Diapositiva 1 - Colorado State University

Diapositiva 1 - Colorado State University

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.

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