Course Syllabi Distribution: Policies and Practices
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| Title: | Course Syllabi Distribution: Policies and Practices |
|---|---|
| Language: | English |
| Authors: | British Columbia Council on Admissions and Transfer (BCCAT) (Canada) |
| Source: | British Columbia Council on Admissions and Transfer. 2025. |
| Availability: | British Columbia Council on Admissions and Transfer. 709-555 Seymour Street, Vancouver, BC V6B 3H6, Canada. Tel: 604-412-7700; Fax: 604-683-0576; e-mail: info@bccat.ca; Web site: http://www.bccat.ca |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Postsecondary Education Higher Education |
| Descriptors: | Course Descriptions, Access to Information, Postsecondary Education, School Policy, Information Dissemination, Student Centered Learning, College Students, Student Attitudes, College Faculty, Teacher Attitudes, School Personnel, Attitudes, Foreign Countries |
| Geographic Terms: | Canada |
| Abstract: | Students' access to course syllabi can facilitate student retention and success, not just within a course but also at the institutional level. The post-secondary landscape, institutional policies, administrative practices, and student registration behaviours all play a role in defining the "right" timing for distributing syllabi. While course syllabi have traditionally been considered instructor-student contracts, these documents are also important for communicating the tone of a course (and by extension, the instructor), learning outcomes, and classroom culture. Drawing on the perspectives of post-secondary faculty, staff, and students, this report examines inclusive, student-centred approaches for course syllabi timing and content that optimize learner performance and satisfaction. [This report was prepared by Academica Group.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674152 |
| Database: | ERIC |
| Abstract: | Students' access to course syllabi can facilitate student retention and success, not just within a course but also at the institutional level. The post-secondary landscape, institutional policies, administrative practices, and student registration behaviours all play a role in defining the "right" timing for distributing syllabi. While course syllabi have traditionally been considered instructor-student contracts, these documents are also important for communicating the tone of a course (and by extension, the instructor), learning outcomes, and classroom culture. Drawing on the perspectives of post-secondary faculty, staff, and students, this report examines inclusive, student-centred approaches for course syllabi timing and content that optimize learner performance and satisfaction. [This report was prepared by Academica Group.] |
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