Syllabus critique - Assignment Example

? SYLLABUS CRITIQUE Introduction A syllabus is a contract, which is written between a teacher and A good syllabus meet specific objectives, it has important components and answers critical questions. Nonetheless, few syllabi fulfill all these functions well. A focused and brief syllabus is the best. It should communicate the nature of the course to the students clearly and understandable manner. When the students understand the procedures and purpose of the course, they are more likely to enjoy the learning process. It is very important that all teachers follow the policies and needs set in their syllabi. They should not forget the whole parts of the contract. As the students are required to abide by the procedures and rules spelled out in the syllabus, the teacher is also agreeing to follow the same. A detailed syllabus will make the expectation clear to all parties. A teacher should organize to discuss the syllabus fully during the first class meeting. This requires fast distribution the syllabi to all the students. Teachers should meet the deadlines of teaching. they should provide the requirements of the syllabus promptly if they require their students to be prompt. Strategies When planning the syllabus, one should consider the following strategies: basic identifying information, information about t6he instructor, texts and other materials, course description, objectives, description and requirements, course calendar, grading procedures and scaling Basic Identifying Information The basic information to identify includes the institution, course title, year, the semester, and time of class and location of class meetings. It should also include benefits earned for completing the course successfully. The title and the name of the instructor should also be included. The office telephone number, location, working hours, and mailing address are important if students can communicate with the teacher. Textbooks and Other Materials The syllabus should specify the authors, titles, editions, and sometimes publishers of the texts. It is important to specify the location for acquiring these materials. The location of library, bookstore, computer laboratory, and personal offices should be clear. It is essential to know the requirements and conditions for obtaining these materials. Course Description The course description is given directly by the institution. It must include a short and clear description of the knowledge, skills, major topics to be covered and any special opportunities and prerequisites obtained. Course Objectives The course objectives are very important because it should emphasize on the evaluation of learners outcome. The syllabus should clearly state the objective of the course. Objectives can be affective, behavioral, or cognitive. A well-set instructional objective provides a layout for instructional approach communicates instructional intent and gives guidelines for evaluating students. Course Requirements This explains exactly what learners are expected to do in the course. It includes a brief description of the assessments administered, and the paper written. Course Calendar It contains the dates of specific lesson topics, exams, reading assignments, and deadlines for projects and other papers. Any change s to the syllabus calendar should be provided to learners in writing. Grading Procedures and Scales The syllabus should provide clear criteria and procedures for assessing students’ performance and grade assignment. Regulations regarding extra credit, deadlines, and penalties for late work should be stipulated. It should include academic policy with explanations of these concepts in its literature. A good syllabus enables teachers to share their pedagogical ideas with their students. It tells the students how their teachers view the learning process, whether passive or active. How they emphasize skill building, knowledge enhancement or the combination of both. The syllabus shows how the course is organized from simple to complex. It should have the aim of the organization. The syllabus helps the students to know if the course is exclusive or if its last stages depend on the skills acquired at the beginning of the course. a good syllabus also reveals the teaching approaches of a teacher, whether organized or disorganized, vigorous or lax, or flexible or rigid. The tone of the syllabus points out how a teacher is approachable. In most cases, students often tend to have immediate impression or dislike a teacher and the course by reading the syllabus. It is advisable that the students have a good impression of the course and the teacher. Appendix A; COURSE SYLLABUS GRADUATE BUSINESS Identify information Basic Information about the institution should be identified; this includes the course title, class time, location of class meetings, name of the instructor and their office or telephone number and mail. COURSE DESCRIPTION This course provides an overview of international financial markets and how they operat3e and interrelate. The structure, characteristics, and issues for markets in the Americas, Europe, Africa/ Middle East and Asia/Pacific will be identified. It should give clear and short description of the skills, and knowledge to be obtained. COURSE OBJECTIVE It shows emphasize on evaluation of learners outcome. Clear statement of syllabus objective should be made. These objectives may be cognitive, affective, or behavioral. RATIONALE This course explores the view that the world is moving towards a single global market and provides a broad and balanced introduction to financial markets across the world. Within this context, the course culminates in providing the student with skills for examining how an international business can raise capital to fund projects in a foreign market of its choice. I. PREREQUISITES None II. REQUIRED RESOURCE PURCHASES American Psychological Association. Publication manual of the American Psychological Molyneux, V. (2000). An introduction to global financial markets (4th ed.). New York, Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. The University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources. III. ADDITIONAL MATERIALS FOR LEARNING A. Computer with basic audio/video output equipment B. Internet access (broadband recommended) C. Microsoft Word Association. (current ed.). Washington, DC: American Psychological Association. NY: Palgrave McMillan. ISBN: 9780230243095. (Microsoft Office is available at a special discount to University students.) IV. MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A. Compare the roles of central, commercial, and investment banks. B. Evaluate securities markets, money, bonds, stock exchanges, hedge funds, and private equity. Page 1 of 3 Graduate Business Syllabus C. Appraise the effectiveness of the foreign exchange, European economic and D. Examine the New Tiger Economies and key trends in global financial markets. E. Integrate biblical principles within the field of global financial markets. F. there should be clearly stated credits and benefits to the students who complete the course successfully. V. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings it should include the location of the textbooks, the authors, tittles, edition and publishers. B. Discussion Board Forums (4) Monetary union, and derivative products. Each Discussion Board Forum in this course allows the student an opportunity to apply what they have learned from the Reading & Study. There are three parts to each Discussion Board Forum. Each Discussion Board is a unified assignment. In addition, all three parts must be posted in order to earn credit. The first part is the key topic submission. The second part is the Discussion Board thread, which must be at least 200 words in length, citing five recent scholarly articles. The third part is the replies. The student must reply to at least 2 of his/her classmates. C. Annotated Bibliography The student will complete an Annotated Bibliography to be used for the Literature Review. There should be at least 12 annotations, which are at least 150 words each. D. Faith and Learning Assessment By Module/Week 6, the student will be assigned to a group. A minimum 1000- word essay will be worked on as a group in the Group Discussion Board, and then posted to the Discussion Board for everyone to see. Replies are not necessary; however, they are strongly encouraged. The student must briefly describe how the Bible is related to the topics covered in the course. An integration of the Bible must be explicitly shown in relation to a course topic in order to receive points. In addition, at least 2 other outside scholarly sources (the text may count as 1) should be used to substantiate the group’s position. This assignment must be submitted to Safe Assign, in addition to the discussion Board post. E. Literature Review The student will write a Literature Review on a topic relevant to the course. The paper will be a comprehensive thematic review of the scholarly literature related to the selected topic. The paper must be written in strict conformance to current APA format and contain at least 16 pages of content (excluding the title page, abstract, and references) utilizing at least 12 scholarly references. The assignment must be submitted through SafeAssign. VI. COURSE GRADING AND POLICIES A. Points Discussion Board Forums (4 at 150 pts ea) 600 Annotated Bibliography 150 Graduate Business Syllabus Faith and Learning Assessment 100 Literature Review 150 Total 1000 B. Scale A = 940–1000 A- = 920–939 B+ = 900–919 B = 860–899 B- = 840–859 C+ = 820–839 C = 780–819 C- = 760–779 F = 759 and below C. Late Policy All assignments are to be completed on time. No late work will be accepted unless prior approval from the professor has been granted. D. Disability Assistance Students with a documented disability may contact the University Online’s Office of Disability Academic Support to arrange for academic accommodations. E. Dishonest policy The penalties for cheating should be stated clearly. References Bloom, B., Engleheart, M., Furst, E., & Krathwohl, D. (1956). Taxonomy of educational objectives: Cognitive domain. New York: McKay. Gronland, N. (1991). How to write and use instructional objectives. New York: Macmillan Nilson, L. (2010). Teaching at its best: A research-based resource for college instructors . San Francisco, CA: Jossey-Bass Gabennesch, S. (1992). The enriched syllabus: To convey a larger vision. The National Teaching & Learning Forum, 1(4), 4-5. Read More