gottleib - syllabus and reflection

Running head: LEADERSHIP COURSE SYLLABUS

Leadership Course Syllabus – Final Draft and Reflection

Nicole Gottleib

Loyola University Chicago

1

LEADERSHIP COURSE SYLLABUS

Loyola University ChicagoUniversity Studies

UNIV 380Leadership and Diversity

Tuesdays, 4:15-6:45pm, Fall Semester 2015Lake Shore Campus, Life Sciences Building, Room 412

Instructor Information:

Instructor: Nicole (Nikki) GottleibEmail: [email protected] (emails will be responded to within 2 business days)Phone: xxx-xxx-xxxx (voicemails will be responded to within 2 business days) Office: Damen Student Center, Suite 127Office hours: 2-4pm Mon & Wed, by appointment

Course Introduction and Description:

Leadership and Diversity is a 3-credit university-level course that is considered an elective and is also training program that, upon successful completion, ends by earning a Leadership Development Certificate. This is a practical, hands-on course that focuses on in-class learning activities and reflective assignments in order to prepare students for leadership roles on campus and after graduation. This course focuses specifically on the importance of leadership roles held by members of underrepresented identities and communities, including women in leadership. Additionally, the course emphasizes leadership for social justice.

Students enrolled in Leadership and Diversity should have a passion for leadership and learning, and should be interested in and open to active learning experiences. Students should expect to be highly engaged within the weekly sessions and to work closely with their peers as well as the instructor. Students in this course are already leaders on campus, whether that is in a student organization, as a student employee, or through another leadership opportunity – or they have requested to join via an application process. All class members were required to submit a letter of intent and then were selected to join this small cohort by the instructor and two professional staff members in the Office of Student Leadership Development.

During the first class section, the instructor and students will work together to create class expectations that will be agreed upon as a type of “class contract” and followed throughout the semester.

Learning Outcomes:

By the end of the course, students will be able to: Recognize personal leadership strengths through the completion of StrengthsQuest

(Foundational Knowledge) Identify the connection between leadership theories and identity development theories

(Foundational Knowledge) Demonstrate an ability to work with groups of various sizes and identity-makeups, and be

able to determine which leadership style should be used (Application)

2

mailto:[email protected]


Develop workshops that reflect principles of leadership theories and incorporate multiple identity development models/stages (Application, Integration)

Distinguish how leadership skills apply to areas outside of the classroom – i.e.: workplaces, social lives, family, etc. (Integration)

Express personal strengths as a leader and how those relate to helping develop future leaders (Human dimension)

Value various identities and perspectives when developing leadership trainings and workshops (Caring)

Document and reflect on experiences and discoveries about leadership and development theories and use in practice (Learning How to Learn)

Construct a learning portfolio that includes reflections and provides them with the tools to develop their own leadership trainings and workshops (Learning How to Learn)

Learning Outcomes Disclaimer:

Students may vary in their competency levels on these outcomes and they can expect to achieve these outcomes only if they honor all course policies, attend class, complete all assigned work in good faith and on time, and meet all other course expectations of them as students.

Required Texts:

Both of the following books are required for the course and can be purchased or rented through the University Bookstore and the Library, or via outside resources (Amazon, etc.). Students will be responsible for reading the required chapters prior to the course session each week readings are assigned, as well as any additional material – handouts, additional articles, etc. – that may be assigned. It is essential that material is read prior to the beginning of class on the days indicated, or discussions will not be effective and class participation scores may be negatively impacted.

Northouse, P. G. (2012). Leadership: Theory and practice (6th ed.). Thousand Oaks, CA: SAGE Publications, Inc.

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Course Materials:

One of the requirements of this course is attendance and participation at a weekend teambuilding retreat at LUREC (Loyola University Retreat & Ecology Campus). See the course outline below for date information about the retreat and note that all additional details, including time of departure and return, will be provided in class prior to the retreat. There is a $50 fee per student that is added to the student’s tuition and fees upon registration of this class. This fee covers the cost of the retreat, including transportation and meals. If students have any questions about this cost, or need assistance in covering this additional fee, please do not hesitate to contact Nikki if they have not already reached out prior to enrolling in the course. There are opportunities for grants and funding through departments on campus. Additionally, here are the contact details for the LUREC facilities:

3


Loyola University Chicago Retreat and Ecology Campus2710 S. Country Club RoadWoodstock, IL 60098Phone: 815.338.1032Email: [email protected]

Students are required to complete a two-hour shadow study of a leader within their field or a leader that they admire. Details about the shadow study will be provided to all students during the first day of the course, but the two-hour shadowing experience must be arranged and set up during outside-the-class time.

Students are required to provide materials on which to write or type a journal entry during class each week.

Students will also be creating a learning portfolio at the end of the course. This portfolio is theirs to design electronically or as a physical portfolio. However, the materials used to create each portfolio are the responsibility of the student.

During the first class session, students will be creating and decorating classroom “mailboxes,” which will be used each class section to share notes of praise and encouragement with peers, and to provide positive feedback about their growth and development. All materials for the mailboxes will be provided, as well as paper for notes, and the instructor will collect mailboxes at the end of each class and distribute at the beginning, without viewing any of the contents.

Graded Course Requirements:

Leadership Theory Sheets and Identity Development Theory Sheets: During the first half of the semester, students will be responsible for filling out and submitting theory sheets on both the leadership theory and the development theory that is assigned each week. These theory sheets will be provided to each student in the class session prior to when each is due, and will be graded using a rubric provided in the first class session.

Participation in class discussions: Participation in class discussions, including all trainings, workshops, retreats, and other active learning methods, is essential for achieving learning outcomes in this course. Therefore, participation is a large part of the overall grade and will be assessed using a rubric that will be provided during the first class session.

Draft of leadership philosophy: Students will be responsible for creating a draft of their individual leadership philosophy. The first draft will be graded as a separate assignment, while the second draft (final for the course, but ideally continuously developed as a leader) will be included in the end-of-course learning portfolio. Assignment details and grading rubric will be provided to students in a class session prior to the draft due date.

Development of and leading in-class workshop/training: Students will be partnering up/forming small groups and developing and leading in-class workshops for their peers, based on the topic selected/assigned. These workshops are opportunities to use and develop leadership skills, as well as to create curriculum for leadership workshops – a

4

mailto:[email protected]


useful skill for future leadership roles! Students will be assigning any necessary prep work to the class prior to workshop date (includes, but is not limited to: readings, videos, songs, worksheets). Assignment details and grading rubric will be provided to students in a class session prior to the draft due date.

Written weekly journaling: Students are required to complete written/typed reflections during the last 5 minutes of each class session, sometimes with guidance provided in the form of questions by the instructor, or as free-write sessions. These journals will not be graded by content, but only checked and graded based on completion. Ideally, the journals will aid students in writing reflections within their final learning portfolio.

Shadow study and Reflection paper: Students are required to complete a two-hour shadow study of a leader within their field or that they admire. This shadow experience will occur outside of class, though the instructor can aid in finding an individual to shadow as necessary. Upon completion of the shadowing, students are required to complete a reflection paper that outlines their experience and how it relates to course topics and future leadership goals. Assignment details and a grading rubric will be provided to students during the first class session.

Cover letter and Resume: Students are required to write a cover letter for their dream job and bring both the cover letter and an updated resume to class during the session that includes a panel of professionals. Cover letters and resumes will be graded using a rubric provided in a class session, and will also be able to be critiqued in class by the panel as a voluntary option.

Learning portfolio with reflections and final leadership philosophy: The final project of the course, and large portion of the overall course grade, is the learning portfolio. This will include all written coursework (including presentations such as Prezi and PowerPoint) from the semester, as well as reflections on the other main course requirements – workshop/training and overall participation, the updated leadership philosophy, and an overall reflection on the learning portfolio creation and the general course experience. Assignment details and a grading rubric will be provided to students during the first class session.

Grading Distribution:

Graded Activities and Assignments % of Total GradeLearning portfolio with reflections and final leadership philosophy 40%Development of and leading in-class workshop/training 20%Participation in class discussions 20%Leadership Theory Sheets and Identity Development Theory Sheets 5%Shadow study reflection paper 5%Written weekly journals 5%Draft of leadership philosophy 3%Cover letter development 2%

(Total Percentage) 100%

Grading Scale:

94-100 A

5


90-93 A-87-89 B+84-86 B80-83 B-77-79 C+74-76 C70-73 C-65-69 D+61-64 D58-60 D-<57 F

Institutional and Course Policies:

Academic HonestyAcademic honesty is an expression of interpersonal justice, responsibility and care, applicable to Loyola University faculty, students, and staff, which demands that the pursuit of knowledge in the university community be carried out with sincerity and integrity. For additional academic policies and procedures refer to: http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml

AccessibilityStudents who have disabilities which they believe entitle them to accommodations under the Americans with Disabilities Act should register with the Services for Students with Disabilities (SSWD) office. To request accommodations, students must schedule an appointment with an SSWD coordinator. Students should contact SSWD at least four weeks before their first semester or term at Loyola. Returning students should schedule an appointment within the first two weeks of the semester or term. The University policy on accommodations and participation in courses is available at: http://www.luc.edu/sswd/

Attendance Attendance in class is required, as well as attendance at the weekend retreat. Students are expected to engage in all class workshops and activities, including activities that may requirement movement (though consideration for all levels of ability will be taken into account when planning in-class activities), though vocalized participation is not always required based on personal level of comfort with the subject. Students are also expected to lean into their uncomfortable moments, as learning and development often best occurs in these moments.

Electronic Communication Policies and GuidelinesLoyola University Chicago faculty, students and staff respect each other’s rights, privacy and access to electronic resources, services, and communications while in the pursuit of academic and professional growth, networking and research. All members of the university community are expected to demonstrate the highest standards of integrity, communication, and responsibility while accessing and utilizing technology, information resources, and computing facilities. A link to the Loyola University Chicago official policies and guidelines can be found at: http://www.luc.edu/its/itspoliciesguidelines/policy_acceptableuse.shtml

6

http://www.luc.edu/its/itspoliciesguidelines/policy_acceptableuse.shtml

http://www.luc.edu/sswd/

http://www.luc.edu/academics/catalog/undergrad/reg_academicintegrity.shtml


EthicsLine Reporting HotlineLoyola University Chicago has implemented EthicsLine Reporting Hotline, through a third party internet & telephone hotline provider, to provide you with an automated and anonymous way to report activities that may involve misconduct or violations of Loyola University policy. You may file an anonymous report online or by dialing 855-603-6988 (within the United States, Guam, and Puerto Rico). The University is committed to the highest ethical and professional standards of conduct as an integral part of its mission of expanding knowledge in the service of humanity through learning, justice and faith. To achieve this goal, the University relies on each community member's ethical behavior, honesty, integrity and good judgment. Each community member should demonstrate respect for the rights of others. www.luc.edu/ethicsline

DiversityThis course addresses the countless ways in which diversity influences and impacts leadership and leadership roles. Attention will be paid to the variety of backgrounds and characteristics of students, as well as a focus on underrepresented populations in relation to leadership roles and experiences and the manner in which leaders can develop their own critical lens. The course will also focus on how to create safe and welcoming spaces for individuals from diverse backgrounds.

Late AssignmentsLate assignments will not be tolerated, though extensions may be given on a case-by-case basis and with thorough notice to the instructor. Please contact Nikki for more information or with questions.

Technology and Cell PhonesStudents are welcome to use computers and tablets to take notes and use for their journaling during class sessions. However, the use of electronic communication devices (i.e. cell phones) during class meetings is prohibited. Students found to be disruptive to class will be asked to leave the class for the remainder of the meeting. If you bring a cell phone to class, please be sure it is either off or set to a silent mode. Communicating with others not in our classroom (texting, emailing, instant messaging, among other modes) is not allowed during class.

Course Outline:

Date and Time Assignments/Readings Course ActivitiesWEEK ONETuesday 8/25/154:15-6:45pm

Create classroom mailboxes

Review syllabus and create class expectations

Complete StrengthsQuest Outline of learning

portfolio development and requirements

Overview of topics for leading workshops

7

http://www.luc.edu/ethicsline


Learning journal writingWEEK TWOTuesday 8/31/154:15-6:45pm

Read 1st leadership theory and 1st identity development theory, complete theory sheets for both (use templates provided)

Discussion/critique of theories

LGBTQ ally training Classroom mailboxes

always available Learning journal writing

WEEK THREETuesday 9/1/154:15-6:45pm

Read 2nd leadership theory and 2nd identity development theory, complete theory sheets for both (use templates provided)


Students of Color ally training

Classroom mailboxes always available

Learning journal writingWEEK FOURTuesday 9/8/154:15-6:45pm

Read 3rd leadership theory and 3rd identity development theory, complete theory sheets for both (use templates provided)


Undocumented students ally training


Learning journal writingWEEK FIVETuesday 9/15/154:15-6:45pm

No Class after Saturday 9/12 to Sunday 9/13 LUREC Retreat (listed as part of course requirement before registered)

WEEK SIXTuesday 9/22/154:15-6:45pm

Read 4th leadership theory and 4th identity development theory, complete theory sheets for both (use templates provided)

Reflection on LUREC experience (yarn, high/low)



Learning journal writingWEEK SEVENTuesday 9/29/154:15-6:45pm

Read 5th leadership theory and 5th identity development theory, complete theory sheets for both (use templates provided)

Mid-semester course and personal assessment due


Overview of successful cover letter and resume, and how to incorporate leadership traits

Development of leadership philosophy draft (final version to be included in learning portfolio)

(work time in class for both assignments)

Classroom mailboxes

8


always available Learning journal writing

WEEK EIGHTTuesday 10/6/154:15-6:45pm

NO CLASS – FALL BREAK

WEEK NINETuesday 10/13/154:15-6:45pm

Readings based on student-lead workshop

Resume and cover letter due (for ideal post-grad job)

Brief overview of mid-semester course assessments

Professional panel on interview, resume, & cover letter

First student-lead workshop – ice breakers


Learning journal writingWEEK TENTuesday 10/20/154:15-6:45pm


1st student-lead workshop peer and self rubrics due

Second student-lead workshop – small group conversation skills

Women in Leadership guest speakers/real experience


Learning journal writingWEEK ELEVENTuesday 10/27/154:15-6:45pm


2nd student-lead workshop peer and self rubrics due

Third student-lead workshop – large group management skills

Small group role playing session on conflict resolution


Learning journal writingWEEK TWELVETuesday 11/3/154:15-6:45pm


Shadow study reflection paper due

3rd student-lead workshop peer and self rubrics due

Fourth student-lead workshop – conflict resolution


Learning journal writingWEEK THIRTEENTuesday 11/10/154:15-6:45pm


4th student-lead workshop peer and self rubrics due

Discussion on shadow experiences

Fifth student-lead workshop – diversity and inclusion


9


Learning journal writingWEEK FOURTEENTuesday 11/17/154:15-6:45pm



Sixth student-lead workshop - leadership values/ethics

Leadership film/TV viewing – part one (Tentative screening: Remember the Titans OR 2 episodes of Friday Night Lights)


Learning journal writingWEEK FIFTEENTuesday 11/24/154:15-6:45pm


Leadership film/TV viewing – part two (Tentative screening: Remember the Titans OR 2 episodes of Friday Night Lights)

Discussion on how screening relates to leadership, students’ ideal qualities and goals, overall class


Learning journal writingWEEK SIXTEENTuesday 12/1/154:15-6:45pm

Complete learning portfolio Classroom mailboxes always available

Presentations of learning portfolios to a panel of professionals to assess

Finals Week NO CLASS

Disclaimer:

The above schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better student learning.

10


Articulation, Description, and Reflection of Course Syllabus

My Leadership and Diversity course syllabus was shaped by first outlining the learning

outcomes I want the students to reach by the end of the course, then determining the activities

that I could include that are focused on those outcomes, and, at the same time, determining how

the activities could be assessed in a way that aids the students in their learning. This structure of

syllabus development followed Fink’s (2013) process for creating integrative course design.

Additionally, Nilson’s (2010) checklist of items necessary to include in a syllabus, as well as a

rough outline for the structure and the order of the contents, shaped the finalized details of my

syllabus. Both of these documents provided in depth aid for how to construct syllabus, which

was very helpful for a novice like me.

First and foremost, I selected a leadership-focused course rather than a traditional college

course because of my interest in creating curriculum from a student affairs perspective. This was

somewhat easier to develop from a significant learning perspective, because I was able to easily

incorporate active learning experiences (compared to an introductory humanities course, for

instance). However, it was also much more challenging for two reasons. One reason is that I had

activities in mind prior to developing learning outcomes because of the active nature of

leadership trainings, so trying to start with the outcomes before designing the activities was

difficult. The other reason is that both Fink (2013) and Nilson (2010) outline course

development and syllabus creation for a typical college course, and not for outside-the-classroom

learning experiences. Therefore, trying to fit a non-traditional course into a traditional, albeit

innovative, format seemed to take extra effort at times.

As I worked through the course development via the syllabus, following the “backward

design” as outlined in Fink’s model (2013, p. 70), I was able to put significant thought into the

11


goals of the course. I anticipated that developing a leadership course would allow for an easy

creation of goals, as the ultimate goal is to create leaders. I soon found that the difference

between simple goals and outcomes of a course, and significant learning outcomes that relate to

Fink’s (2013) taxonomy of six significant learning goals, was quite large. Thankfully, Fink

(2003) realized that creating a course with integrative design and significant learning goals

would be challenging, and developed a self-directed guide. Working through this guide, I was

able to begin to think about the students I aim to have in the course, and think about both what

they would need and what I would want them to learn throughout the course. Answering the

questions relating to situational factors was easy enough, and allowed me to starting thinking

more critically about the students and not just the overall topics of the course.

When I moved on to the second worksheet, however, and began to respond to the

questions that would help me formulate significant learning goals, I struggled to articulate what I

wanted out of the course (Fink, 2003). I think this was due to my lack of familiarity about

foundational knowledge of leadership theories, which would need to be a key aspect of the

course in order to meet Fink’s (2013) significant learning focus. My desire to create a course

that could be useful in my future, and could help me put theory into practice, had become a

significant challenge. However, at the same time, the worksheet allowed me to respond to

questions that expanded my understanding of the method and the necessary elements of

significant learning.

Moving along through Fink’s worksheets, I responded to questions relating to

assessment, which was also challenging to connect to the learning goals I had just started to

develop. I found that I prefer self-assessment and feedback, but when considering a student

affairs-focused course, I struggled to think about criteria and standards (Fink, 2003). The

12


workshops and trainings I am used to developing do not often consider criteria that would show

student’s achievements in comparison to weak performances, or the related standards (Fink,

2003). However, through this process, I was able to see how just because a course is not

necessary for a grade and credit on a transcript (my original vision was non-credit), it does not

mean I should create the curriculum any differently. That is, unless I want to risk not providing

significant learning experiences.

One of the easier elements to complete while following Fink’s (2003) guide was the

development of “rich learning experiences” in the form of in-class and out-of-class activities (p.

19). Upon selection of leadership as the topic for my course, I already had elements in mind on

how to engage the students in hands-on activities within the course and observational activities

outside the course. This made it challenging to follow the backward design (Fink, 2013), as I

found myself thinking of outcomes that related to specific activities I already had in mind, rather

than outcomes that related to the overall purpose of the course. However, I also think it allowed

me to begin the process with integrated ideas that would aid in the overall design of the course. I

found that it was easiest to flip back and forth between the sections of Fink’s (2003) guide that

outlined activities and that outlined assessment, since I intended for the majority of my activities

to also be the methods of assessment.

At this point in my development process, I realized that the remaining sections of Fink’s

(2003) guide were not as helpful in outlining my syllabus, and instead helped me assess what I

had already created. I began to focus more on the use of real-life examples of syllabi, especially

in relation to their design and the design of their course outlines – I found tables to be more

appealing than bullet-pointed or numbered lists – and to use Nilson’s list of “appropriate syllabus

items” to make sure I was including all necessary and important information, in addition to the

13


integrated elements (Nilson, 2010, p. 33; Fink, 2013). I found that Fink’s steps became a bit

repetitive and tedious, while Nilson’s list allowed for an overview that provided me with the

freedom to shape some of those details as I saw fit, or by example of syllabi I found appealing.

For example, Nilson’s (2010) inclusion of attendance and late assignment policies allowed me to

consider how those are important in a course I consider non-traditional, and how I can adapt

them to fit my needs. With that being said, both Fink’s (2003) and Nilson’s (2010) guides were

extremely helpful in shaping my overall syllabus, and I cannot imagine attempting to do so with

just one and not the other – or the ability to pick and chose what I wanted to include and leave

out, to an extent.

As I reached the finalizing details of my syllabus development, I found myself enjoying

the process a lot more. I am someone who loves course syllabi, who will read over each one

meticulously, copy all dates and deadlines into my personal calendar, and generally use it to get a

complete understanding of a course. Therefore, as I wrote out the course description, defined the

general information, tweaked the policies to make sure they fit my hypothetical setting, and

finalized the outline, I found myself engaging with the ability to shape the course. Additionally,

I enjoyed the opportunity to directly “speak” to the students in the voice I wanted to convey,

visualizing this document as something they would receive and review prior to the first class.

Even as someone who enjoys reviewing syllabi for all the details they provide, I truly began to

see how they exist as a window into the course and even, to an extent, who the instructor is and

what she expects of the students.

Concluding Reflection on Course Syllabus Creation Process

Creating a course syllabus, as previously noted, was a challenge for me, but also

rewarding. The challenging aspect of this project, in addition to what was already mentioned in

14


the above section, involved both the timeframe required for completion of the assignment and

the amount of reading to complete within that period. The rewarding aspects, though, were the

ability to craft something that I can ideally tweak and use in my professional career, and that it

allowed me to gain a better understanding of how outside-the-classroom learning can still be

measured to the same caliber as classroom learning.

One of the elements I struggled with the most was the extremely limited time frame I was

able to use in order to create my syllabus. I wanted to spend more time editing details, being

more specific, doing research on leadership theories so I could include weekly lesson titles

shaped around those theories, and perfecting my voice. However, with all of the other

requirements in my life, I was unable to dedicate more time that what was absolutely necessary

to complete this project. This was frustrating, but allowed me to also limit myself on something

where I could easily have gotten carried away. Additionally, in an era when instructors are being

scrutinized for how much time they spend working and teaching – especially in my home state of

Wisconsin – this seems incredibly relevant in representing how an easily overlooked element of

the job can consume a significant amount of time and energy if done correctly and in a way that

promotes significant learning.

Related to this issue of time was the need to complete a high amount of reading in order

to grasp the best way to design a course and develop a syllabus that represents such a well-

designed course. I can imagine how much more difficult it would be to take the initiative to

enhance the student experience on your own, rather than be assigned to read Fink’s (2013) book

for a class, especially when you are also facing budget cuts and pressure to focus on other

aspects of your job, and when there is little to no support for even changing your course design.

As mentioned previously, I also had a hard time connecting some of the suggestions to a non-

15


traditional, outside-the-classroom course design, especially revolving around the elements of

graded assessments and required methods of feedback. As part of the project requirement was to

shape a semester-long course, I ended up changing my original design to one that fit the mold,

and I’m now interested to see how I can translate this experience into a two hour ally training

program, for example.

I have to admit, it was quite rewarding to complete the syllabus and scroll through all of

the elements, knowing that they were all part of something I created, that was designed from start

to finish by me. As much as I want to, and will probably always want to, edit and change details,

I am still proud of the work I did in designing an integrated leadership course. Throughout this

experience, I learned that I have the capacity to shape my own workshops and trainings – and

now, even semester-long courses – without simply benchmarking similar programs from other

institutions. While I can still borrow the elements I like from other programs and institutions, I

can use those to create my own course that focuses on goals and outcomes, rather than a core

topic or because I was told we need something similar at my institution.

Additionally, in challenging myself to create a non-traditional course, I was able to better

grasp the concepts of significant learning experiences and how I can create goals that range from

foundational knowledge to learning how to learn, even in a student affairs training program

(Fink, 2013). Using guides that were developed for sociology and chemistry courses, which

Fink often used as examples, made me think critically about why I do what I do in student affairs

and how I’m achieving my goals with my students. Finally, I was appreciative of the emphasis

on combining inside-the-classroom and outside-the-classroom experiences to create significant

learning, as it highlighted that outside-the-classroom student engagement can involve using

classroom learning methods to engage their students, and not just the other way around.

16


References

Fink, D. L. (2003). A self-directed guide to designing courses for significant learning. (Published

document, p. 1-35). Retrieved from Fink Consulting Publications:

http://finkconsulting.info/major-publications/

Fink, D. L. (2013). Creating significant learning experiences: An integrated approach to

designing college courses. San Francisco, CA: Jossey-Bass.

Nilson, L. B. (2010). The complete syllabus. In Teaching at its best: A research-based resource

for college instructors (p. 33-41). San Francisco, CA: Jossey-Bass.

17

gottleib - syllabus and reflection

Documents