Major papers designing a geography syllabus: Researching the process

Abstract

Syllabus planning perhaps requires the second most important skill, following classroom teaching, in determining the success of a course for attaining specific objectives. It may be the most engaging exercise that college and university lecturers undertake on a regular basis as they update, alter, or design new courses. Teaching is a combination of skill and art. Similarly, designing a model syllabus is the skill and art of communication. This research study reports on the process and outcomes resulting from the development of course syllabuses that would serve as models for geography course planning and instructional design in both liberal arts and sciences and teacher education at the post‐secondary level. The research focus is on the evaluation procedure that was used to guide college and university senior faculty members in the development of their course syllabuses.