Syllabus

WELCOME to WINDOWS on the INQUIRY CLASSROOM! You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link

English 4210—Syllabus

The syllabus for 4210 English: Writing for Social Justice. The syllabus includes an introduction and course overview, learning objectives, competencies, course assignments, evaluation, resources, and class schedule

Study Abroad Syllabus

Over the last several years, the Kelley School of Business has made great strides in increasing the numbers of students who have the opportunity to study abroad, but there was no program which directly addressed the topic of Human Resource Management. As the individual who coordinates the Kelley HR major, I took it upon myself to create a new course which could be considered a minor elective for HR majors. I utilized a tour company to facilitate travel, hotels, and tourism visits, but I created the entire academic experience by myself, from classroom content with relevant guest speakers in Indianapolis to company HR department visits throughout Germany and Switzerland. We had several classes on the IUPUI campus before we travelled and then spent a week each in Germany and Switzerland. I created and implemented this syllabus for a study abroad in 2017 for course D355: Special Topics in International Business - Managerial Perspectives on Globalization

THE IMPLEMENTATION OF SYLLABUS FOR LISTENING II SUBJECT AT ENGLISH DEPARTMENT MUHAMMADIYAH UNIVERSITY OF MALANG

Listening as one of four basic skills has an essential role in facilitating the learners in order to master the English proficiency. As others lessons, learning listening need systematic and wellplanned teaching. Syllabus is a document which could bring the need of systematic and wellplanned teaching come into the real class. Related with the statement above, this study is focused on the implementation of Listening II English Department syllabus of University of Muhammadiyah Malang in the real class. This study also describes the difficulties which might be faced by the lecturers in implementing the syllabus. In line with statement before, the writer used descriptive qualitative research as an appropriate research design. She took two Listening II lecturers who were teaching in English Department of University of Muhammadiyah Malang academic year 2005/2006 as the research subject. After conducted the research, the writer found that both of Listening II lecturers did not implement the Listening II English Department syllabus, in fact they were creating their own syllabus. She also found five difficulties faced by both lecturers in implementing the syllabus, they were: the material did not fulfill the students’ need, some materials were not supported by language laboratory equipment, some materials were too difficult, some materials spent a lot of time to be presented and the material were not up to date. At last, hopefully the result of this study could give benefit for the lecturers, English Department, and the future researchers. It is also suggested that the lecturers could be active, communicative and they are also recommended to search and explore more literature. The English Department also should reevaluate the syllabus continuously and involving all the lecturers in constructing the syllabus. Cause of the limitation of this study, the future researchers are badly suggested to continue the more specific research on measuring the suitability of the materials, activities, objectives, and evaluation used in the syllabus compared with the students’ level and students’ need

Course Syllabus (final and complete exams)

For personal use only. Please do not repost or distribute

Designing a scenario-based syllabus for young learners

As we tentatively proceed into this brave new teaching world of the 21st century, much debate is centering on the effective teaching of English to young learners. Key to this discussion has been the role of the young learner syllabus. While this article makes reference to the teaching of English to young learners in an ESL context based on documentation developed within the European Union, the issues raised are by no means particularly specific to this region nor merely to the teaching of the English language. On the contrary, this article aims to show how to use the Common European Framework of Reference for Languages (the CEFRL) to effectively design a scenario-based syllabus and complementary materials suitable for young learners, regardless of location. The need for appropriate target setting is stressed, and the case is put forward for a scenario-based syllabus. The underlying rationale is that a second language syllabus must reflect the world of the young learner and facilitate the acquisition of language in the classroom

Art/CS 108, Introduction to Game Studies, Section 1, Spring 2017

Course syllabus