Course Materials—Syllabus and Textbooks

This art icle was downloaded by: [ East China Norm al Universit y] On: 22 March 2014, At : 00: 22 Publisher: Rout ledge I nform a Lt d Regist ered in England and Wales Regist ered Num ber: 1072954 Regist ered office: Mort im er House, 37- 41 Mort im er St reet , London W1T 3JH, UK Journal of Teaching in Travel & Tourism Publicat ion det ails, including inst ruct ions f or aut hors and subscript ion inf ormat ion: ht t p: / / www. t andf online. com/ loi/ wt t t 20 Course Materials—Syllabus and Textbooks Kara Wolf e a a Depart ment of Apparel Design, Facilit y and Hospit alit y Management , Nort h Dakot a St at e Universit y , Fargo, ND, USA Published online: 22 Sep 2008. To cite this article: Kara Wolf e (2005) Course Mat erials—Syllabus and Text books, Journal of Teaching in Travel & Tourism, 4: 4, 55-60, DOI: 10. 1300/ J172v04n04_05 To link to this article: ht t p: / / dx. doi. org/ 10. 1300/ J172v04n04_05 PLEASE SCROLL DOWN FOR ARTI CLE Taylor & Francis m akes every effort t o ensure t he accuracy of all t he inform at ion ( t he “ Cont ent ” ) cont ained in t he publicat ions on our plat form . However, Taylor & Francis, our agent s, and our licensors m ake no represent at ions or warrant ies what soever as t o t he accuracy, com plet eness, or suit abilit y for any purpose of t he Cont ent . Any opinions and views expressed in t his publicat ion are t he opinions and views of t he aut hors, and are not t he views of or endorsed by Taylor & Francis. The accuracy of t he Cont ent should not be relied upon and should be independent ly verified wit h prim ary sources of inform at ion. 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Course materials such as the syllabus and textbook set the tone for a course. Therefore, careful planning must go into developing a syllabus and choosing a textbook. An effective syllabus can increase the number of successful students and decrease the number of problems that arise throughout a course by communicating the instructor’s expectations for students in the course. A syllabus usually includes standard information like the logistics of when, where, and who; a well-written syllabus also answers questions like what and why. Student learning correlates more with the textbook than the instructor; consequently, choosing a textbook is an important aspect of teaching a course. The most critical component to consider is whether or not the textbook supports the course objectives. This paper covers these aspects, as well as provides guidelines to assist in developing a syllabus and choosing a textbook. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: <http:// www.HaworthPress.com> © 2004 by The Haworth Press, Inc. All rights reserved.] Kara Wolfe is Assistant Professor, Department of Apparel Design, Facility and Hospitality Management, North Dakota State University, Fargo, ND USA (E-mail: Kara.Wolfe@ndsu.nodak.edu). Journal of Teaching in Travel & Tourism, Vol. 4(4) 2004 Available online at http://www.haworthpress.com/web/JTTT  2004 by The Haworth Press, Inc. All rights reserved. doi:10.1300/J172v04n04_05 55 56 JOURNAL OF TEACHING IN TRAVEL & TOURISM Downloaded by [East China Normal University] at 00:22 22 March 2014 KEYWORDS. Course materials, syllabus, textbook DEVELOPING A SYLLABUS Davidson and Ambrose (1994) suggest that a syllabus is similar to a research proposal, in that they are both written after much thought and planning. Well written materials, whether it is a syllabus, research proposal, or another course document such as an assignment or worksheet, demonstrates that the author is organized, committed, and enthusiastic about the topic. It is important that a syllabus convey these attributes to the students, because the syllabus serves as a means to introduce the instructor and course to the students. The syllabus sets the tone for the course and lets students know the standards and expectations set for them. A well-written syllabus can also make the instructor’s job easier. Once the students understand what is expected of them, it is easier for the instructor and students to communicate with one another. An effective syllabus can improve the student success rate by delineating the instructor’s philosophy and expectations (University of Minnesota Center for Teaching and Learning Services, N.D.). The syllabus acts as the table of contents for the course. It informs students about the purpose and objectives of the course (i.e., the final destination). The syllabus also indicates how the objectives will be obtained (i.e., the directions on how to get there), such as what materials will be covered, classroom procedures, assignments and processes, as well as policies. It presents a plan of topics to be covered based on the time frame for the course and serves as a contract between the instructor and students. The syllabus could also describe the role of the course within the curriculum and how the course content relates to other courses or workforce applications. Another important aspect of the syllabus is that it requires the instructor to ponder the time limitations for the course and be realistic in what materials will be covered (Davis, 2002). Items usually included in a syllabus are (gross Davis, 1993): a. Heading–This section includes the course number and title, credits, semester, time and location of the class, the instructor’s name and contact information, as well as office hours and information regarding teaching assistants, if applicable to the course. Downloaded by [East China Normal University] at 00:22 22 March 2014 Tips for Teaching Assistants and New Instructors 57 b. Course description–The description in the University catalog can be used if it accurately depicts what will be covered throughout the course. c. Prerequisites–This sets some expectations of knowledge and skills needed for the course. This section can also include suggestions on how students can prepare for the course by reviewing previous class materials. d. Course goals or objectives–These describe what the students will know by the end of the semester. Try to list three to five objectives identifying the competencies students will gain by successfully completing the course. e. Text and reading materials–Title, author, edition, and publisher of the textbook should be provided. If other reading materials will be used, details such as where to obtain the materials (e.g., course packet) and how much it will cost, or how to acquire library reserves, should be included in the syllabus. f. Course format and assignments–Tell students the methods that will be used to cover the topics (e.g., lecture or discussion). Also, describe assignments and activities that will be used throughout the course (e.g., worksheets, fam tours/field trips, and research projects). g. Grading or evaluation procedures–Describe what students will be graded on (e.g., participation, worksheet) and how (e.g., 5 points for answering a question during class when called upon). List how many assignments, tests, and activities will be used and the points for each, as well as the total number of points possible in the course. Also, include grading procedures, such as whether or not tests will be graded on a curve or if extra credit is allowed. h. Course policies–Include a statement regarding attendance (e.g., is it required), tardiness, and make-up exams (e.g., whether the make-up exam will be the same test or an alternate format). i. University policies–Include any policies that the department and/or university mandates, such as Academic Honesty (i.e., cheating and plagiarism policies) and accommodation policy (i.e., students who meet the Americans with Disabilities Act (ADA) requirements can request appropriate accommodations or assistance). j. Course schedule–Provide students with a calendar of events for the semester, such as topics to be covered each day, assignment due dates, test days, and drop/withdraw deadlines. k. Caveat–It is recommended that a sentence be included to state that modifications may be made throughout the semester. For exam- Downloaded by [East China Normal University] at 00:22 22 March 2014 58 JOURNAL OF TEACHING IN TRAVEL & TOURISM ple, “this syllabus outlines a tentative course schedule, however the instructor reserves the right to make changes as needed.” l. Other considerations–With the emergence of professional note-takers and students selling notes to companies, many instructors include copyright statements, such as “the instructor reserves all copyrights to the content of this course. Reproduction of class notes for monetary gain or commercial purposes is prohibited” (Davis, 2002). Also, remember to be creative (e.g., use color and pictures) and try to motivate the students by using exciting, active language. Students have diverse learning preferences, so by including visuals such as pictures and charts (Clegg, 2000), the syllabus may appeal to more students and actively engage them in the learning process. It is up to the instructor to choose what s/he wants to include. However, by including more information, it is likely to have less questions by students. This can be important in more populated classes or classes with multiple sections where consistency is important, or in online classes where there might be limited communication between the students and instructor. When developing a course syllabus, instructors can get ideas from the department, peers, and sources like the International Council on Hotel, Restaurant, and Institutional Education (iCHRIE) Special Interest Groups (SIGs). For example, at the 58th Annual iCHRIE conference (Palm Springs, CA) the Lodging SIG handed out a booklet with compiled syllabi from several hospitality academics. For more examples of what to include in each section, see the Florida State University “Online Learning” website at http://online.fsu.edu/learningresources/handbook/ instructionatfsu/. CHOOSING A TEXTBOOK Why does an instructor use a textbook? It provides a reference for students and an outline of the material that will be covered throughout the course. Research has indicated that a major influence on student learning is the text; research also suggests that the text has a greater impact than the instructor (McKeachie, 2002). Therefore, choosing a textbook or reading materials can be a critical component of teaching a course. Before choosing a textbook, check with the department chair or other faculty members. Some departments may have a policy that dictates the Downloaded by [East China Normal University] at 00:22 22 March 2014 Tips for Teaching Assistants and New Instructors 59 textbook to be used, especially when multiple sections are taught by various faculty members. If a textbook has not been pre-determined, the following guidelines can assist with choosing a textbook or reading materials for a course. Many publishing companies (e.g., Wiley & Sons and Prentice Hall) send free sample textbooks (i.e., desk copies) for an instructor to review. These companies can be contacted through sales representatives who are often available at conferences or through their respective websites. After reviewing sample textbooks, check with peers within the department to get their input and recommendations. When choosing a textbook (or reading material), the most critical question to consider is whether or not it fits with the course objectives (McKeachie, 2002). An instructor should also evaluate a textbook based on the readability, organization, cost (Wright, 1987), visual appeal, relevancy, and currency. If the reading level is too easy, it will not maintain the students’ attention; yet if it is too difficult, it will frustrate students. It has been recommended that introductory textbooks be equivalent to a ninth or tenth grade reading level (McGinty & Cope, in Wright, 1987). This is the level of reading of most magazines and newspapers. Along with readability is the organization of the book. A well organized book allows students to see how the information is outlined, and they can easily identify the major concepts. If the students have to spend a lot of time understanding the format or outline, they will have less time for applications. As tuition increases, students are more price-conscious. If a textbook is too costly, some students may elect to not purchase it or try to share with other classmates, which could hinder their ability to complete assignments. Textbooks that are visually appealing with color charts and pictures can motivate and stimulate students to learn more about the topic. Relevant and up-to-date information is also important in stimulating students’ desire to learn more. If the textbook offers examples that students are likely to face in the workplace and information that is current, they are more likely to be interested in the subject. Based on the difficulty of finding one textbook that meets all these criteria, course packets and customized textbooks are becoming more common. Course packets can provide more timely information and several view points (McKeachie, 2002), which can motivate students to think about topics in different ways. Customized textbooks allow an instructor to choose chapters from different books and have them bound together as one book. The advantage of this option is that students will Downloaded by [East China Normal University] at 00:22 22 March 2014 60 JOURNAL OF TEACHING IN TRAVEL & TOURISM get information from various sources without having to purchase several books. The availability of so many textbooks makes choosing one arduous. However, by consulting peers and using trial-and-error methods, choosing a textbook will hopefully become easier with experience. An instructor who desires to improve will continuously make changes to his/her syllabus and always seek out the textbook that best fits his/her course. This drive for professional development is what makes successful instructors. REFERENCES Clegg, V.L. (2000). Principles of college teaching: Lecturing. [Class handouts]. Manhattan, KS: Author. Davidson, C.I., & Ambrose, S.A. (1994). The new professor’s handbook: A guide to teaching and research in engineering and science. Boston: Anker Publishing Company, Inc. Davis, M. (2002). Designing a course syllabus [On-line]. Retrieved August 4, 2003 from http://www.ksu.edu/catl/edcip943/designsyllab.htm. Gross Davis, B. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass Publishers. McKeachie, W.J. (2002). McKeachie’s teaching tips. (11th ed.). Boston: Houghton Mifflin Company. University of Minnesota Center for Teaching and Learning Services. (n.d.) Syllabus tutorial: What is an effective syllabus? [On-line] Retrieved October 23, 2003 from http://www1.umn.edu/ohr/teachlearn/syllabus/index.html. Wright, D.L. (1987). Getting the most out of your textbook. From newsletter for the University of Nebraska-Lincoln Teaching and Learning Center. Teaching at UNL, 8(3), 1-3. SUBMITTED: October 29, 2003 ACCEPTED: January 7, 2003