveraging the neuroscience of now to help students become self-regulated learners." Journal of Undergraduate Neuroscience Education 20.2 (2022): A254. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10653235/pdf/june-20-254.pdf
- Owens, Melinda T., and Kimberly D. Tanner. "Teaching as brain changing: Exploring connections between neuroscience and innovative teaching." CBE—Life Sciences Education 16.2 (2017): fe2. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459260/pdf/fe2.pdf
Syllabus Design
- Germano, William, and Kit Nicholls. “The Syllabus.” Dead Ideas in Teaching and Learning, 18 Feb. 2021. Podcast.
- Gurung, Regan AR, and Noelle R. Galardi. "Syllabus tone, more than mental health statements, influence intentions to seek help." Teaching of Psychology 49.3 (2022): 218-223. open access PDF.
- Palmer, Michael S., Lindsay B. Wheeler, and Itiya Aneece. "Does the document matter? The evolving role of syllabi in higher education." Change: The Magazine of Higher Learning 48.4 (2016): 36-47. https://www.tandfonline.com/doi/full/10.1080/00091383.2016.1198186 (requires library login).
- “Syllabus Review Guide for Equity-Minded Practice.” Center for Urban Education, 2017. PDF.