The syllabus is a foundational document that serves as a roadmap for your course. It has multiple functions, such as describing the learning goals, schedule, and expectations.
Over the years, the syllabus has largely been content-focused and served as a contractual document. Yet, research shows that a learner-centered syllabus contributes to inclusive course design, sets a welcoming tone to your students, and invites students to see themselves as active members of a classroom community with agency over the skills, attitudes, and behaviors that shape their learning experience.
To promote motivation and emphasize student success, learner-centered syllabi are clear and display empathy, approachability, and enthusiasm while avoiding authoritarian, bureaucratic language (Duke Accessible Syllabus Project). Content includes but is not limited to: an engaging, question-driven course description, detailed learning goals, clear assessment policies and assignment descriptions, and a cohesive schedule. (Wheeler et al., 2019)
This guide offers suggestions and considerations for designing a syllabus. We recommend to also check with your department or school/college to learn if they have a template or recommendations.
References
Duke Accessible Syllabus Project. Designing the Document. https://sites.duke.edu/dukeaccessiblesyllabus/designing-the-document/#tone%20and%20rhetoric
Wheeler, Lindsay B, Palmer, Michael, & Aneece, Itiya (2019). Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students. International Journal for the Scholarship of Teaching and Learning, 13(3), 1-22. https://doi.org/10.20429/ijsotl.2019.130307
Updated August 2, 2024