Book Review*
The Course Syllabus: A Learning-Centered Approach by Judith Grunert
Reviewed by Jan Keith Farmer

Across the country colleges and universities are changing their focus from what faculty teach to what students learn. A learning-centered course syllabus can help students understand their expanded role and provide faculty an opportunity for scholarly reflection as higher education continues to transform its commitment to student learning. Judith Grunert's book, The Course Syllabus: A Learning-Centered Approach, helps "frame the process" for developing a student-centered syllabus and answer the question, "What do students need to know in order to derive maximum benefit from this educational experience."

Part I of the book discusses the implications of a learning-centered approach to both students and faculty. This section describes a process to plan a learning-centered syllabus that includes well-articulated sections to:

• Develop a well grounded rational for your course.
• Decide what you want students to be able to do and assessment measures.
• Define and delimit course content.
• Structure your students' active involvement in learning.
• Identify and develop resources.

The planning process also has a detailed discussion on composing a learning-centered syllabus. I found the research and focus questions on scholarly reflection about teaching in Part I particularly helpful.

Many specific examples of syllabi with a learning-centered perspective are provided in Part II. Grunert believes that, while the contents of a syllabus may vary according to course type, underlying rational, and audience, all syllabi should do the following:

• Describe the course, goals and objectives.
• Describe the structure of the course and its significance within the general program of study (particularly any nontraditional aspects of it that may be new to the students).
• Discuss what mutual obligations students and instructors share.
• Provide critical logistical and procedural information about what will happen, when, and where.

Part III provides an annotated list of readings on general teaching, active learning, cooperative learning, critical thinking, assessment, student differences, and course and curriculum design. It also contains references on developing a professional teaching portfolio to document innovations in your teaching.

Developing a learning-centered syllabus will be challenging. It will require a shift from what you are going to "cover" to a concern for active engagement. Student engagement is enhanced by challenging your students while providing resources and tools for them to maintain their sense of self-efficacy. It will require self-reflection about the content and purpose of your course. Indeed, this self-reflection may be the most significant outcome of developing a learning-centered syllabus.

Title: The Course Syllabus: A Learning-Centered Approach
Author: Judith Grunert
Copyright: 1997
Publisher: Anker
Pages: Soft cover, 112 pages
ISBN: 978-1882982189
List Price: $15.95

*NOTE: FaCIT has acquired several copies of this book through a special purchase from Anker Publishing. If you are a CMU faculty member and would like a copy of the book simply e-mail Todd Zakrajsek.