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THE SYLLABUS RE-EVALUATED:

CREATING A TOOL FOR EFFECTIVE LEARNING


By Judy Greene and Kathleen Therrien

Revised with permission from About Teaching, No. 44 (April 1993)

The syllabus has traditionally been regarded as a simple "table of contents" for a course. Another approach, however, designates it as an "informal contract between the instructor and the student, giving both members of the team a definite idea of what is expected" (Millis). Current research suggests that a well-constructed syllabus actually helps students be more efficient learners and allows both instructors and students to interact more effectively.

The syllabus' greatest strengths lie in the fact that advanced course planning must take place and that it is the first thing students will see from you on the first day of class. Sharon Rubin, Assistant Dean of Undergraduate Studies at the University of Maryland, points out that both professors and students have similar worries on the first day of class. She cites a 1982-83 study by Lee Knefelkamp of the University of Maryland, who found that faculty members' primary first-day concerns include getting students involved and being liked, while students are anxious about being able to do the work required and liking the professor. A well-designed syllabus can help address these concerns and get the relationship between student and teacher off to a good start.

There are three essential areas that need to be covered in order to produce a truly effective syllabus:

1. Basic Information

You, the instructor, should provide your full name, office location, office hours, phone number, and e-mail address; the same information should be provided for TAs. If you decide to give a home phone number, make sure you clearly state the hours that you are willing to accept calls. This information allows the student to know who you are and the grounds and times upon which you are available. (After all, introducing yourself and inviting contact are the first steps in establishing a positive relationship.)

Make sure that the course title and number are on the syllabus; credit hours, meeting times, and location can be helpful too. Make sure that all texts and supplies are listed so that students can be sure that they have all necessary materials. Distinguishing between primary and recommended texts can greatly aid financially strapped students.


2. Course Description and Policies

A. Description: Many instructors leave the course description, which outlines course content and learning objectives, off the syllabus.  They feel that students either should know what the course is about--they selected and registered for it, didn't they?--or that this material will become apparent during the opening lecture or over time.  If the content and objectives of the course are clear and in writing from the beginning, however, student anxiety can be reduced and a firm, common base of expectations and goals is established between students and teacher.  As Barbara J. Millis of the United States Air Force Academy states in her Syllabus Construction Handbook, "Clear objectives can foster a sense of partnership and an awareness that you and your students are working toward the same goals."

One way of establishing course objectives and content is to clearly indicate what major topics, developments, or areas the schedule will cover. Demonstrating the logistical breakdown of materials and topics to be covered in a class will indicate to students that there really is a rhyme and reason behind what may appear to be mysterious or arbitrary selections; it can also provide students with patterns and a logical sequence to follow while studying. A class that is organized historically, for example, may break the course schedule into discrete time blocks or subdivide areas by themes; one that is thematic may lend itself to discrete sub-themes or be organized by historical developments. In some cases, such as broad survey classes, it is even possible to provide a description of each day's or week's topic.

A description of the in-class instructional format should be provided as well. Students need to know if they will be expected to participate in discussions, engage in computer simulations, work in small groups, listen to lectures, or perform hands-on work; this allows them the chance to prepare adequately, both materially and psychologically.
    B. Policies: Students need to know what is expected and required of them so that they can meet criteria for evaluation. Basic classroom governing principles, such as attendance, lateness, and participation policies, should be stated in writing. This is particularly important if these policies will affect grades; for example, students need to know that if you limit unexcused absences, skipping too many classes will lower their grades. Actually, all grading and grade-affecting policies should be set forth in writing and adhered to strictly. Students want to know if they can do the work required in a class, and letting them know what that work will be--for example, that they will take two cumulative multiple-choice exams worth 50% each or write six short papers--will help them make that decision and feel more comfortable with the class. Also, making certain grading policies more specific, such as make-up exams, re-writes for papers, late penalties, and/or a "no-scaling/curve" rule, gives students a sense of limits, possibilities, and fairness.
 
If there is a participation grade, the weight and means of evaluation should be made clear--will it effect final grades only in borderline cases? Is showing up enough or is frequent participation in discussion necessary?

A well-stated grading policy can also help teachers avoid one of the most troubling (or at least annoying) teaching problems: grade challenges. Millis states:
 

Problems concerning grades unfortunately tend to prompt most student letters of complaint. Concerns include: a) changes in announced grading policy; or b) differences arising from a vaguely stated or never-stated grading policy. A carefully thought-out grading policy, documented in your syllabus and fairly applied, will alleviate some of the student anxiety about final grades and protect you from one of the worst hassles of the teaching profession.


One important note here: Both Millis and Rubin caution against being a "scolder" in the "rules & regs" section of the syllabus. As Millis says, including details about complicated assignments and harshly worded warnings and threats are frightening, not encouraging. While some anxiety is necessary for learning to occur, too much serves only to block the process. Using clear and even humorous language in this section will allow students to see your policies as guidelines and limits, not as threats and intimidations. This allows you, in turn, to operate from a position of established strength, not one of arbitrariness or bullying.

 3. Course Schedule Many instructors complain that setting out a course schedule "limits" them--that they will not be free to spend more time on areas that prompt discussion, that they will not be able to shift areas of concentration. There is a simple solution this problem: Write in the syllabus that the schedule is tentative and liable to change--and that the student is responsible for keeping up with alterations. Some teachers also schedule an "open day" (e.g., listing the day's activity as "In-class work" or "TBA") to accommodate run-overs or unexpected cancellations. To perform their best in your class, students need to know in advance what they are expected to have prepared for class; this allows them to feel that they have control over their performance and, as Millis says, to "balance their own simultaneous commitments." Students also need to know when evaluative tasks are going to be performed. Tests, exams, papers, and the like must be scheduled in advance so that students have time to prepare and pace their schedules. Changes in these dates should be always be announced in advance.


Basic Checklist for Effective Syllabus Construction

Course Information:

___ Course title
___ Course number
___ Meeting times and location(s)
___ Prerequisites (optional)
Instructor Information:
___ Full name and title
___ Office location, phone number, e-mail address, and office hours
___ Home phone number (optional)
___ TA information (if applicable)
Texts and Materials:
___ Required textbook titles and authors and where available
___ Supplementary readings and materials and where available
Course Description/Objectives:
___ Course description
___ Course goals
___ Classroom format
Course Policies:
___ Attendance and lateness
___ Class participation
___ Make-up policies
___ Academic dishonesty
___ Grading policies
Course Calendar/Schedule:
___ Daily or weekly schedule of topics/readings
___ Dates of exams and quizzes
___ Due dates for papers and major assignments
___ Dates of required special events


Sources

Altman, Howard B. and Cashin, William E. (1992, September). Writing a Syllabus. IDEA Paper #27.

Millis, Barbara J. (1990). Syllabus Construction Handbook. (Available from University of Maryland University College.)

Rubin, Sharon (1985, August 7). "Professors, Students, and the Syllabus." Chronicle of Higher Education.

Note: Copies of these articles are available from CTE. Stop by 212 Gore Hall, call 831-2027, or send e-mail to request copies.
 


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