{"id":7335,"date":"2024-08-12T04:43:56-04:00","date_gmt":"2024-08-12T08:43:56+00:00","guid":{"rendered":"https:\/\/voxpopcast.com\/wp\/?p=7335"},"modified":"2024-08-12T04:45:38-04:00","modified_gmt":"2024-08-12T08:45:38+00:00","slug":"e331-understanding-the-syllabus-learning-frameworks-and-inclusive-practices","status":"publish","type":"post","link":"https:\/\/voxpopcast.com\/wp\/2024\/08\/12\/e331-understanding-the-syllabus-learning-frameworks-and-inclusive-practices\/","title":{"rendered":"e331. Understanding the Syllabus: Learning Frameworks and Inclusive Practices"},"content":{"rendered":"
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We’re quickly running out of summer and as we do the new school year is even more quickly approaching. That means, for those of us who teach classes… or who take classes, we’re starting to get busy with preparations, hoping to get them all done before the last minute. If you’re a professor, like Mav, that means one of those things you need to do is prepare a syllabus. But what exactly is a syllabus anyway? Other than that document that professors complain that students never read? On this, Mav, Wayne, and Hannah discuss the multifaceted role of syllabi in academia and the delicate balance between usefulness and policy necessity. They explore syllabi as evolving documents that function as both contracts and reflections of educational values, sharing personal anecdotes and the challenges of syllabus creation. The conversation includes the importance of learning objectives, content warnings, and accommodations for students. Additionally, they delve into the realities faced by students and professors, with a focus on empathy and mental health, especially in the context of COVID-19. <\/p>\n\n\n\n

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