The Syllabus as a Tool for Learning

We often regard the course syllabus as a catalog of information about the instructor, the texts, the assignments, the calendar, the objectives, and the course policies. However, with some revision, a syllabus can become the most important text of the course, functioning as an intellectual guide as well as a course agenda.  
 

The Syllabus as an Intellectual Argument

In Engaging Ideas, John Bean maintains that all of the courses we teach should emulate our intellectual excitement in our disciplinary or interdisciplinary work. “Problems, questions, or issues are the point of entry into the subject and a source of motivation for sustained inquiry.”

• A syllabus presents a thesis, claim, or argument about the subject matter.
• Various parts of the syllabus then provide a sequence of claims, a body of evidence, and assignments in which students grapple with thesis-related problems.

The Syllabus as a Guide for Learning

In What the Best College Teachers Do, Ken Bain develops the idea of a three-part document that he dubs the “promising syllabus.” The syllabus becomes less about commands and requirements and more about how students take control of their learning. 

• It presents the opportunities the course offers to the students.
• It outlines the work that students will achieve to realize these opportunities.
• It summarizes how both students and instructors will understand the nature and progress of the learning.

In Effective Grading, Barbara Walvoord and Virginia Johnson advocate for a similar kind of guide that they define as an assignment-centered course skeleton as opposed to a coverage-centered one.

• An assignment-centered syllabus fosters motivation and learning.
• First-exposure learning happens outside of class in readings and problem sets.
• Class time is reserved for teacher-student interactions that develop analysis and synthesis, problem-solving, and evaluation.

Characteristics of a Syllabus

• Detailed precision

• Clearly stated course objectives

• A day-by day schedule identifying specific reading assignments and due dates

• Clear statements regarding make-up dates, attendance, and grading standards

• Times identified when instructors are available in the office, by email, and by phone at home

Syllabus Checklist

• Instructor information (full name and title, phone, fax, email, website, office location, office hours)

• Course information (title, prefix and number, current semester and year dates)

• Purpose of the course;  course and unit objectives

• Resources for class (print and non-print materials; packets; required vs. recommended materials; library reserves)

• Course requirements

• Expectations the instructor will have for students

• Policies for grading, attendance, late work, and incompletes

• Disabilities/accommodations statement

• Statement on student honesty, plagiarism, and collaboration

• Subject-to-change caveat

• On a separate page or website, a tentative or working course calendar