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General syllabus for the Course in College Teaching. The syllabus varies slightly from semester to semester depending upon who is leading the course, but this document gives an overview. For detailed information about the current semester's syllabus, contact

This checklist includes a list of items that Penn State requires be included in all syllabi, per Faculty Senate Policy 43-00 Syllabus. It also includes links to example syllabus statements and lists items that the Schreyer Institute recommends be included in every syllabus.

A Likert scale type tool for evaluating a syllabus.

Faculty Senate Policy 43-00 Syllabus requires that four statements be included in all syllabi, in addition to other required information. This document provides example syllabus statements for: 1) Academic Integrity; 2) Academic Adjustment / Academic Accommodation; 3) Educational Equity / Report Bias; and 4) Counseling and Psychological Services (CAPS).

The iStudy tutorials are designed to advance students' knowledge and skills in areas that can promote overall academic achievement, such as studying, communicating, and career planning. Faculty can use the tutorials to help students adjust to college curricula and expectations or add career planning tools to syllabi.

Penn State Teacher II 1997. Compendium of teaching tips and advice from seasoned faculty and graduate students. Includes sections on Course design, matching teaching methods with learning objectives, teaching large courses, evaluating student learning, collecting feedback, sample syllabi, feedback questionaires, grading standards, plagiarism, teaching philosophies.
Authored by D. Enerson, R. Neill Johnson, Susannah Milner, and Kathryn M. Plank.

Peer review of teaching is a broad concept that includes an array of practices, including the assignment of teaching dossiers, syllabi, assignments, student and course evaluations, personal reflections, and peer observation. Peer review of teaching is used for both summative and formative purposes. The primary focus of this guide is formative peer observation of teaching at the University of Toronto, including online courses. The guide presents different models of peer observation and assessment that can be adapted to multiple contexts across the institution, providing tools and instruments for peer observation of teaching, and offering an overview of how to best use them.