{"id":20266,"date":"2023-09-18T20:46:51","date_gmt":"2023-09-19T00:46:51","guid":{"rendered":"https:\/\/www.tengrrl.com\/blog\/?p=20266"},"modified":"2024-07-31T03:23:35","modified_gmt":"2024-07-31T07:23:35","slug":"working-bibliography-on-higher-ed-syllabi","status":"publish","type":"post","link":"https:\/\/www.tengrrl.com\/blog\/2023\/09\/18\/working-bibliography-on-higher-ed-syllabi\/","title":{"rendered":"Working Bibliography on Higher Ed Syllabi"},"content":{"rendered":"<p><a href=\"https:\/\/qcenglish.commons.gc.cuny.edu\/people\/al-harahap\/\" target=\"_blank\" rel=\"noopener\">Al Harahap<\/a> asked about research on what people (ok, really students) look for in syllabi today on Facebook. Here&rsquo;s an &ldquo;as-is&rdquo; export of all the sources I have in my Zotero bibliography.<\/p>\n<p style=\"padding-bottom: 1em;border-bottom: 1px solid #dedede;\"\"><em>Editing Note:<\/em> I will likely come back to edit and clean this up. <a href=\"https:\/\/www.zotero.org\/\" target=\"_blank\" rel=\"noopener\">Zotero<\/a> adds a lot of junk to the HTML. I also prefer the <a href=\"https:\/\/kairos.technorhetoric.net\/styleguide.html#apa\" target=\"_blank\" rel=\"noopener\">Kairos Style<\/a> of including full names to amplify gender as possible.<\/p>\n<style>\n.csl-entry {\n   margin-bottom: 12px;\n}\n<\/style>\n<div class=\"csl-bib-body\" style=\"line-height: 1.25; margin-left: 2em; text-indent:-2em;padding-top: 1em;\">\n<div class=\"csl-entry\">Afros, E., &amp; Schryer, C. F. (2009). The genre of syllabus in higher education. <i>Journal of English for Academic Purposes<\/i>, <i>8<\/i>(3), 224\u2013233. <a href=\"https:\/\/doi.org\/10.1016\/j.jeap.2009.01.004\">https:\/\/doi.org\/10.1016\/j.jeap.2009.01.004<\/a><\/div>\n<div class=\"csl-entry\">Altman, H. B., &amp; Cashin, W. E. (1992). <i>Writing a Syllabus. IDEA Paper No. 27<\/i>. <a href=\"https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;pg=5&amp;id=ED395539\">https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;pg=5&amp;id=ED395539<\/a><\/div>\n<div class=\"csl-entry\">Baecker, D. L. (1998). Uncovering the Rhetoric of the Syllabus: The Case of the Missing I. <i>College Teaching<\/i>, <i>46<\/i>(2), 58. <a href=\"https:\/\/doi.org\/10.1080\/87567559809596237\">https:\/\/doi.org\/10.1080\/87567559809596237<\/a><\/div>\n<div class=\"csl-entry\">Bayraktar, B. (2020, July 28). Tip: Creative Syllabi [Substack newsletter]. <i>Tips for Teaching Professors<\/i>. <a href=\"https:\/\/higheredpraxis.substack.com\/p\/tip-creative-syllabi\">https:\/\/higheredpraxis.substack.com\/p\/tip-creative-syllabi<\/a><\/div>\n<div class=\"csl-entry\">Bazyar, Z., Dastpak, M., &amp; Taghinezhad, A. (2015). Syllabus Design and Needs Analysis of Students in Educational System. <i>Advances in Language and Literary Studies<\/i>, <i>6<\/i>(4), 162\u2013165.<\/div>\n<div class=\"csl-entry\">Biktimirov, E. N., &amp; Nilson, L. B. (2003). Mapping your course: Designing a graphic syllabus for introductory finance &#8211; ProQuest. <i>Journal of Education for Business<\/i>, 308\u2013312.<\/div>\n<div class=\"csl-entry\">Birdwell, M. L. N., &amp; Bayley, K. (2022). When the Syllabus Is Ableist: Understanding How Class Policies Fail Disabled Students. <i>Teaching English in the Two Year College<\/i>, <i>49<\/i>(3), 220\u2013237.<\/div>\n<div class=\"csl-entry\">Bogost, I. (2023, August 21). <i>The Most Disrespected Document in Higher Education<\/i>. The Atlantic. <a href=\"https:\/\/www.theatlantic.com\/technology\/archive\/2023\/08\/college-syllabus-courseware\/675069\/\">https:\/\/www.theatlantic.com\/technology\/archive\/2023\/08\/college-syllabus-courseware\/675069\/<\/a><\/div>\n<div class=\"csl-entry\">Brown, C. (1975). The Devil\u2019s Syllabus. <i>College Composition and Communication<\/i>, <i>26<\/i>(4), 365\u2013367. <a href=\"https:\/\/doi.org\/10.2307\/357088\">https:\/\/doi.org\/10.2307\/357088<\/a><\/div>\n<div class=\"csl-entry\">Brown, S. (2015, October 9). Should a syllabus ever tell students what not to say? <i>The Chronicle of Higher Education<\/i>, <i>62<\/i>(6), A12+. General OneFile.<\/div>\n<div class=\"csl-entry\">Burdina, M., &amp; Sasser, S. L. (2018). Syllabus and economics: Reasoning with Generation \u201cWhy.\u201d <i>Journal of Economic Education<\/i>, <i>49<\/i>(1), 38\u201345.<\/div>\n<div class=\"csl-entry\">Caesar, T. (2005, January 27). <i>Against Syllabi | Inside Higher Ed<\/i>. <a href=\"https:\/\/www.insidehighered.com\/views\/2005\/01\/27\/against-syllabi\">https:\/\/www.insidehighered.com\/views\/2005\/01\/27\/against-syllabi<\/a><\/div>\n<div class=\"csl-entry\">Calhoon, S., &amp; Becker, A. (2008). How Students Use the Course Syllabus. <i>International Journal for the Scholarship of Teaching and Learning<\/i>, <i>2<\/i>(1). <a href=\"https:\/\/eric.ed.gov\/?q=syllabus&amp;ft=on&amp;ff1=eduHigher+Education&amp;id=EJ1136789\">https:\/\/eric.ed.gov\/?q=syllabus&amp;ft=on&amp;ff1=eduHigher+Education&amp;id=EJ1136789<\/a><\/div>\n<div class=\"csl-entry\">Carello, J., &amp; Thompson, P. (2022). What Are We Centering? Developing a Trauma-Informed Syllabus. In P. Thompson &amp; J. Carello (Eds.), <i>Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education<\/i> (pp. 203\u2013218). Springer International Publishing. <a href=\"https:\/\/doi.org\/10.1007\/978-3-030-92705-9_17\">https:\/\/doi.org\/10.1007\/978-3-030-92705-9_17<\/a><\/div>\n<div class=\"csl-entry\">Carrasco, M. (2022, April 21). <i>Creating a Friendlier Syllabus<\/i>. Inside Higher Ed. <a href=\"https:\/\/www.insidehighered.com\/news\/2022\/04\/21\/instructors-revise-syllabi-add-supportive-language\">https:\/\/www.insidehighered.com\/news\/2022\/04\/21\/instructors-revise-syllabi-add-supportive-language<\/a><\/div>\n<div class=\"csl-entry\">CETL. (n.d.). <i>Syllabus Tips and Sample Statements<\/i>. Retrieved June 29, 2021, from <a href=\"https:\/\/teaching.vt.edu\/content\/teaching_vt_edu\/en\/teachingresources\/syllabi-and-learning-contracts\/example-syllabus-statements.html\">https:\/\/teaching.vt.edu\/content\/teaching_vt_edu\/en\/teachingresources\/syllabi-and-learning-contracts\/example-syllabus-statements.html<\/a><\/div>\n<div class=\"csl-entry\">Clarke, D. F. (1991). The negotiated syllabus: What is it and how is it likely to work? <i>Applied Linguistics; Oxford<\/i>, <i>12<\/i>, 13\u201328.<\/div>\n<div class=\"csl-entry\">Cody, J. (2003). Asynchronous online discussion forums: Going vibrantly beyond the shadow of the syllabus. <i>Teaching English in the Two Year College<\/i>, <i>30<\/i>(3), 268\u2013276.<\/div>\n<div class=\"csl-entry\">Cohen, D. (2011, March 31). A Million Syllabi. <i>Dan Cohen<\/i>. <a href=\"https:\/\/dancohen.org\/2011\/03\/30\/a-million-syllabi\/\">https:\/\/dancohen.org\/2011\/03\/30\/a-million-syllabi\/<\/a><\/div>\n<div class=\"csl-entry\">Combs, D. S., Frost, E. A., &amp; Eble, M. F. (2015). Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure. <i>Composition Studies<\/i>, <i>43<\/i>(2), 132\u2013149.<\/div>\n<div class=\"csl-entry\">Comer, A. R. (2016, July 27). The Syllabus as a Contract. <i>The Chronicle of Higher Education<\/i>. <a href=\"https:\/\/www.chronicle.com\/article\/The-Syllabus-as-a-Contract\/237251\">https:\/\/www.chronicle.com\/article\/The-Syllabus-as-a-Contract\/237251<\/a><\/div>\n<div class=\"csl-entry\">Cunliff, E. (2014). The Boring Syllabus. <i>The Teaching Professor<\/i>, <i>28<\/i>(2), 5.<\/div>\n<div class=\"csl-entry\">Cydis, S., Galantino, M., Hood, C. L., Padden, M., &amp; Richard, M. (2017). Integrating and Assessing Essential Learning Outcomes: The Syllabus and Formative Feedback. <i>Journal of Learning in Higher Education<\/i>, <i>13<\/i>(2), 81\u201397.<\/div>\n<div class=\"csl-entry\">Deans, T. (2019, January 20). <i>Yes, Your Syllabus Is Way Too Long<\/i>. ChronicleVitae for Higher Ed Jobs, Career Tools and Advice. <a href=\"https:\/\/chroniclevitae.com\/news\/2154-yes-your-syllabus-is-way-too-long\">https:\/\/chroniclevitae.com\/news\/2154-yes-your-syllabus-is-way-too-long<\/a><\/div>\n<div class=\"csl-entry\">Devitt, A. (n.d.). <i>Syllabus as Genre<\/i>. Amy Devitt. Retrieved May 8, 2017, from <a href=\"http:\/\/www.amydevitt.com\/1\/post\/2016\/08\/syllabus-as-genre.html\">http:\/\/www.amydevitt.com\/1\/post\/2016\/08\/syllabus-as-genre.html<\/a><\/div>\n<div class=\"csl-entry\">Doolittle, P. E., &amp; Lusk, D. L. (2007). The Effects of Institutional Classification and Gender on Faculty Inclusion of Syllabus Components. <i>Journal of the Scholarship of Teaching and Learning<\/i>, <i>7<\/i>(2), 62\u201378.<\/div>\n<div class=\"csl-entry\">EXAMPLE: College Writing II. (n.d.). <i>Campus Compact<\/i>. Retrieved June 2, 2018, from <a href=\"https:\/\/compact.org\/resource-posts\/college-writing-ii\/\">https:\/\/compact.org\/resource-posts\/college-writing-ii\/<\/a><\/div>\n<div class=\"csl-entry\">Faris, M. J., &amp; Wilson, G. (2022). Mapping Technical Communication as a Field: A Co-Citation Network Analysis of Graduate-Level Syllabi. In J. Schreiber &amp; L. Melon\ufffdon (Eds.), <i>Assembling Critical Components: A Framework for Sustaining Technical and Professional Communication<\/i> (pp. 69\u2013115). The WAC Clearinghouse; University Press of Colorado. <a href=\"https:\/\/doi.org\/10.37514\/TPC-B.2022.1381.2.03\">https:\/\/doi.org\/10.37514\/TPC-B.2022.1381.2.03<\/a><\/div>\n<div class=\"csl-entry\">Fernandez, D. P., Figares, A., &amp; Cecil, H. W. (2022). Preparing Syllabi: The Art of Self Defense. <i>University of Baltimore Law Review<\/i>, <i>51<\/i>(3. Article 2), 304\u2013327.<\/div>\n<div class=\"csl-entry\">Fornaciari, C. J., &amp; Dean, K. L. (2014). The 21st-Century Syllabus: From Pedagogy to Andragogy. <i>Journal of Management Education<\/i>, <i>38<\/i>(5), 701\u2013723. <a href=\"https:\/\/doi.org\/10.1177\/1052562913504763\">https:\/\/doi.org\/10.1177\/1052562913504763<\/a><\/div>\n<div class=\"csl-entry\">Frey, T. K., Moore, K., &amp; Dragojevic, M. (2021). Syllabus Sanctions: Controlling Language and Fairness as Antecedents to Students\u2019 Psychological Reactance and Intent to Comply. <i>Communication Studies<\/i>, <i>72<\/i>(3), 456\u2013473. <a href=\"https:\/\/doi.org\/10.1080\/10510974.2021.1876130\">https:\/\/doi.org\/10.1080\/10510974.2021.1876130<\/a><\/div>\n<div class=\"csl-entry\">Gannon, K. (2016, October 28). What goes into a syllabus? <i>The Chronicle of Higher Education<\/i>, <i>63<\/i>(9), A40. General OneFile.<\/div>\n<div class=\"csl-entry\"><i>Generic Syllabus Maker<\/i>. (n.d.). Retrieved September 1, 2019, from <a href=\"http:\/\/wcaleb.rice.edu\/syllabusmaker\/generic\/\">http:\/\/wcaleb.rice.edu\/syllabusmaker\/generic\/<\/a><\/div>\n<div class=\"csl-entry\">Gere, A. R., Curzan, A., Hammond, J. W., Hughes, S., Li, R., Moos, A., Smith, K., Van Zanen, K., Wheeler, K. L., &amp; Zanders, C. J. (2021). Communal Justicing: Writing Assessment, Disciplinary Infrastructure, and the Case for Critical Language Awareness. <i>College Composition and Communication<\/i>, <i>72<\/i>(3), 384\u2013412.<\/div>\n<div class=\"csl-entry\">Germano, W. P., &amp; Nicholls, K. (2020). <i>Syllabus: The remarkable, unremarkable document that changes everything<\/i>. Princeton University Press.<\/div>\n<div class=\"csl-entry\">Gooblar, D. (2017, August 18). Your syllabus doesn\u2019t have to look like a contract. <i>The Chronicle of Higher Education<\/i>, <i>63<\/i>(43), B1+. Biography In Context.<\/div>\n<div class=\"csl-entry\">Gowell, J. (2019, August 22). <i>Syllabus-as-Metaphor<\/i>. Hybrid Pedagogy. <a href=\"https:\/\/hybridpedagogy.org\/syllabus-metaphor\/\">https:\/\/hybridpedagogy.org\/syllabus-metaphor\/<\/a><\/div>\n<div class=\"csl-entry\">Graves, R., Hyland, T., &amp; Samuels, B. M. (2010). Undergraduate Writing Assignments: An Analysis of Syllabi at One Canadian College. <i>Written Communication<\/i>, <i>27<\/i>(3), 293\u2013317. <a href=\"https:\/\/doi.org\/10.1177\/0741088310371635\">https:\/\/doi.org\/10.1177\/0741088310371635<\/a><\/div>\n<div class=\"csl-entry\">Habanek, D. V. (2005). An Examination of the Integrity of the Syllabus. <i>College Teaching<\/i>, <i>53<\/i>(2), 62\u201364. JSTOR.<\/div>\n<div class=\"csl-entry\">Hardy-Lucas, F. (n.d.). <i>Constructing Legally Sound Syllabi: Center for Teaching Excellence (CTE)<\/i>. Retrieved March 17, 2018, from <a href=\"http:\/\/provost.hamptonu.edu\/cte\/legally_sound_syllabi.cfm\">http:\/\/provost.hamptonu.edu\/cte\/legally_sound_syllabi.cfm<\/a><\/div>\n<div class=\"csl-entry\">Harnish, R. J., &amp; Bridges, K. R. (2011). Effect of syllabus tone: Students\u2019 perceptions of instructor and course. <i>Social Psychology of Education<\/i>, <i>14<\/i>(3), 319\u2013330. <a href=\"https:\/\/doi.org\/10.1007\/s11218-011-9152-4\">https:\/\/doi.org\/10.1007\/s11218-011-9152-4<\/a><\/div>\n<div class=\"csl-entry\">Harrington, C. M., &amp; Gabert-Quillen, C. A. (2015). Syllabus length and use of images: An empirical investigation of student perceptions. <i>Scholarship of Teaching and Learning in Psychology<\/i>, <i>1<\/i>(3), 235\u2013243. <a href=\"https:\/\/doi.org\/10.1037\/stl0000040\">https:\/\/doi.org\/10.1037\/stl0000040<\/a><\/div>\n<div class=\"csl-entry\">Harrington, C., &amp; Thomas, M. (2018). <i>Designing a Motivational Syllabus: Creating a Learning Path for Student Engagement: Vol. First edition<\/i>. Stylus Publishing.<\/div>\n<div class=\"csl-entry\">Hewings, A., &amp; Seargeant, P. (2014). Constructing a discipline: Pedagogically focused knowledge production in open and distance education. <i>Open Learning: The Journal of Open, Distance and e-Learning<\/i>, <i>29<\/i>(2), 131\u2013144. <a href=\"https:\/\/doi.org\/10.1080\/02680513.2014.951619\">https:\/\/doi.org\/10.1080\/02680513.2014.951619<\/a><\/div>\n<div class=\"csl-entry\"><i>How to Create a Syllabus<\/i>. (2018, September 12). The Chronicle of Higher Education. <a href=\"https:\/\/www.chronicle.com\/interactives\/advice-syllabus\">https:\/\/www.chronicle.com\/interactives\/advice-syllabus<\/a><\/div>\n<div class=\"csl-entry\">Iannarelli, B. A., Bardsley, M. E., &amp; Foote, C. J. (2010). Here\u2019s Your Syllabus, See You Next Week: A Review of the First Day Practices of Outstanding Professors. <i>Journal of Effective Teaching<\/i>, <i>10<\/i>(2), 29\u201341.<\/div>\n<div class=\"csl-entry\">Jones, J. B. (2011, August 26). Creative Approaches to the Syllabus. <i>The Chronicle of Higher Education Blogs: ProfHacker<\/i>. <a href=\"http:\/\/www.chronicle.com\/blogs\/profhacker\/creative-approaches-to-the-syllabus\/35621\">http:\/\/www.chronicle.com\/blogs\/profhacker\/creative-approaches-to-the-syllabus\/35621<\/a><\/div>\n<div class=\"csl-entry\">Jones, N. N. (2018). Human Centered Syllabus Design: Positioning Our Students As Expert End-Users. <i>Computers and Composition<\/i>, <i>49<\/i>, 25\u201335. <a href=\"https:\/\/doi.org\/10.1016\/j.compcom.2018.05.002\">https:\/\/doi.org\/10.1016\/j.compcom.2018.05.002<\/a><\/div>\n<div class=\"csl-entry\">Kauffman, K. D. (2014). <i>Is Your Syllabus a Contract? A Comparison of the SoTL Literature and \u201cThe Law.\u201d<\/i> 14. <a href=\"http:\/\/digitalcommons.georgiasouthern.edu\/sotlcommons\/SoTL\/2014\/89\">http:\/\/digitalcommons.georgiasouthern.edu\/sotlcommons\/SoTL\/2014\/89<\/a><\/div>\n<div class=\"csl-entry\">Kay, S. L. M. (1980). On Notional Syllabuses. <i>The Modern Language Journal<\/i>, <i>64<\/i>(2), 179\u2013186. <a href=\"https:\/\/doi.org\/10.2307\/325300\">https:\/\/doi.org\/10.2307\/325300<\/a><\/div>\n<div class=\"csl-entry\">Kim, Y., &amp; Ekachai, D. \u201cGee.\u201d (2020). Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions. <i>College Teaching<\/i>, <i>68<\/i>(4), 176\u2013186. <a href=\"https:\/\/doi.org\/10.1080\/87567555.2020.1785381\">https:\/\/doi.org\/10.1080\/87567555.2020.1785381<\/a><\/div>\n<div class=\"csl-entry\">Lang, J. M. (2015a, February 23). The 3 Essential Functions of Your Syllabus, Part 1. <i>The Chronicle of Higher Education<\/i>. <a href=\"https:\/\/www.chronicle.com\/article\/The-3-Essential-Functions-of\/190243\">https:\/\/www.chronicle.com\/article\/The-3-Essential-Functions-of\/190243<\/a><\/div>\n<div class=\"csl-entry\">Lang, J. M. (2015b, March 30). The 3 Essential Functions of Your Syllabus, Part 2. <i>The Chronicle of Higher Education<\/i>. <a href=\"https:\/\/www.chronicle.com\/article\/The-3-Essential-Functions-of\/228909\">https:\/\/www.chronicle.com\/article\/The-3-Essential-Functions-of\/228909<\/a><\/div>\n<div class=\"csl-entry\"><i>LINK: UTexas Access Syllabi and CVs<\/i>. (n.d.). Retrieved June 2, 2018, from <a href=\"https:\/\/utdirect.utexas.edu\/apps\/student\/coursedocs\/nlogon\/?semester=20182&amp;department=RHE&amp;course_number=&amp;course_title=&amp;unique=&amp;instructor_first=&amp;instructor_last=&amp;course_type=In+Residence&amp;search=Search\">https:\/\/utdirect.utexas.edu\/apps\/student\/coursedocs\/nlogon\/?semester=20182&amp;department=RHE&amp;course_number=&amp;<br \/>course_title=&amp;unique=&amp;instructor_first=&amp;instructor_last=&amp;course_type=In+Residence&amp;search=Search<\/a><\/div>\n<div class=\"csl-entry\">Ludy, M.-J., Brackenbury, T., Folkins, J. W., Peet, S. H., Langendorfer, S. J., &amp; Beining, K. (2016). Student Impressions of Syllabus Design: Engaging versus Contractual Syllabus. <i>International Journal for the Scholarship of Teaching and Learning<\/i>, <i>10<\/i>(2). <a href=\"https:\/\/eric.ed.gov\/?q=syllabus&amp;id=EJ1134516\">https:\/\/eric.ed.gov\/?q=syllabus&amp;id=EJ1134516<\/a><\/div>\n<div class=\"csl-entry\">Luke, A., Woods, A., &amp; Weir, K. (2012). <i>Curriculum, Syllabus Design and Equity: A Primer and Model<\/i>. Taylor &amp; Francis Group. <a href=\"http:\/\/ebookcentral.proquest.com\/lib\/vt\/detail.action?docID=1020267\">http:\/\/ebookcentral.proquest.com\/lib\/vt\/detail.action?docID=1020267<\/a><\/div>\n<div class=\"csl-entry\">Matejka, K., &amp; Kurke, L. B. (1994). Designing a Great Syllabus. <i>College Teaching<\/i>, <i>42<\/i>(3), 115\u2013117. JSTOR.<\/div>\n<div class=\"csl-entry\">Maybee, C., Carlson, J., Slebodnik, M., &amp; Chapman, B. (2015). \u201cIt\u2019s in the Syllabus\u201d: Identifying Information Literacy and Data Information Literacy Opportunities Using a Grounded Theory Approach. <i>The Journal of Academic Librarianship<\/i>, <i>41<\/i>(4), 369\u2013376. <a href=\"https:\/\/doi.org\/10.1016\/j.acalib.2015.05.009\">https:\/\/doi.org\/10.1016\/j.acalib.2015.05.009<\/a><\/div>\n<div class=\"csl-entry\">McDonald, J., Siddall, G., Mandell, D., &amp; Hughes, S. (2010). Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus. <i>Collected Essays on Learning and Teaching<\/i>, <i>3<\/i>, 112\u2013118.<\/div>\n<div class=\"csl-entry\">McNair, T. B., Bensimon, E. M., &amp; Malcom\u2010Piqueux, L. (2020). <i>From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education<\/i> (1st ed.). Wiley. <a href=\"https:\/\/doi.org\/10.1002\/9781119428725\">https:\/\/doi.org\/10.1002\/9781119428725<\/a><\/div>\n<div class=\"csl-entry\">Mocek, E. A. (2017). The Effects of Syllabus Design on Information Retention by At-Risk First Semester College Students. <i>Syllabus<\/i>, <i>6<\/i>(2), Article 2. <a href=\"http:\/\/www.syllabusjournal.org\/syllabus\/article\/view\/222\">http:\/\/www.syllabusjournal.org\/syllabus\/article\/view\/222<\/a><\/div>\n<div class=\"csl-entry\">Moosavian, S. A. Z. N. (2017). Using the Interactive Graphic Syllabus in the Teaching of Economics. <i>American Journal of Business Education<\/i>, <i>10<\/i>(2), 45\u201364.<\/div>\n<div class=\"csl-entry\">Neaderhiser, S. E. (Ed.). (2022). <i>Writing the classroom: Pedagogical documents as rhetorical genres<\/i>. Utah State University Press.<\/div>\n<div class=\"csl-entry\">Newbold, C. (2014, July 2). Would a Course Syllabus Be Better as an Infographic? <i>The Visual Communication Guy: Designing, Writing, and Communication Tips for the Soul<\/i>. <a href=\"http:\/\/thevisualcommunicationguy.com\/2014\/07\/02\/would-a-course-syllabus-be-better-as-an-infographic\/\">http:\/\/thevisualcommunicationguy.com\/2014\/07\/02\/would-a-course-syllabus-be-better-as-an-infographic\/<\/a><\/div>\n<div class=\"csl-entry\">Nilson, L. B. (2007). <i>The graphic syllabus and the outcomes map: Communicating your course<\/i> (1st ed). Jossey-Bass.<\/div>\n<div class=\"csl-entry\">Nowogrodzki, A. (2016). Mining the secrets of college syllabuses. <i>Nature<\/i>, <i>539<\/i>(7627). Science In Context. <a href=\"http:\/\/link.galegroup.com.ezproxy.lib.vt.edu\/apps\/doc\/A468725922\/SCIC?u=viva_vpi&amp;sid=SCIC&amp;xid=b75eb8f9\">http:\/\/link.galegroup.com.ezproxy.lib.vt.edu\/apps\/doc\/A468725922\/SCIC?u=viva_vpi&amp;sid=SCIC&amp;xid=b75eb8f9<\/a><\/div>\n<div class=\"csl-entry\">Nusbaum, A. T., Swindell, S., &amp; Plemons, A. (2021). Kindness at First Sight: The Role of Syllabi in Impression Formation. <i>Teaching of Psychology<\/i>, <i>48<\/i>(2), 130\u2013143. <a href=\"https:\/\/doi.org\/10.1177\/0098628320959953\">https:\/\/doi.org\/10.1177\/0098628320959953<\/a><\/div>\n<div class=\"csl-entry\">O\u2019Brien, J. G. (2008). <i>The Course Syllabus, Second Edition<\/i> (2 edition). Jossey-Bass.<\/div>\n<div class=\"csl-entry\"><i>One Syllabus Nearly Reached to Roanoke \u2013 Hokies Write<\/i>. (n.d.). Retrieved July 30, 2019, from <a href=\"http:\/\/www.hokieswrite.com\/2019\/07\/30\/one-syllabus-nearly-reached-to-roanoke\/\">http:\/\/www.hokieswrite.com\/2019\/07\/30\/one-syllabus-nearly-reached-to-roanoke\/<\/a><\/div>\n<div class=\"csl-entry\">Ostergaard, L. (2015). Working with Disciplinary Artifacts: An Introductory Writing Studies Course for Writing Majors. <i>Composition Studies<\/i>, <i>43<\/i>(2), 150\u2013171.<\/div>\n<div class=\"csl-entry\">Paradowski, M. B. (2002). <i>Needs Analysis as the First Step in Syllabus Design<\/i>. <a href=\"https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;pg=3&amp;id=ED503443\">https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;pg=3&amp;id=ED503443<\/a><\/div>\n<div class=\"csl-entry\">Parkes, J., &amp; Harris, M. B. (2002). The Purposes of a Syllabus. <i>College Teaching<\/i>, <i>50<\/i>(2), 1. <a href=\"https:\/\/doi.org\/10.1080\/87567550209595875\">https:\/\/doi.org\/10.1080\/87567550209595875<\/a><\/div>\n<div class=\"csl-entry\">Parson, L. (2016). Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis. <i>The Qualitative Report 2016<\/i>, <i>21<\/i>(1), 102\u2013116.<\/div>\n<div class=\"csl-entry\">Perry, D. (n.d.). Syllabus as Contract. <i>How Did We Get Into This Mess?<\/i> Retrieved March 17, 2018, from <a href=\"http:\/\/www.thismess.net\/2014\/03\/syllabus-as-contract.html\">http:\/\/www.thismess.net\/2014\/03\/syllabus-as-contract.html<\/a><\/div>\n<div class=\"csl-entry\">Ram\u00edrez Espinosa, A. (2016). Fostering Autonomy through Syllabus Design: A Step-by-Step Guide for Success. <i>HOW<\/i>, <i>22<\/i>(2), 114\u2013134.<\/div>\n<div class=\"csl-entry\">Raymark, P. H., &amp; Connor-Greene, P. A. (2002). The Syllabus Quiz. <i>Teaching of Psychology<\/i>, <i>29<\/i>(4), 286\u2013288.<\/div>\n<div class=\"csl-entry\">Reed, M. (2013). Syllabus Bloat? | Inside Higher Ed. <i>Inside Higher Ed<\/i>. <a href=\"https:\/\/www.insidehighered.com\/blogs\/confessions-community-college-dean\/syllabus-bloat\">https:\/\/www.insidehighered.com\/blogs\/confessions-community-college-dean\/syllabus-bloat<\/a><\/div>\n<div class=\"csl-entry\">Richmond, A. S. (2016). <i>Constructing a Learner-Centered Syllabus: One Professor\u2019s Journey. IDEA Paper #60<\/i>. IDEA Center, Inc. <a href=\"https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;id=ED573642\">https:\/\/eric.ed.gov\/?q=title%3asyllabus&amp;ft=on&amp;id=ED573642<\/a><\/div>\n<div class=\"csl-entry\">Robinson, P. (2009). Syllabus Design. In <i>The handbook of language teaching<\/i> (pp. 294\u2013310). Wiley-Blackwell. <a href=\"https:\/\/doi.org\/10.1002\/9781444315783.ch17\">https:\/\/doi.org\/10.1002\/9781444315783.ch17<\/a><\/div>\n<div class=\"csl-entry\">Rocha, S. D. 1982-. (2021). <i>The syllabus as curriculum: A reconceptualist approach<\/i> (1\u20131 online resource (xii, 221 pages) : illustrations.). Routledge, Taylor &amp; Francis Group. <a href=\"https:\/\/www.taylorfrancis.com\/books\/9780429027901\">https:\/\/www.taylorfrancis.com\/books\/9780429027901<\/a><\/div>\n<div class=\"csl-entry\">Roen, D., Pantoja, V., Yena, L., Miller, S. K., &amp; Waggoner, E. (Eds.). (2002). <i>Strategies for Teaching First-Year Composition<\/i>. NCTE.<\/div>\n<div class=\"csl-entry\">Rumore, M. M. (2016). The Course Syllabus: Legal Contract or Operator\u2019s Manual? <i>American Journal of Pharmaceutical Education<\/i>, <i>80<\/i>(10). <a href=\"https:\/\/doi.org\/10.5688\/ajpe8010177\">https:\/\/doi.org\/10.5688\/ajpe8010177<\/a><\/div>\n<div class=\"csl-entry\">Sample, M. (2013, September 9). Accessibility Statements on Syllabuses. <i>The Chronicle of Higher Education Blogs: ProfHacker<\/i>. <a href=\"https:\/\/www.chronicle.com\/blogs\/profhacker\/accessibility-statements-on-syllabuses\/52079\">https:\/\/www.chronicle.com\/blogs\/profhacker\/accessibility-statements-on-syllabuses\/52079<\/a><\/div>\n<div class=\"csl-entry\">Sauer, K. M., &amp; Calimeris, L. (2015). The Syllabus Evolved: Extended Graphic Syllabi for Economics Courses. <i>Journal of Economics and Economic Education Research<\/i>, <i>16<\/i>(1), 135\u2013148.<\/div>\n<div class=\"csl-entry\">Schumacher, J. (2019, January 19). Opinion | An Adjunct Instructor\u2019s Final Syllabus. <i>The New York Times<\/i>. <a href=\"https:\/\/www.nytimes.com\/2019\/01\/18\/opinion\/sunday\/adjunct-instructor-syllabus.html\">https:\/\/www.nytimes.com\/2019\/01\/18\/opinion\/sunday\/adjunct-instructor-syllabus.html<\/a><\/div>\n<div class=\"csl-entry\">Schwab, K., &amp; Schwab, K. (2019, July 16). <i>This historic map of 6 million syllabi reveals how college is changing<\/i>. Fast Company. <a href=\"https:\/\/www.fastcompany.com\/90376685\/this-historic-map-of-6-million-syllabi-reveals-how-college-is-changing\">https:\/\/www.fastcompany.com\/90376685\/this-historic-map-of-6-million-syllabi-reveals-how-college-is-changing<\/a><\/div>\n<div class=\"csl-entry\">Show Don\u2019t Tell: Decolonize your classroom, syllabus, rules, and practices. (2018, September 13). <i>Liberated Genius<\/i>. <a href=\"https:\/\/liberatedgenius.com\/2018\/decolonize-your-syllabus\/\">https:\/\/liberatedgenius.com\/2018\/decolonize-your-syllabus\/<\/a><\/div>\n<div class=\"csl-entry\">Slattery, J. M., &amp; Carlson, J. F. (2005). Preparing an Effective Syllabus: Current Best Practices. <i>College Teaching<\/i>, <i>53<\/i>(4), 159\u2013164. JSTOR.<\/div>\n<div class=\"csl-entry\">Stein, K. A., &amp; Barton, M. H. (2019). The \u201cEaster egg\u201d syllabus: Using hidden content to engage online and blended classroom learners. <i>Communication Teacher<\/i>, <i>33<\/i>(4), 249\u2013255. <a href=\"https:\/\/doi.org\/10.1080\/17404622.2019.1575440\">https:\/\/doi.org\/10.1080\/17404622.2019.1575440<\/a><\/div>\n<div class=\"csl-entry\">Stowell, J. R., Addison, W. E., &amp; Clay, S. L. (2018). Effects of Classroom Technology Policies on Students\u2019 Perceptions of Instructors: What is Your Syllabus Saying about You? <i>College Teaching<\/i>, <i>66<\/i>(2), 98\u2013103. <a href=\"https:\/\/doi.org\/10.1080\/87567555.2018.1437533\">https:\/\/doi.org\/10.1080\/87567555.2018.1437533<\/a><\/div>\n<div class=\"csl-entry\">Streamas, J. (2013, January 30). The Irascible Professor-commentary of the day-01-20-12.&#8221;The bloated syllabus.&#8221;. <i>The Irascible Professor<\/i>. <a href=\"http:\/\/irascibleprofessor.com\/comments-01-20-13.htm\">http:\/\/irascibleprofessor.com\/comments-01-20-13.htm<\/a><\/div>\n<div class=\"csl-entry\">Sundari, H., Febriyanti, R. H., &amp; Saragih, G. (2018). Designing Task-Based Syllabus For Writing Class. <i>SHS Web of Conferences<\/i>, <i>42<\/i>, 00019. <a href=\"https:\/\/doi.org\/10.1051\/shsconf\/20184200019\">https:\/\/doi.org\/10.1051\/shsconf\/20184200019<\/a><\/div>\n<div class=\"csl-entry\"><i>Syllabus-Writing Season | Inside Higher Ed<\/i>. (n.d.). Retrieved August 13, 2019, from <a href=\"http:\/\/www.insidehighered.com\/blogs\/confessions-community-college-dean\/syllabus-writing-season\">http:\/\/www.insidehighered.com\/blogs\/confessions-community-college-dean\/syllabus-writing-season<\/a><\/div>\n<div class=\"csl-entry\">Taylor, K. (2010, September). The learned word. <i>Phi Delta Kappan<\/i>, <i>92<\/i>(1), 6. Biography In Context.<\/div>\n<div class=\"csl-entry\">Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., &amp; Van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in &lt;em&gt;Doing&lt;\/em&gt; Social Justice Pedagogy. <i>Journal Committed to Social Change on Race and Ethnicity (JCSCORE)<\/i>, <i>5<\/i>(2), 133\u2013166.<\/div>\n<div class=\"csl-entry\"><i>The Three Most Important Parts of a Syllabus<\/i>. (2023, May 31). Lifehacker. <a href=\"https:\/\/lifehacker.com\/the-three-most-important-parts-of-a-syllabus-1850488708\">https:\/\/lifehacker.com\/the-three-most-important-parts-of-a-syllabus-1850488708<\/a><\/div>\n<div class=\"csl-entry\">Thompson, P., &amp; Carello, J. (Eds.). (2022). <i>Trauma-Informed Pedagogies: A Guide for Responding to Crisis and Inequality in Higher Education<\/i>. Springer International Publishing. <a href=\"https:\/\/doi.org\/10.1007\/978-3-030-92705-9\">https:\/\/doi.org\/10.1007\/978-3-030-92705-9<\/a><\/div>\n<div class=\"csl-entry\">Tokatl\u0131, A. M., &amp; Ke\u015fli, Y. (2009). Syllabus:how much does it contribute to the effective communication with the students? <i>Procedia &#8211; Social and Behavioral Sciences<\/i>, <i>1<\/i>(1), 1491\u20131494. <a href=\"https:\/\/doi.org\/10.1016\/j.sbspro.2009.01.263\">https:\/\/doi.org\/10.1016\/j.sbspro.2009.01.263<\/a><\/div>\n<div class=\"csl-entry\"><i>Toward Cruelty-Free Syllabi<\/i>. (n.d.). Google Docs. Retrieved January 23, 2020, from <a href=\"https:\/\/docs.google.com\/presentation\/d\/1r45gn0vdnCAlM_aQrX_6NnC0yHiN_GLCBDWG0tjteSI\/edit?usp=embed_facebook\">https:\/\/docs.google.com\/presentation\/d\/1r45gn0vdnCAlM_aQrX_6NnC0yHiN_GLCBDWG0tjteSI\/edit?usp=embed_facebook<\/a><\/div>\n<div class=\"csl-entry\">Vai, M., &amp; Sosulski, K. (2015). <i>Essentials of Online Course Design: A Standards-Based Guide<\/i> (2nd edition). Routledge.<\/div>\n<div class=\"csl-entry\">Waggoner Denton, A., &amp; Veloso, J. (2018). Changes in syllabus tone affect warmth (but not competence) ratings of both male and female instructors. <i>Social Psychology of Education<\/i>, <i>21<\/i>(1), 173\u2013187. <a href=\"https:\/\/doi.org\/10.1007\/s11218-017-9409-7\">https:\/\/doi.org\/10.1007\/s11218-017-9409-7<\/a><\/div>\n<div class=\"csl-entry\">Williams, A. (2022). A Review of Syllabus: The Remarkable, Unremarkable Document that Changes Everything. <i>Across the Disciplines<\/i>, <i>18<\/i>(3\u20134), 364\u2013367. <a href=\"https:\/\/doi.org\/10.37514\/ATD-J.2022.18.3-4.09\">https:\/\/doi.org\/10.37514\/ATD-J.2022.18.3-4.09<\/a><\/div>\n<div class=\"csl-entry\">Wolf, J., Roderick, R., &amp; Rooney, A. F. (2019). Improving Instructor Ethos through Document Design. <i>Composition Studies<\/i>, <i>47<\/i>(2), 146\u2013166.<\/div>\n<div class=\"csl-entry\">Womack, A.-M. (n.d.). <i>Accessible Syllabus<\/i>. Retrieved June 29, 2016, from <a href=\"https:\/\/accessiblesyllabus.tulane.edu\/\">https:\/\/accessiblesyllabus.tulane.edu\/<\/a><\/div>\n<div class=\"csl-entry\">Womack, A.-M. (2017). Teaching Is Accommodation: Universally Designing Composition Classrooms and Syllabi. <i>College Composition and Communication<\/i>, <i>68<\/i>(3), 494.<\/div>\n<div class=\"csl-entry\">Wood, T., &amp; Madden, S. (2013). Suggested Practices for Syllabus Accessibility Statements. <i>Kairos: A Journal of Rhetoric, Technology, and Pedagogy<\/i>, <i>18<\/i>(1). <a href=\"http:\/\/kairos.technorhetoric.net\/praxis\/tiki-index.php?page=Suggested_Practices_for_Syllabus_Accessibility_Statements\">http:\/\/kairos.technorhetoric.net\/praxis\/tiki-index.php?page=Suggested_Practices_for_Syllabus_Accessibility_Statements<\/a><\/div>\n<div class=\"csl-entry\">Yarosh, J. H. (2021). The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness. <i>Teaching Sociology<\/i>, <i>49<\/i>(2), 173\u2013183. <a href=\"https:\/\/doi.org\/10.1177\/0092055X21996784\">https:\/\/doi.org\/10.1177\/0092055X21996784<\/a><\/div>\n<div class=\"csl-entry\">Zucker, K. D., Baker-Schena, L., &amp; Pak, M. (2010). The Course Syllabus: Contract, Culture, and Compass. <i>The Teaching Professor<\/i>, <i>24<\/i>(1), 3.<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Al Harahap asked about research on what people (ok, really students) look for in syllabi today on Facebook. Here&rsquo;s an &ldquo;as-is&rdquo; export of all the sources I have in my Zotero bibliography.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[597,15],"tags":[596],"class_list":["post-20266","post","type-post","status-publish","format-standard","hentry","category-syllabus","category-teaching","tag-bibliography"],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/pqzI8-5gS","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20266","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/comments?post=20266"}],"version-history":[{"count":11,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20266\/revisions"}],"predecessor-version":[{"id":20350,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/posts\/20266\/revisions\/20350"}],"wp:attachment":[{"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/media?parent=20266"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/categories?post=20266"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.tengrrl.com\/blog\/wp-json\/wp\/v2\/tags?post=20266"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}