Self & Identity: Syllabus: Self And Identity

Vietnam National University

University of Social Sciences and Humanities – Ho Chi Minh City

Faculty of English Linguistics and Literature

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SYLLABUS EVALUATION

Psychology 1557: Self & Identity (Syllabus–Fall, 2006)

Table of Contents

Chapter 1: Introduction

Chapter 2: Syllabus Evaluation

2.1 Strong Points

2.2 Weak Points

2.3 Recommendations

Chapter 3: Conclusion

References

CHAPTER 1: INTRODUCTION

A syllabus plays an important role in building learning and teaching orientation of learners and teachers. The main functions of a syllabus are inviting students to your course, informing them of the objectives of the course, providing a sense of what the course will be like, providing a kind of contract between lecturers and students

With 11 pages in length, this syllabus makes students feel bored. In other ways, unmotivated students will regard the readings as a heavy and stressful task. Clearly, this will badly affect their learning attitude towards absorbing new information. For example, students must spend a lot of time reading rationale for assignments and grading, participation and project section, etc. Thus, these factors will demotivate students in terms of learning methodology.

Secondly, the form and format of the syllabus are not very clear. Particularly, instead of writing a paragraph in detail, the author should list main ideas and key terms so that the students can easily follow the author’s requirements better. Furthermore, this syllabus lacks the consistency of assigned readings. For example, in the assigned reading section (Academic identity, Efforts to transform self and identity, Summary and movie showing), the instructor does not anticipate his/her teaching time.

Thirdly, assessment and grading scheme is one of the most important factors of the course, but components of scores and score weighting are a challenge for students because they do not know which criteria will be