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Universal Design | Course Content | Course Goals | Structuring an Effective Course | Selecting Learning Activities | The Syllabus
The Syllabus
Following course planning, a syllabus becomes the next vehicle for communicating the structure of the course and operating procedures. It will help students know what is expected from the start of the course and will allow them to plan their quarter efficiently. The opportunity for capricious grading charges will be diminished and a positive image will be presented to the students (a well-prepared syllabus is evidence that the instructor takes teaching seriously). A syllabus also provides the departmental office, supervisor, and/or colleagues with pertinent information about the course. Most university departments require some type of syllabus.A large number of academic misconduct cases and student complaints have at their root a lack of understanding of the requirements and expectations for performance in a course. A syllabus can consolidate into a single document all of the routine matters that surround teaching a course—reading schedules, grading, due dates, class topics, etc.—that would otherwise have to be communicated in individual conversations with each member of the class.
Simply put, the syllabus is a formal statement of what the course is about, what students will be asked to do, and how their performance will be evaluated. Unlike the comments an instructor makes in class, it is a lasting statement to which students can refer again and again. Careful construction of the syllabus reduces ambiguity and is the first step toward producing an environment in which student learning can flourish.
Preparing an Effective Course Syllabus
One can begin by studying syllabi from other instructors or those that have been used previously in the course being taught. Instructors might also check with their departments for specific guidelines they may have about a syllabus format. The following are generally included in the syllabus:- Relevant information about
the course and instructor. The information should include the current
year and quarter, the name and number of the course and the
meeting time (with
days of the week), and location. It should also include the
instructor’s
name, phone number, the location of the instructor’s office, and the
times of his or her office hours. The same information should be included
for any teaching associates or course assistants. These facts are normally
placed at the beginning of the document.
- A clear statement of course
goals. The course goals should be as clear as possible and
should describe
what the students will be expected to know at the end of the
quarter, rather
than what the instructor plans to do.
- A description of the means
(or activities) for approaching the course goals. Possible
items include
field trips, guest lecturers, discussions with active
participation, problem-solving
groups, assignments, use of audiovisual materials, etc. The
amount of student
time required for each activity may be estimated.
- A list of the resources to
be obtained by the students. Most important here are the required text(s), course packs, and
reading assignments.
Their prices and where they are available for purchase or loan
should be included.
(It is important to check that the bookstore or library will have the text
on the shelves before students are sent to find it!) It might
also be explained
if materials other than text(s) are required of students. Any supplemental
materials such as lecture tapes, sample projects, or past tests
that are available
can be mentioned.
- A statement of
grading criteria. This will explain the grading criteria, the components of the final grade,
the weighting of various grades, the relationship of class
participation and
attendance to the final grade, and other relevant information. The number
of tests each quarter might be included, along with a description of each
test. The numerical equivalent of letter grades can be provided,
or the “ranges”
of each grade. A fuller explanation of the concept of grading can be found
in the chapter on Assessment.
> - A statement of
course policies. This is best expressed in a clear, nonthreatening form. Policies should be
set for events such as missing an exam, turning in a late
assignment, missing
class, requesting an extension, and reporting illness. It is a good idea to
go on record with a fairly stringent policy that can be informally tempered
at a later date, if and where circumstances so warrant. Absolutes
are always
more trouble than they are worth. There can also be a short
statement defining academic
misconduct in one’s individual subject. Instructors should
indicate that they will follow University Rule 3335-31-02, which requires
that “Each instructor shall report to the committee on
academic misconduct
all instances of what he or she believes may be academic
misconduct.”
- Disability
statement. An
important part of the syllabus is a statement that informs
students with disabilities
that materials are available in alternate form and that accommodations will
be made. The Office for Disability Services proposes the
following as a good
example statement: “Any student who feels he/she may need
an accommodation
based on the impact of a disability should contact the instructor privately
to discuss your specific needs. Please contact the Office
for Disability Services at 614-292-3307 in 150 Pomerene Hall to
coordinate reasonable accommodations for students with documented
disabilities.”
- A schedule. If each class hour is mapped out in detail, this will doubtless be the longest and most time-consuming segment of the syllabus to prepare, although it will be a good investment in a well-organized class. The syllabus should, as a minimum, contain dates with the corresponding sequence of class or lab topics, the preparations that are required or suggested, and the assignment that will be due. The instructor should note holidays and the date and time of any midterms, as well as the final examination. It is up to the instructor to weigh student need for structure and expectations against instructor need for freedom and flexibility.
The Disability Statement
As outlined by the OSU Partnership Grant, a syllabus should include a disability statement, which indicates the instructor’s willingness to provide reasonable accommodations to a student with a disability. The statement should be an invitation to students who have disabilities to meet with the instructor—in a confidential environment—to review course requirements and to discuss his or her need for accommodation. Establishing reasonable accommodations should be considered on a case-by-case basis because of the functional limitations of each individual and because the specific demands of the course will vary. An example of a disability statement is given in the previous section on Preparing an Effective Course Syllabus.The Office for Disability Services
(ODS) is the office responsible for determining appropriate
accommodations based
on the documentation. The accommodation process should be one of
collaboration
between student, instructor and the Office for Disability Services. Students
already working with ODS have provided that office with
documentation of their
disability. Instructors should not ask the student for
documentation; however,
they can request that a letter from ODS be sent to verify the disability. A
statement on the syllabus and an announcement in class normalizes
the accommodation
process by treating it as just another part of the course. However,
discussion
of these issues with individual students must be handled with sensitivity and
awareness of the student’s right to privacy.
The Syllabus Has a Personality
Beyond the content of the syllabus is its tone, which can give welcoming or hostile messages. A brief syllabus with strong warnings about policy infringements and no encouraging words about the excitement of the course content may be offputting. Syllabi that contain humor and enthusiasm can create good first impressions. For example, one syllabus at Ohio State proclaims that the course is “the most exciting calculus course on this or any planet.”One professor at the University of
North Dakota (Harris, 1993) posits 10 rules for syllabus
construction that take
motivation, as well as clarity, into consideration. In a good syllabus, the
instructor should:
- convey enthusiasm for the subject
- convey the intellectual challenge of the course
- provide opportunities for students to personalize the content
- convey respect for the ability of students
- state course goals positively so that they appear attainable
- convey the possibility of success in stating grading policy
- adequately specify assignments
- vary assignments according to the type of expertise required
- make provisions for frequent assessment of student learning
- convey the
teacher’s desire
to help students individually
Similarly, spatial layout can make
a difference. Syllabi that are well-designed will certainly be more effective
than those that are cramped or poorly formatted.
Several experts recommend going beyond the bare basics of syllabus content.
Howard Gabennesch, a sociologist at the University of Southern
Indiana, speaks
of the “enriched syllabus,” a syllabus that “is a teaching
instrument. It highlights those aspects of pedagogy—goals,
means, rationale—that
might encourage and enable students to cooperate more effectively
with the instructor’s
efforts” (1992, p. 4). For more detailed information, a
step-by-step guide
for preparing a “learner-centered”
course syllabus is in Grunert (1997).
Recommended Readings on Course Preparation
Diamond, R. (1998). Designing and improving courses and curricula: A practical guide. San Francisco: Jossey-Bass.Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.
Kalish, A., & Middendorf, J. (n.d.) Course planning guide. Ohio State Faculty and TA Development.
McKeachie, W. J. (1999). Teaching tips: Strategies, research, and theory for college and university teachers (10th ed.). Boston/New York: Houghton Mifflin.
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