WMUx

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WMUx
Western Michigan University
Kalamazoo MI 49008-5230 USA
(269) 387-4200

The Syllabus

Brief Overview

As the central planning document for a course, a carefully-structured syllabus ensures that instructors are able to manage their students'—and their own—time and effort throughout the semester. Over the last half century, the scope of the syllabus has altered significantly in North American higher education, moving from a 1- or 2-page document intended to provide office hour information, a reading list, and a rough outline of assignment due dates to a 5-, 10-, or even 20-page contract focused on a wide range of learning outcomes, policies, and practices. And as more institutions offer anti-bias, anti-racist training, calls to "decolonize the syllabus" point to the profound impact that this guiding document can have on the encouragement of equitable practices.

However, even when a syllabus is detailed and learner-centered, it only encourages student engagement if they have actually read it. The number of memes and comedy sketches that include the line, "It's in the syllabus," underscores how frustrating it can be when students ask questions that indicate they have not paid attention to the contents of the syllabus.

 

To begin, watch this short video in which Dr. Gwen Tarbox, Director of the WMUx Office of Faculty Development, and Alyssa Moon, who leads the instructional design and development team, share ideas about how the planning, construction, and sharing of a syllabus can have a positive impact on both instructors and their students.

 

Quick Tips

  1. Bring your syllabus into alignment with universal design practices by addressing the three essential components of Universal Design for Learning (UDL).
    1. Provide multiple means of engagement by outlining course goals and objectives, calling attention to the "why" of the content of the course, and providing opportunities for student choice and autonomy within the course.
    2. Provide multiple means of representation by establishing routines, expectations and timelines, clearly articulating assessment formats, and defining or avoiding "jargon" so that all learners, no matter their level of comfort with the subject matter can understand and engage with the course.
    3. Provide multiple means of action and expression by explicitly directing students on how to access the course content, where additional information can be found, and giving variety in examples and ways to access the information. Ensure access to tools, support, and assistive technologies are easy to find and located near the beginning of any provided information.
  2. Follow the dictum, "less is more." Use links to break up information and create separate assignment sheets to keep syllabus length down and to guide students throughout the course.
  3. Consult the national calendar, the university calendar, as well as the athletic schedule, to avoid having due dates that coincide with breaks, religious observances, or key campus events such as Homecoming.
  4. As a part of the work/life balance equation, take your own schedule into account as you plan the course. Are you attending a conference or are you teaching multiple courses? Stagger your feedback and assessment responsibilities.
  5. Consider having your students work with you to develop certain aspects of the syllabus.
  6. Employ strategies to ensure that your students have read the syllabus and understand that they should consult it first when they have questions. Try a scavenger hunt or a group activity surrounding application of syllabus content or create a knowledge check and have students find the information you value most. The questions you ask and the activities you create will show students what you value most about the learning experience.

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Resources

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References

  • Howton, et. al. "The Influence of Syllabus Tone on Student Engagement in a Wellness Course." Journal of Effective Teaching in Higher Education, vol. 3, no. 1, 2020: pp. 1-14.
  • Parkes, Jay, and Mary B. Harris. "The Purpose of a Syllabus." College Teaching, vol. 50, no. 2, 2002, pp. 55-61.

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