Syllabus <p class="p1"><span class="s1"><strong><em>Syllabus </em></strong>is a peer-reviewed publication of course syllabi and other teaching materials.</span></p> en-US <p class="p1"><span class="s1">Authors who publish with this journal agree to the following terms:</span></p><ol class="ol1"><li class="li1"><span class="s1">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href=""><span class="s2">Creative Commons Attribution License</span></a> that allows others non-commercial use of the work with an acknowledgement of the work's authorship and initial publication in this journal.</span></li></ol><p class="p2"> </p><ol class="ol1"><li class="li1"><span class="s1">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</span></li></ol><p class="p2"> </p><ol class="ol1"><li class="li1"><span class="s1">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href=""><span class="s2">The Effect of Open Access</span></a>).</span></li></ol> (Caroline Boswell) (Caroline S. Boswell) Wed, 23 Dec 2020 18:55:29 +0000 OJS 60 Psychological Aspects of Physical Activity, Sport, and Performance The Psychological Aspects of Physical Activity, Sport and Performance is an undergraduate course I teach each semester that focuses on the research and application of mental training tools and skills. It is a required course for all Kinesiology majors. This course perfectly lends itself to experiential learning, where I not only teach students about imagery, visualization, cognitive and somatic anxiety reduction techniques, meditation, and mindfulness exercises, but also take them through these exercises and practices so that they can experience them personally (Weinberg &amp; Gould, 2015). I have also included a mindfulness component to the course, encouraging students to incorporate mindfulness into their daily routine and coursework (Kaufman, Glass, &amp; Pineau, 2018). In-class and homework assignments are specifically set up to encourage students to begin their own practice of mindfulness, meditation, and mental training (Jensen, 2017). Jacob Cannon Jensen Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000 Urban Education <p>This course introduces and surveys issues related to urban education. Urban education refers to schooling, teaching, and learning in cities. We explore the unique assets and challenges that exist in city schools. We investigate how people use the term “urban” to code for racial, socioeconomic, and other diversity. We contextualize our work with a community cultural wealth framework in order to see the assets that children and their communities bring to urban classrooms. The course begins with an overview of urban education and urban education policies. We examine the racial dynamics involved in education reform. Next, students hone in on the city of Memphis, as a case study that shows how issues of segregation, integration, and resegregation have played out across American cities. The class concludes with a close-up look at classroom issues in urban education such as language and dialect variation, immigration, discipline policies, and culturally sustaining teaching.</p> Laura Beth Kelly Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000 Teaching Introduction to Human Communication Online <p> The <em>COM 101 Introduction to Human Communication </em>online course is designed to teach the foundations of human communication and the functions of communication in everyday situations. After completing this course, students should: 1) know the history, structure and questions that define the field of communication; 2) understand the nature and importance of theory in the study of communication; 3) be able to identify key issues in perception, verbal, nonverbal, relational, small group, intercultural, and organizational communication; 4) be able to apply communication concepts and theories to everyday life; and 5) understand how Communication Studies fits within the social and behavioral sciences. This syllabus includes a course description, course objectives, course assignments, weekly schedule, course assessments, and course policies, and course policies for a freshman-level introduction to the field of communication studies.</p> Caroline S. Parsons Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000 Creating the Mystery-thriller to teach cinema studies and genre analysis. <p>This syllabus if for an upper division undergraduate course in Electronic Media and Broadcasting (EMB) and is taught face-to-face, one day a week, every semester. The course typically has 24 students enrolled, the majority of which are EMB majors and minors but many students from Cinema Studies also take the course. Because the EMB program is focused on production-based skills, this course serves as one of the only upper division media analysis courses for the program. In this class students will explore the fundamental structures of the mystery as we work to examine the construction, purpose, implication ans transformations of the genre.</p> Alexis Pulos Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000 "And the Survey Says...": Using Family Feud to Gather, Understand, and Analyze Different Levels of Data This article presents an activity, based on the game show <em>Family Feud</em>, designed to engage students in statistics courses. After participating, students should understand different levels of data. In addition, the activity provides teachers a springboard for presenting other concepts, including measures of central tendency, and graphing, analyzing and reporting research results. John S. Seiter, Timothy Curran, Kristina M. Scharp Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000 Authentic experiences in two mathematics graduate student instructor training courses <p>Three instructor training models for mathematics graduate teaching assistants, and three accompaning examples, are described by Ellis in <em>Insights and Recommendations from the MAA National Study of College Calculus</em> (2015): the Apprenticeship Model, the Coordinated Innovation Model, and the Peer Mentor Model. As the models decrease in extensiveness, the examples increase in scale – the Apprenticeship Model is the most thorough, but the example is set at the smallest institution. In this paper, we address the implicit question: <em>Can large institutions provide mathematics graduate students the same authentic instructor training opportunities as small institutions? </em>We argue that they can, by describing two cases of Apprenticeship Model GTA instructor training courses at large, research-intensive Canadian universities. In both cases, a significant practicum component forms the centrepiece of the course.</p> Carmen Bruni, Fok-Shuen Leung Copyright (c) 2020 Syllabus Wed, 23 Dec 2020 00:00:00 +0000