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Abstract
Faculty know that it is important to write syllabi for the courses that they teach; however, the content of these syllabi can vary from instructor to instructor. This article describes the results of a survey given to 129 undergraduate education students that asked them to rate the importance of 15 potential components of syllabi and the occurrence of these elements in their course syllabi. The results, implications, and recommendations are presented.
Introduction and Background
Parkes and Harris (2002) analyzed more than two hundred course syllabi from eleven colleges in a single university and studied the professional literature on ...