The Syllabus Makeover From Boring Document to Engaging Class Brochure Julie Taylor-Massey, MBA, PhD Our time together Share what piqued my interest Describe functions of syllabus Discuss considerations in syllabus design Identify framework for redesign Goal: Inspire more mindful and intentional approach to syllabus design
Sound familiar? My interest in this topic Impetus was intrigue, puzzlement, frustration Ubiquitous, standard document YET students not reading it! How did you come to your first syllabus? Think about typical syllabus What does it look like? Black & white, textheavy, verbose
Colorful, image balanced, concise Who is it for? Instructor-friendly Student-friendly What is impression of document? Dull legal document Engaging class brochure
Does it express my personality and set desirable tone for course? Aha Moment Time for a makeover! Create engaging document Improve usefulness Increase readership
Set positive tone Apply scholarship Common themes Syllabi have been fundamental to how we manage our courses, yet they have been the subject of little innovation. ~Fornaciari & Dean (2014) We know very little about how students respond to syllabi but we
do know many dont read them carefully or completely. The typical syllabus gives little indication that the students and teacher are embarking on an exciting learning adventure together, and its tone is more akin to something that might be handed to a prisoner on
Functions of syllabus Communication device Course roadmap, plan of action Contract Agreement b/w parties, regulates behavior Permanent record Accountability, documentation (Matejka & Kurke, 1994; Parks & Harris, 2002; Slattery & Carlson, 2005) Considerations Length
Long enough, but not too detailed (Harrington & GabertQuillen, 2015; Jenkins, Bugeja, & Barber, 2014; Saville, Zinn, Brown, & Marchuk, 2010) Want to know schedule, grading, requirements, policies (Becker & Calhoon, 1999) Tone and language (Dean & Fornaciari, 2014; Harnish & Bridges, 2011) Inclusive and warm = more favorably perceived, but also easier
Considerations Students habits Accustomed to instant gratification, snippets of information, scanning, multi-tasking, and less reading (Rivera & Huertas, 2006; Sweeney 2006) Use bullets and short text over paragraphs (Dean & Fornaciari, 2014) Images, color = more positive (Harrington & Babert-Quillen, 2015; Houts, P. S., Doak, D. C., Doak, L. G., & Loscalzo, M. J., 2006); Percy-Rosenbaum-Elliott, 2012) Before and after
Before and after Framework: The 7 Rs 1) Remove 2) Redirect 3) Reduce 4) Restate 5) Reorganize 6) Restyle 7) Revisit Questions and Wrap-up Reframe how you think of the syllabus!
Give yours a makeover and debut an engaging class brochure next semester! Works
Becker, A. H., & Calhoon, S. K. (1999). What introductory psychology students attend to on a course syllabus. Teaching of Psychology, 26(1), 6-11. Dean, K. L., & Fornaciari, C. J. (2014). The 21st century syllabus: Tips for putting andragogy into practice. Journal of Management Education, 38(5), 724-732. Fornaciari, C. J., & Dean, K. L. (2014). The 21st-century syllabus: From pedagogy to andragogy. Journal of Management Education, 38(5), 701-723. Habanek, D. V. (2005). An examination of the integrity of the syllabus. College Teaching, 53(2), 62-64. Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students perceptions of instructor and course. Social Psychology of Education, 14, 319-330. Harrington, C. M., & Gabert-Quillen, C. A. (2015). Syllabus length and use of images: An
empirical investigation of student perceptions. Scholarship of Teaching and Learning in Psychology, 1(3), 235-243. Houts, P. S., Doak, D. C., Doak, L. G., & Loscalzo, M. J. (2006). The role of pictures in improving health communication: A review of research on attention, comprehension, recall and adherence. Patient Education and Counseling, 61, 173-190. Jenkins, J. S., Bugeja, A. D., & Barber, L. K. (2014). More content or more policy? A closer look at syllabus detail, instructor gender, and perceptions of instructor effectiveness. College Teaching, 62, 129-135. Matejka, K. & Kurke, L. B. (1994). Designing a great syllabus. College Teaching, 42(3), 115-117. Works
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Francisco, CA: Jossey-Bass. Parkes, J., & Harris, M. B. (2002). The purpose of a syllabus. College Teaching, 50(2), 55-61. Percy, L. & Rosenbaum-Elliott, R. (2012). Strategic advertising management (4th ed.). New
York, NY: Oxford University Press. Rivera, B. & Huertas, M. (2006, November 17-18). Millennials: Challenges and implications to higher education. Retrieved from https://www.nyu.edu/frn/publications/millennial.student/Challenges%20and %20Implications.html Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students perceptions of teacher effectiveness. Teaching of Psychology, 37, 186-189. Singham, M. (2007). Death to the syllabus. Liberal Education, 93(4). Retrieved from https://www.aacu.org/publications-research/periodicals/death-syllabus Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus. College Teaching, 53(4), 159-164. Suddreth, A-M., & Galloway, A. T. (2006). Options for planning a course and developing a syllabus. In W. Buskist & S. F. Davis (Eds.), Handbook of the teaching of psychology (pp. 31-35). Malden, MA: Blackwell.
Sweeney, R. (2006, December 22). Millennial behaviors & demographics. Retrieved from https://certi.mst.edu/media/administrative/certi/documents/Article-Millennial-Behaviors.pdf Thompson, B. (2007). The syllabus as a communication document: Constructing and presenting the syllabus. Communication Education, 56(1), 54-71.
dialogue education update 4 rights and obligations this cd has been produced for teachers to use in the classroom. it is a condition of the use of this cd that it be used only by the people from schools that...
Composition Fallacy. The converse of the distribution fallacy is the composition fallacy, assuming that groups have the properties of the individuals that compose them. For example: "A point doesn't have any length; lines are made out of points; therefore, a...
What is a Hard Skill? Hard skills are specific, teachable abilities that can be defined and measured, and include the specific knowledge and abilities required for success in a job.. Examples of hard skills include computer programming, web design, typing,...
Tahoma 新細明體 Arial Wingdings 標楷體 Symbol Times New Roman Comic Sans MS Garamond 華康楷書體W7(P) 文新字海-古印 全真中隸書 Shimmer 1_Shimmer Microsoft Word 文件 Ulead PhotoImpact Image Adobe PhotoDeluxe 商業版影像 APA第六版書寫精要 上課教材內容 教學目標 大 綱 大 綱 一、前 言 PowerPoint ...
In The Kite Runner, Khaled Hosseini uses the literary device of foil to help enhance the major motifs - of loyalty, devotion, and love - in the novel. The only way to fully understand the foil and its purpose is...
TK w1 w2 wj wm D1 D2 Di Dn IR - Berlin Chen * PLSA: One more example on TDT1 dataset aviation space missions family love Hollywood love IR - Berlin Chen * PLSA: Experiment Results (1/4) Experimental Results Two...
Ready to download the document? Go ahead and hit continue!