Hardback : HK$212.00
Generations of teachers have built their classes around the course syllabus, a semester-long contract that spells out what each class meeting will focus on (readings, problem sets, case studies, experiments), and what the student has to turn in by a given date. But what does that way of thinking about the syllabus leave out - about our teaching and, more importantly, about our students' learning?
In Syllabus, William Germano and Kit Nicholls take a fresh look at this essential but almost invisible bureaucratic document and use it as a starting point for rethinking what students - and teachers - do. What if a teacher built a semester's worth of teaching and learning backward-starting from what students need to learn to do by the end of the term, and only then selecting and arranging the material students need to study?
Thinking through the lived moments of classroom engagement - what the authors call 'coursetime' - becomes a way of striking a balance between improv and order. With fresh insights and concrete suggestions, Syllabus shifts the focus away from the teacher to the work and growth of students, moving the classroom closer to the genuinely collaborative learning community we all want to create.
'An inspiring exhortation to make the standard college syllabus work harder and better...A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum.' - Kirkus reviews, starred review
Show moreGenerations of teachers have built their classes around the course syllabus, a semester-long contract that spells out what each class meeting will focus on (readings, problem sets, case studies, experiments), and what the student has to turn in by a given date. But what does that way of thinking about the syllabus leave out - about our teaching and, more importantly, about our students' learning?
In Syllabus, William Germano and Kit Nicholls take a fresh look at this essential but almost invisible bureaucratic document and use it as a starting point for rethinking what students - and teachers - do. What if a teacher built a semester's worth of teaching and learning backward-starting from what students need to learn to do by the end of the term, and only then selecting and arranging the material students need to study?
Thinking through the lived moments of classroom engagement - what the authors call 'coursetime' - becomes a way of striking a balance between improv and order. With fresh insights and concrete suggestions, Syllabus shifts the focus away from the teacher to the work and growth of students, moving the classroom closer to the genuinely collaborative learning community we all want to create.
'An inspiring exhortation to make the standard college syllabus work harder and better...A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum.' - Kirkus reviews, starred review
Show moreWilliam Germano is professor of English at Cooper Union. His books include Getting It Published and From Dissertation to Book. Twitter @WmGermano
Kit Nicholls is director of the Center for Writing at Cooper Union, where he teaches writing, literature, and cultural studies.
"Germano and Nicholls’s gently polemical, deeply romantic book
regards the syllabus, and the work that goes into constructing one,
as an opportunity to ponder the possibilities and pathways of the
classroom. . . . As such, their book is filled with useful insights
about teaching and how, under ideal circumstances, what is
transferred isn’t a body of knowledge but a kind of ‘craft,’ a way
of reading and taking in the world. . . . The authors of Syllabus
come across like fantastic and committed teachers."---Hua Hsu, New
Yorker
"Germano and Nicholls show how constructing the syllabus can
facilitate self-reflection that fuels powerful pedagogy in every
subject area. . . . Above all, Syllabus offers prompts for doing
the thinking about teaching that will empower readers to create
learning communities."---Koritha Mitchell, Public Books
"An inspiring exhortation to make the standard college syllabus
work harder and better. . . . A thoughtful, provocative collection
of well-tested teaching strategies and philosophies that work
across the curriculum."
*Kirkus, starred review*
"A passionate book about teaching well, using the syllabus as a
framework within which to discuss how to embark with students on
the joint endeavour of learning. I like its philosophy. . . . One
for all who value teaching."---Diane Coyle, Enlightened Economist
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