Syllabus Design
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Learning-Centered Syllabus
A syllabus can be an important point of interaction between faculty and students, both in and out of class. The traditional syllabus is primarily a source of information for students. While including basic information, the learning-centered syllabus is an important learning tool that reinforces the intentions, roles, attitudes, and strategies that faculty will use to promote active, purposeful, and effective learning. The syllabus can clearly identify the learning goals, the activities students will engage in to reach those goals, and the criteria that will guide their efforts and determine their success. It can also set the groundwork for productive interactions and expectations, and collaborative learning.
10 Reflection questions to ask at the beginning, middle and end of the syllabus design process
1. What do you want your students to learn?
2. Do your learning objectives capture your answer to #1?
3. Do your assignments and tests teach and measure the things that matter most?
4. How can you best use the class time you have?
5. Have you established high expectations?
6. Have you used all the resources at your disposal?
7. Have you given students a road map for the course?
8. Is your syllabus well organized and readable?
9. Have you built in ways of getting feedback from students on how the course is going?
10.Is your syllabus written in the tone you wish to convey?
Is the Syllabus a Contract?
This question comes up frequently. According to the WSU Ombudsman’s office, legal advisors characterize the syllabus as a guideline, not a legally binding contract. If changes need to be made to the syllabus, faculty are encouraged to make those changes in favor of the student. It is also prudent to include a disclaimer at the end of the syllabus stating that the instructor reserves the right to make changes to the syllabus as needed during the course.
Syllabus Elements
Syllabus Functions
Grunert (1997) )suggests 15 ways that your syllabus can support learning in the classroom. In addition to help setting the tone in your course, a syllabus can also "sets the course in a broader context for learning", "help students assess their readiness for the course", and "can include material that supports learning outside the classroom" (p. 14-19).[1]
Littlefield (1999a) cited in Slattery and Carlson (2005)[2] suggests seven functions that a syllabus serves for a course. Littlefield also notes that a syllabus sets the tone for the course and adds it can "motivates students to set lofty but achievable goals", and "can be a portfolio artifact for tenure, promotion...."
Syllabus Content
(Grunert, 1997; Slattery & Carlson, 2005)
In addition to the standard instructor information and course calendar, a syllbus should also include "how to use the syllabus", "learning tools", and "how to study for this course" (Grunert, 1997, p. 24).
A course syllbus should also describe the role of assessment for improving student and instructor performance.
Syllabus Form
(Nilson, 2002; Slattery & Carlson, 2005; Grunert, 1997; )
Nilson (2002) argues we should use graphics and imagery to explain course organization and design.
Resources
from CTLT
Designing a Learning-Centered Syllabus, Center for Teaching, Learning, and Technology, WSU. This page offers questions and considerations to guide your syllabus design and refinement.
Online Resources
Syllabus Tutorial Center for Teaching and Learning Services, University of Minnesota. The sidebar on website offers examples for essential parts of a syllabus.
Syllabus Template Faculty Development, College of Arts and Sciences, Lehigh University. “The Syllabus Template captures some best practices in syllabus construction. Faculty should feel free to copy and then modify it to suit their disciplinary norms and departmental requirements.” The page also presents a set of ten questions to consider when designing/refining syllabi.
Tools for Teaching: Creating a Syllabus From Barbara Gross Davis, University of California, Berkeley
Example Syllabi
Western Oregon University Model Syllabus Project
Articles
Preparing an effective syllabus: current best practices Slattery and Carlson, (2005). College Teaching, 53(4), 159-164. Syllabi can be useful in engaging students and creating an effective, positive classroom atmosphere. Littlefield (1999a) cited in Slattery and Carlson (2005) suggests seven functions that a syllabus serves for a course, and notes that a syllabus sets the tone for the course and can "motivates students to set lofty but achievable goals."
The syllabus as a tool for student-centered learning. Eberly, M. B., et. al., The Journal of General Education v. 50 no. 1 (2001) p. 56-74
Nilson, L. B. (2002). The graphic syllabus: Shedding a visual light on course organization. To Improve the Academy, 20, 238-259.
Books
Grunert, J. (1997). The Course Syllabus: A Learning-Centered Approach. Boston: Anker.