Handbook on Teaching and Learning in Political Science and International Relations
Show Less

Handbook on Teaching and Learning in Political Science and International Relations

Edited by John Ishiyama, William J. Miller and Eszter Simon

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses curriculum and course design, teaching subject areas and in class teaching techniques.
Buy Book in Print
Show Summary Details
You do not have access to this content

Chapter 24: Effective syllabus design

John Ishiyama and Robert G. Rodriguez


In this chapter we focus on some of the basic elements of syllabus design and some of the more often mentioned best practices in constructing a syllabus, particularly those practices based on the existing empirical literature (Slattery and Carlson 2005; Albers 2003). Syllabus design is one of the most important, but most often overlooked, aspects of conducting a course, and is certainly one of the more challenging activities facing new instructors. Syllabi serve several important purposes, the most basic of which is to communicate the instructor’s course design (e.g. goals, organization, policies, expectations and requirements) to the students in the class. In addition, syllabi can be used to convey the instructor’s enthusiasm for the topic and the expectations for the course, as well as to establish a ‘contract’ with students by publicly stating policies, requirements and procedures. Course syllabi may also relay information about resources such as the location of a writing center, services for students with disabilities or relevant sections of the student code of conduct. Further, the syllabus can also be used to communicate course goals and content to colleagues and other faculty members.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.

Further information

or login to access all content.