- Email: [email protected]
Spotlight 2. Considerations for Syllabus Writing
Spotlight 2
Considerations for Syllabus Writing Your course syllabus has several key functions (Gunert O’Brien et al., 2008). It establishes an early point of contact between the student and instructor, helping to set the tone for the course and conveying information about the course’s purpose and design. It also provides logistical information, from required materials and course policies to the types of assessments in the course. Importantly, it can also convey a welcome to all your students by including information about learning resources, statements about inclusivity, and statements on accommodation. This insert describes syllabus elements that instructors may want to consider, including example statements and introduction activities. Tone. Many of us think about the syllabus as a contract with students, and we therefore have a tendency to use impersonal language that sets out policies and expectations. This can result in a syllabus that is clear and informative but that students perceive as cold and distant. In What the Best College Teachers Do, Ken Bain found that highly effective instructors invite their students to the course, emphasizing the excitement and the shared journey on which they’ll go. Students perceive these differences, and they associate “warm” language with the qualities of a master teacher (Saville et al., 2010) who is approachable and motivated to teach the class (Hamish and Bridges, 2011). It’s therefore worth reading your syllabus with an eye to its tone. An easy way to warm up the language is to convert from third person to first and second person. For example, converting the sentence “Students will design a final project that ties together course objectives and future career goals” to “You will have the opportunity to design a final project that ties the course to your future career goals” conveys the same information but in a warmer and more inviting way. Further, converting the sentence “Students must actively participate throughout the course” to “Your voice matters. We will have frequent opportunities for you to contribute to the class, and it’s important for you to take advantage of them to enhance your own and your colleagues’ learning” personalizes the message and provides a rationale that centers on the student. These changes can be a powerful way
49
50
SPOTLIGHT | 2 Considerations for Syllabus Writing
to communicate our goals about the type of course and the types of relationships we want to develop. Expectations for students/expectations for instructor. The syllabus often describes course expectations for students through attendance policies, class preparation policies, phone/laptop use policies, etc. Some faculty find it valuable to have a list of expectations for students with a mirroring list of expectations for the instructor. For example, neuroscientist Anita Disney includes the following section in her syllabus: You can expect me to: G G G G G
Respect each of you as individual and unique learners. Be on time and prepared for each class. Turn off my mobile phone. Make instruction clear and offer further clarification when help is needed. Respond to emails within 24 hours.
Here is what I expect from you: G G G G G
Respect your classmates and support them in their endeavors. Be on time for class. Complete your assigned readings. Silence or turn off your phone; make no calls, send no texts. Provide credit and citation where it is due—in class, online, and in your submitted assignments.
The reciprocal nature of these statements demonstrates respect for students and can have a positive impact on the course community. Inclusivity and diversity statements. A statement about your or your institution’s support for inclusive learning environments can be a way to welcome students to your class and to signal your support for diverse student groups. Vanderbilt’s Center for Teaching (cft.vanderbilt.edu) has collected several statements that can serve as inspiration (Riviere et al., 2016); one from the University of Northern Colorado is shown here: G
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff within CEBS will respect differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and worldviews may be different from their own.
Disability. Although it falls under the general category of inclusivity, it may also be worthwhile to have a section on your syllabus that directly addresses disability. Students in our classes may have a range of abilities and disabilities; some of these differences will be visible and some will not. A
Considerations for Syllabus Writing SPOTLIGHT | 2
51
statement in the syllabus that invites students with disabilities to meet with you privately to discuss accommodations is a good start to making the classroom welcoming. Picard and colleagues offer the following example statement (Riviere et al., 2016): G
This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I am committed to creating an effective learning environment for all students, but I can only do so if you discuss your needs with me as early as possible. I promise to maintain the confidentiality of these discussions. If appropriate, also contact the Equal Opportunity, Affirmative Action, and Disability Services Department (EAD) to get more information about specific accommodations.
Personal electronic devices. Student use of cell phones, tablets, or laptops can enrich a class, providing a mechanism to find resources, answer clicker questions, or take notes directly on the images we often use to guide our class. Student misuse of devices, on the other hand, can serve as distractions for the entire class. It’s worthwhile considering how you expect students to use electronic devices in class, develop a corresponding policy, and explain it in the syllabus. It’s important to avoid adversarial language when introducing the policy and to keep your explanation grounded in students’ learning experiences. Riviere and colleagues offer the following statements (Riviere et al., 2016): G
G
As part of this course, you will be asked to vote on “clicker questions” using your laptop, tablet, or cell phone at least twice per class. To ensure that you gain as much as possible from class time, I expect that you use these technologies only for course-related purposes while in the classroom. If you find your cellphone distracting, I encourage you to put it away between questions. This course requires you to be a mindful and courteous participant during in-class discussions. Therefore, laptops and cell phones are not allowed except in the following situations: fact-checking, referencing required readings, and finding relevant resources to aid in our understanding of the course content (such as YouTube clips or recent newspaper articles). If I find that you are not following this policy, I will ask you to turn off the device.
Activities to get students to read the syllabus. After you’ve done the work of putting together a warm syllabus that invites students to your exciting course, it can be discouraging when they don’t seem to read it. Rather than “going over the syllabus” with your students on the first day of class, it can be useful to put together an activity that gets students actively engaged in
52
SPOTLIGHT | 2 Considerations for Syllabus Writing
finding key information. The following are two examples of activities that can be effective. G
Syllabus mining. Have your students form groups of three and provide different questions for each person in the group, such as: Person 1: How are synthesis maps made? How do you get feedback on them, and when are they graded? When are they due, and we will do anything in class to help with their construction? Person 2: What are the recommendations for reading papers? What do you need to do to lead discussion? How will your discussion leadership be graded? Are your peers involved in grading you? Where do you find information about dates for each paper discussion? Person 3: What are the recommendations for reading the text? Will we use Brightspace? Will we use any other tool for communication? When are the two exams?
G
Students in the small group share their answers with each other. You then ask the large group if anything needs clarification or additional information. This exercise not only gets students actively involved in finding key information in the syllabus, it also gets them talking to and relying on each other in the first class period. Syllabus speed dating. Have students sit in two rows of chairs facing each other. Ask two questions, one about something in the syllabus and one of a more personal nature. Give a brief amount of time for students to answer both question, check that the syllabus question has been answered correctly, and then have one row of students shift down to form new pairs (Weimer, 2017).
In brief, your syllabus is one of your first chances to establish the way your course will proceed, from the tone of your interactions with students to the things you value in your class. Using it to welcome students, convey the course’s purpose and design, and share important logistical information makes it a multi-functional document that will be useful to you and your students, and designing activities that ensure that students engage with it ensures that they get the most out of it.
REFERENCES Grunert O’Brien, J., Millis, B.J., Cohen, M.W., 2008. The Course Syllabus: A LearningCentered Approach, second ed. Jossey-Bass, San Francisco, CA. Hamish, R.J., Bridges, K.R., 2011. Effect of syllabus tone: students’ perceptions of instructor and course. Soc. Psychol. Educ. 14, 319 330. Riviere, J., Picard, D. R., Coble, R., 2016. Syllabus design guide. Retrieved from: ,http://cft. vanderbilt.edu/guides-sub-pages/syllabus-design/. (accessed 26.04.18).
Considerations for Syllabus Writing SPOTLIGHT | 2
53
Saville, B.K., Zinn, T.E., Brown, A.R., Marchuk, K.A., 2010. Syllabus detail and students’ perceptions of teacher effectiveness. Teach. Psychol. 37 (3), 186 189. Weimer, M., 2017. First day of class activities that create a climate for learning. Faculty Focus. ,https://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activitiesthat-create-a-climate-for-learning/. (accessed 19.07.17).
Considerations for Syllabus Writing Your course syllabus has several key functions (Gunert O’Brien et al., 2008). It establishes an early point of contact between the student and instructor, helping to set the tone for the course and conveying information about the course’s purpose and design. It also provides logistical information, from required materials and course policies to the types of assessments in the course. Importantly, it can also convey a welcome to all your students by including information about learning resources, statements about inclusivity, and statements on accommodation. This insert describes syllabus elements that instructors may want to consider, including example statements and introduction activities. Tone. Many of us think about the syllabus as a contract with students, and we therefore have a tendency to use impersonal language that sets out policies and expectations. This can result in a syllabus that is clear and informative but that students perceive as cold and distant. In What the Best College Teachers Do, Ken Bain found that highly effective instructors invite their students to the course, emphasizing the excitement and the shared journey on which they’ll go. Students perceive these differences, and they associate “warm” language with the qualities of a master teacher (Saville et al., 2010) who is approachable and motivated to teach the class (Hamish and Bridges, 2011). It’s therefore worth reading your syllabus with an eye to its tone. An easy way to warm up the language is to convert from third person to first and second person. For example, converting the sentence “Students will design a final project that ties together course objectives and future career goals” to “You will have the opportunity to design a final project that ties the course to your future career goals” conveys the same information but in a warmer and more inviting way. Further, converting the sentence “Students must actively participate throughout the course” to “Your voice matters. We will have frequent opportunities for you to contribute to the class, and it’s important for you to take advantage of them to enhance your own and your colleagues’ learning” personalizes the message and provides a rationale that centers on the student. These changes can be a powerful way
49
50
SPOTLIGHT | 2 Considerations for Syllabus Writing
to communicate our goals about the type of course and the types of relationships we want to develop. Expectations for students/expectations for instructor. The syllabus often describes course expectations for students through attendance policies, class preparation policies, phone/laptop use policies, etc. Some faculty find it valuable to have a list of expectations for students with a mirroring list of expectations for the instructor. For example, neuroscientist Anita Disney includes the following section in her syllabus: You can expect me to: G G G G G
Respect each of you as individual and unique learners. Be on time and prepared for each class. Turn off my mobile phone. Make instruction clear and offer further clarification when help is needed. Respond to emails within 24 hours.
Here is what I expect from you: G G G G G
Respect your classmates and support them in their endeavors. Be on time for class. Complete your assigned readings. Silence or turn off your phone; make no calls, send no texts. Provide credit and citation where it is due—in class, online, and in your submitted assignments.
The reciprocal nature of these statements demonstrates respect for students and can have a positive impact on the course community. Inclusivity and diversity statements. A statement about your or your institution’s support for inclusive learning environments can be a way to welcome students to your class and to signal your support for diverse student groups. Vanderbilt’s Center for Teaching (cft.vanderbilt.edu) has collected several statements that can serve as inspiration (Riviere et al., 2016); one from the University of Northern Colorado is shown here: G
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and individual differences are understood, respected, appreciated, and recognized as a source of strength. We expect that students, faculty, administrators and staff within CEBS will respect differences and demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and worldviews may be different from their own.
Disability. Although it falls under the general category of inclusivity, it may also be worthwhile to have a section on your syllabus that directly addresses disability. Students in our classes may have a range of abilities and disabilities; some of these differences will be visible and some will not. A
Considerations for Syllabus Writing SPOTLIGHT | 2
51
statement in the syllabus that invites students with disabilities to meet with you privately to discuss accommodations is a good start to making the classroom welcoming. Picard and colleagues offer the following example statement (Riviere et al., 2016): G
This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that make our learning environment and activities difficult, if you have medical information that you need to share with me, or if you need specific arrangements in case the building needs to be evacuated, please let me know. I am committed to creating an effective learning environment for all students, but I can only do so if you discuss your needs with me as early as possible. I promise to maintain the confidentiality of these discussions. If appropriate, also contact the Equal Opportunity, Affirmative Action, and Disability Services Department (EAD) to get more information about specific accommodations.
Personal electronic devices. Student use of cell phones, tablets, or laptops can enrich a class, providing a mechanism to find resources, answer clicker questions, or take notes directly on the images we often use to guide our class. Student misuse of devices, on the other hand, can serve as distractions for the entire class. It’s worthwhile considering how you expect students to use electronic devices in class, develop a corresponding policy, and explain it in the syllabus. It’s important to avoid adversarial language when introducing the policy and to keep your explanation grounded in students’ learning experiences. Riviere and colleagues offer the following statements (Riviere et al., 2016): G
G
As part of this course, you will be asked to vote on “clicker questions” using your laptop, tablet, or cell phone at least twice per class. To ensure that you gain as much as possible from class time, I expect that you use these technologies only for course-related purposes while in the classroom. If you find your cellphone distracting, I encourage you to put it away between questions. This course requires you to be a mindful and courteous participant during in-class discussions. Therefore, laptops and cell phones are not allowed except in the following situations: fact-checking, referencing required readings, and finding relevant resources to aid in our understanding of the course content (such as YouTube clips or recent newspaper articles). If I find that you are not following this policy, I will ask you to turn off the device.
Activities to get students to read the syllabus. After you’ve done the work of putting together a warm syllabus that invites students to your exciting course, it can be discouraging when they don’t seem to read it. Rather than “going over the syllabus” with your students on the first day of class, it can be useful to put together an activity that gets students actively engaged in
52
SPOTLIGHT | 2 Considerations for Syllabus Writing
finding key information. The following are two examples of activities that can be effective. G
Syllabus mining. Have your students form groups of three and provide different questions for each person in the group, such as: Person 1: How are synthesis maps made? How do you get feedback on them, and when are they graded? When are they due, and we will do anything in class to help with their construction? Person 2: What are the recommendations for reading papers? What do you need to do to lead discussion? How will your discussion leadership be graded? Are your peers involved in grading you? Where do you find information about dates for each paper discussion? Person 3: What are the recommendations for reading the text? Will we use Brightspace? Will we use any other tool for communication? When are the two exams?
G
Students in the small group share their answers with each other. You then ask the large group if anything needs clarification or additional information. This exercise not only gets students actively involved in finding key information in the syllabus, it also gets them talking to and relying on each other in the first class period. Syllabus speed dating. Have students sit in two rows of chairs facing each other. Ask two questions, one about something in the syllabus and one of a more personal nature. Give a brief amount of time for students to answer both question, check that the syllabus question has been answered correctly, and then have one row of students shift down to form new pairs (Weimer, 2017).
In brief, your syllabus is one of your first chances to establish the way your course will proceed, from the tone of your interactions with students to the things you value in your class. Using it to welcome students, convey the course’s purpose and design, and share important logistical information makes it a multi-functional document that will be useful to you and your students, and designing activities that ensure that students engage with it ensures that they get the most out of it.
REFERENCES Grunert O’Brien, J., Millis, B.J., Cohen, M.W., 2008. The Course Syllabus: A LearningCentered Approach, second ed. Jossey-Bass, San Francisco, CA. Hamish, R.J., Bridges, K.R., 2011. Effect of syllabus tone: students’ perceptions of instructor and course. Soc. Psychol. Educ. 14, 319 330. Riviere, J., Picard, D. R., Coble, R., 2016. Syllabus design guide. Retrieved from: ,http://cft. vanderbilt.edu/guides-sub-pages/syllabus-design/. (accessed 26.04.18).
Considerations for Syllabus Writing SPOTLIGHT | 2
53
Saville, B.K., Zinn, T.E., Brown, A.R., Marchuk, K.A., 2010. Syllabus detail and students’ perceptions of teacher effectiveness. Teach. Psychol. 37 (3), 186 189. Weimer, M., 2017. First day of class activities that create a climate for learning. Faculty Focus. ,https://www.facultyfocus.com/articles/teaching-professor-blog/first-day-of-class-activitiesthat-create-a-climate-for-learning/. (accessed 19.07.17).