Syllabus Audit EDUC 1300: Pre- and Post-COVID Shifts Toward Supporting Community College Students
Abstract
This paper will audit the EDUC 1300 Learning Framework 1st Year Experience course syllabus from a community college. This compulsory course is completed by all first-time-in-college students attending the institution. Specifically, the paper will audit the course syllabus pre- and post-COVID to understand what changes, if any, have been made to accommodate the different students, faculty, and institutional needs as most instruction previously provided face-to-face moved to a hybrid or online instruction modality. The paper will also provide information gathered through faculty interviews. As faculty must use a universal syllabus for this course, the interviews seek to examine the role professors play to support the diverse student population attending these classes. For example, professors might implement innovative ideas to accommodate students' needs while at the same time complying with the use of a universal syllabus.
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Lopez, A. Yolanda, "Syllabus Audit EDUC 1300: Pre- and Post-COVID Shifts Toward Supporting Community College Students" (2021). Curriculum Studies Summer Collaborative. 26.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/26
Syllabus Audit EDUC 1300: Pre- and Post-COVID Shifts Toward Supporting Community College Students
Stream A
This paper will audit the EDUC 1300 Learning Framework 1st Year Experience course syllabus from a community college. This compulsory course is completed by all first-time-in-college students attending the institution. Specifically, the paper will audit the course syllabus pre- and post-COVID to understand what changes, if any, have been made to accommodate the different students, faculty, and institutional needs as most instruction previously provided face-to-face moved to a hybrid or online instruction modality. The paper will also provide information gathered through faculty interviews. As faculty must use a universal syllabus for this course, the interviews seek to examine the role professors play to support the diverse student population attending these classes. For example, professors might implement innovative ideas to accommodate students' needs while at the same time complying with the use of a universal syllabus.
