1. Presented by Margo Kourkoutas Morea, Ed.D., CRWT
Creating Independent Learners Faculty Resource Center Ramapo College of N.J. October 14, :00-2:00 p.m.
Presented by Margo Kourkoutas Morea, Ed.D., CRWT

2. Overview The course syllabus as instrument for responsible learning
Instructor as “guide on the side”
Teaching practices
Assignments
Independent learners
Bibliography

3. How Can a Course Syllabus Endorse Independent, Responsible Learning?

4. How Can a Course Syllabus Endorse Independent, Responsible Learning?
Attendance
Tardiness, leaving class early
Quizzes, exams, homework, papers
Acceptable class behaviors
Electronic devices during class time
s, student pairings
Academic services, e.g., Ramapo’s Center for Reading and Writing

5. Instructor as “Guide on the Side”
Establishes class policies, assignments, expectations for behaviors
Facilitates learning
Promotes knowledge-building
Encourages learners to use creative methods to reach assignment objectives

6. “Guide on the Side” Teaching Practices (1 of 2)
Paper-writing guidelines
Reference guides
First drafts, revisions, peer-reviewing
Class guest speakers
Student cohorts

7. “Guide on the Side” Teaching Practices (2 of 2)
Guided reading:
Reading guide questions
Writing prompts
Reaction responses, making connections
Workshops, guest speakers on campus:
Gross Center For Holocaust and Genocide Studies
Berrie Center for Performing and Visual Arts
Krame Center for Contemplative Studies and Mindful Living

8. Some Independent Learning Assignments
Library projects
Student-led discussions
Small group presentations
Ted Talks, YouTube videos, films
Student-selected journal articles, books
Field research

9. Independent Learners Learn beyond rote and recall
Are intrinsically motivated
Learn by doing, trial and error, problem-solving
Take responsibility for their learning
Interact socially with other active learners to create a community of learners
Connect new learning to their everyday lives

10. Bibliography (1 of 2)
 Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 2009.
Fordham, Nancy W. “Crafting Questions that Address Comprehension Strategies in Content
Reading.” Journal of Adolescent and Adult Literacy 49:5 (February 2006)
Gooblar, David. “Classroom Freedom Versus Control.”
(accessed September 25, 2015).
Hipple, Ted, & McClam, Tricia. “Tips for Better Teaching.” The Chronicle for Higher
Education March 11,
(accessed June 12, 2014).
King, Alison. “From Sage on the Stage to Guide on the Side.” College Teaching 41:1 (Winter,
1993) (accessed September 27, 2015).

11. Bibliography (2 of 2)
“Make the Most of the First Day of Class.” Eberly Center Teaching Excellence & Educational
Innovation, Carnegie Mellon University. (accessed August 22, 2015).
Nilson, Linda B., Teaching at its Best. A Research-Based Resource for College Instructors.
Boston, Mass: Vanderbilt University, 2010.
Paolini, Allison. “Enhancing Teaching Effectiveness and Student Learning Outcomes.”
The Journal of Effective Teaching 15:1 (February 2015) uncw.edu/cte/ET/articles/Vol15_1/Paolini.pdf. (accessed September 25, 2015).
Parini, Jay. The Art of Teaching. New York: Oxford University Press, 2005.
Parkes, Jay, and Harris, Mary B. “The Purposes of a Syllabus.” College Teaching 50:2 (Spring,
2002)
(accessed September 27, 2015).