Week 1 Discussion

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School

Walden University *

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Course

8125

Subject

Philosophy

Date

Apr 3, 2024

Type

docx

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Uploaded by terrickagriffin

Syllabi Comparison The syllabus is an important used in educational settings, typically in higher education such as colleges and universities, that outlines the content, structure, objectives, expectations, and policies of a course. It serves as a roadmap for both instructors and students, providing important information about what will be covered in the course, how it will be taught, and how students will be assessed. Caughlin (2014) stated that, the syllabus should provide all the necessary steps that students need to take to succeed in the class and should leave no question as to what the expectations are of the course. The syllabus creates the outlining of mutual expectations and responsibilities for a successful learning experience throughout the duration of the course. In this discussion I will outline the differences between online and face-to-face courses. According to Kaufmann (2015) students enroll in a college or university and pay or agree to pay tuition, administrative costs, lab fees, and room and board, and they purchase books, all transactions that seem to be governed by contract law. Even though the syllabus is not a factual contract governed by law. Distinctions between face-to-face and online course syllabi The syllabus that I am currently using to compare is professional of orientation that I took in Winter 2023 and the syllabi teaching in higher education Argosy University C 7465. I chose teaching in higher education at Argosy University which is a face-to-face online course. The syllabus was detailed with the program outcomes. The face-to-face is an in-person interaction and you get to meet the professor in person. There are hands on structure and specific times and location that students must adhere to. Students can build relationships with classmates, participate in extracurricular activities, and engage in face-to-face social interactions. Being face-to-face I can have immediate feedback and support from my professor. Since I have started back to school, and this has been different for me with having to learn online and not having access to walk up to my professor when I need to. With the syllabi I used at Walden in professional of orientation using online setting. Online learning offers flexibility to me as a student in which I need due to the urgency of the job that I have. The difference between face-to-face and online is that face-to-face is a specific time and location whereas, online is virtual. During online schooling, there are discussion posts that must be answered at a specific time. Online is heavily based on technology. The datedness of the syllabi

Due to the deadlines and timelines of assignments and tasks, dates are very important. Both syllabi that I chose had specific information and date and time. The Walden syllabi gave the breakdown of when and by what day a discussion is due and the deadline time Timely curriculum updates ensure that course content remains current and aligned with the latest advancements, theories, and practices in the field (Caughlin, 2014). Based on recent CACREP standards, what changes might be needed? Based upon reading some of the standards in the CACREP (2017), there is no information listed concerning online standards and the requirements for it. There is a lack of competence at times between students and faculty. Waiting for feedback and the required steps for online must be addressed. Some things are not quite black and white and at times there are difficulties in understanding what is needed and what is being asked of. In the Walden syllabi it states to navigate to a section to learn more about CACREP. Is the basic format and structure of the syllabi accessible to diverse learning needs? Both syllabi gave information that is needed for any type of learning assistance if needed. They both also gave information about various backgrounds for students, but the Walden syllabi was more in detailed with actual phone numbers to use just in case the student needs assistance. Though there is a process and is based upon approval depending on a case-by-case basis. There are options to ensure that every student is successful. Conclusion It was very interesting to know that each syllabus is different and offers more information or not enough information. The syllabi help us to stay on track with assignments, gives important information for deadlines. Syllabi gives direction into documents that evolve alongside educational practices and technology changes. Each syllabus is different for each professor, in which they have their own way of describing what they expect from the students in the classroom. Once I have completed the required courses, I hope to make a syllabus that will work for all students that would be understandable and teachable.

References Caughlin, D. E. (2014). Enhancing Your Teaching Experience: Developing Your Teaching Philosophy, Course Syllabus, and Teaching Portfolio. TIP: The Industrial-Organizational Psychologist , 52 (2), 94–99. Council for Accreditation of Counseling & Related Educational Programs. (2017). 2016 CACREP Standards . Retrieved from http://www.cacrep.org/for- programs/2016-cacrep-standards/ Kaufmann, K. D. (2015). A legal analysis and contrarian view of the syllabus-as- contract perspective. Journal of Excellence in College Teaching , 26 (2), 177–197. Used with permission of The Journal of Excellence in College Teaching.

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Week 1 Discussion

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