Course Syllabi and Exams

I ensure that my syllabi are as elaborate yet clear as possible. I try to be as detailed in my explanation on assignments and expectations therein; the grading for each course segment; examples of certain assignments, such as journals, to prevent interpretation divergence; suggested reading lists; recommended websites and research sources; and a class by class overview of subtopics and issues to be reviewed.

Departmental philosophy, course objectives, requirements, attendance policy, grading policy, and exam info are always included as well.

My final exams are take-home, because I strongly believe that my topic of teaching can best be understood when a student gets more opportunity to perform in-depth research and reflection on a query instead of temporarily storing large amounts of material in their minds and then nervously pouring it all out within 90 minutes. My choice for take-home finals has been widely accepted among my students. I know this, because I make it a point to review the syllabus in class-setting during the first session of each course, whereby I ask whether students would prefer a take-home or in-class exam. The answer is always: take-home.

One might argue that take-home exams leave room for unethical behavior from students (cheating). I cover this part in a dual way: