Constructing the Learning-Centered Syllabus

We are not here to cover the whole topic of learning-centered education but, rather, to concentrate on one aspect of that concept: The Learning-Centered Syllabus. "A learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development" (Diamond, p. xi).

An effective learning-centered syllabus should accomplish certain basic goals (Diamond, p. ix):

  • define students' responsibilities;
  • define instructor's role and responsibility to students;
  • provide a clear statement of intended goals and student outcomes;
  • establish standards and procedures for evaluation;
  • acquaint students with course logistics;
  • establish a pattern of communication between instructor and students; and
  • include difficult-to-obtain materials such as readings, complex charts, and graphs.

The following outline is based primarily on Tools for Teaching by B. G. Davis (1993).

General Strategies

  1. Look over the syllabi of other faculty in your department. If the department does not use a standardized format, use a colleague's syllabus as a rough model. Consider putting your syllabus on line as well as handing out hard copies.

     

  2. Anticipate the general questions that will be in the minds of students including the number and kinds of tests and assignments; grading system; text and readings; policies regarding attendance, late work, and make-up work; purpose of the course; nature of class sessions; level of preparation or prerequisites; and why they should take this course.

     

  3. Keep the syllabus flexible. It reflects the degree of rigidity in the course and whether digressions are discouraged, allowed, or encouraged. If appropriate, leave room to roam or revise.

Creating a Syllabus

    1. Include more rather than less. Specificity and detail are valuable learning tools and reduce initial anxiety.

       

    2. Provide basic information such as the name of the university, year, semester, course title and number, credits, time and location of meetings, any field trips or meetings other than normal meeting times, and your personal data (name, office number, phone number, e-mail address, office hours, whether appointments are needed for office hours, home phone and restrictions if appropriate), and similar information for TAs.

       

    3. Describe prerequisites to the course. Help students to realistically assess their readiness by listing knowledge, skills, and experience expected. Give them suggestions about how to refresh their skills. Do whatever you can to help overcome the tendency of students to "dump" what they have learned at the end of the semester by showing how concepts, skills, and specific knowledge are built on previous courses and lead to future courses.

       

    4. Give an overview of the course's purpose. Discuss subject matter and how the course fits into the curriculum and why the course is useful. This is also where you can orient the students to the discipline (see above).

       

    5. State the general learning goals or objectives. List three to five major objectives toward which you expect all students to strive. What will they know or be able to do? What skills or competencies do you want students to develop? If appropriate, be clear about what the course does not address.

       

    6. Clarify the conceptual structure used to organize the course. Students need to know why topics are arranged in a given order and the logic of the themes and concepts as they relate to the course structure. Does the course involve mostly inductive or deductive reasoning? Is it oriented to problem-solving or theory building? Is it mostly analytical or applied? In answering these questions, acknowledge that they reflect predominant modes in most cases rather than either/or dichotomies.

       

    7. Describe the format or activities of the course. Will there be field work, research projects, lectures, discussions, etc., and what is required versus recommended.

       

    8. Specify textbooks and readings by author and editions. When possible, explain connections to the course objectives and how the text and readings address them. Explain whether you expect students to have completed readings before class sessions and the degree of understanding that you expect (e.g., pop quizzes, able to discuss, or apply to problem-solving scenarios). If readings are placed on reserve in the library, discuss library policy.

       

    9. Identify additional equipment or materials needed and sources.

       

    10. List assignments, papers, and exams. Be as specific as possible about dates, expectations for performance, and types of exams, quizzes, exercises, papers, etc.

       

    11. Explain how students will be evaluated and grades assigned. Include components of the final grade, weights assigned to each component, grading on a curve or scale. Can extra credit improve a grade and can a quiz grade be dropped?

       

    12. Explain other requirements such as group assignments, individualized consultation, etc.

       

    13. Discuss your policies clearly regarding attendance, late assignments, make-ups, extra credit, deadline extensions, reporting illness, cheating and plagiarism, unacceptable behavior in class such as eating, and students' responsibilities in the learning process.

       

    14. Invite students with special needs to talk to you during office hours or before or after class.Following are three suggested statements that you may wish to include in your syllabus regarding students with disabilities. They were compiled by the Disability Resources office in the Office of the Dean of Students.
      • "Iowa State University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Any student who may require an accommodation under such provisions should contact the instructor as soon as possible and no later than the end of the first week of classes or as soon as you become aware. No retroactive accommodations will be provided in this class."
      • "If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with me soon. Please request that the a Disability Resources staff send a SAAR form verifying your disability and specifying the accommodation you will need."
      • "Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the Disability Resources Office at 515-294-6624 or TTY 515-294-6635 in Room 1076 of the Student Services Building to submit your documentation and coordinate necessary and reasonable accommodation."

 

  1. Provide a course calendar. Stick to it and, if necessary to revise it, try to had out a written revision.

     

  2. Schedule time for feedback from students. This can be done at mid-term or more often. Students will take more ownership of course responsibilities if they are able to have input into making the course more effective.

     

  3. List important dates such as last drop date, registration dates for the next semester, etc.

     

  4. Estimate student work load. Give students a sense of how much preparation and work the course requires. But be realistic; they don't believe either scare tactics or soft pedaling. And remember that yours is not the only class that they're taking.

     

  5. Include supplementary information that will help students succeed, such as:
    • glossary of terms and jargon;
    • hints about how to study or take notes;
    • information about campus resources such as tutoring, study skills help, or computer labs;
    • a reference list of more in-depth readings, advanced topics, or remedial refreshers; and
    • copies of past exams if possible.

     

  6. If there is a service learning component, explain what is expected and how students will be evaluated. If it is not a requirement of the course but there are opportunities available, provide information about who to contact. In either case, explain some of the benefits of service learning activities.

 

Using the Syllabus

  1. Annotate and revise. Keep a copy on disk or hard drive so you can easily make changes or additions.

     

  2. Distribute the syllabus on the first day of class. Model the behavior you expect from your students by meeting your "assignment" on time, not a week into the term. Review the essential points, answer questions, and tell the students how important the syllabus is.

     

  3. Make and bring extra copies for the first two or three weeks to replace lost copies or for students joining the class late.