“We always do things that way because we’ve always done
things that way.”
Technology and innovation have been integrated into all we do. Flipping
the classroom, Ipad teaching, ebooks, ibooks, and infinite assessing are all tried
and
trended. Creativity is everywhere (in assignments, in the classroom, in the
readings).
Everywhere except one place. The humble, decrepit, never-changing
course syllabus.
Yes, it is often considered a contract. It’s usually a roadmap,
a summary, and a plan. I’ve even seen them be more than 25 pages.
But syllabi are also outdated and continually boring.
The course syllabus ought to be to a course as a movie trailer
is to the actual movie. It should be interesting, tantalizing, and make the
reader/viewer look forward to the actual product.
I know, the course syllabus has been a hallmark of college
courses since…well…since college courses began. We teachers tell students what
we’re gonna do, then we go do it, then we often revise it, then we kind of do
pretty much what we want.
Or some variation of all that.
And it could be time for a change.
A good syllabus should in truth be only three things.
First, a motivational document that actually makes the course
sound as interesting as it hopefully and actually will be. (The movie trailer
concept.)
Second, the indication of a starting point and an ending point. Where
will the path to learning in this course begin and where will it end and why might
it be the best road ever travelled by.
Third, approximately what will be done when, and a detailing of
those things every syllabus must contain.
That’s it.
There should be two or three pages that encompass the first and
the second things above. Written in the best possible prose, using perfect
words that will give the student the necessary excitement and the knowledge
that this course can and will be different from every other course and it will
be the course that can, indeed, make a difference in their lives (as should
every course).
Do not fall into the trap that more pages or words are better, or
that the student really cares about learning outcomes, descriptions they can
read in the catalogue or any other words that are simply dull and words that are
written in every other syllabus on the planet. More is never better. Good
precise writing is what counts. The teacher’s enthusiasm should permeate every
sentence.
A syllabus, after all, is for the student…not actually for the
professor, the department, or any accrediting body. A syllabus is for the student.
And it ought to be designed to make the student want to be in
the course (even if they have to be).
Now, for the third point above. There is, of course, all the things
that have to be in every syllabus. The attendance policy. The disability
statement. Perhaps a statement on diversity. The grading policy. These things
are important, but not as part of the motivational pages. These things are
literally the fine print. These things should be like those things on any web
agreement that you simply read or do not read, but you always check off “I
agree” at the end.
In a syllabus, put these things in eight or nine point type.
Make them fit on a page or a page and a half. And put an “I agree” box at the
end and a place for the student’s signature. (Every teacher should have a signed copy of the syllabus—or a portion
thereof--from each student indicating their knowledge of and agreement with
these things.)
These elements are not things that should not be read, or are
not important. But they should be designated as what they are: the fine print
details of course operation and the minutia of course functioning.
Then, at the end of the syllabus, put a calendar of events, indicating the key dates when tests will be
given and when other significant things will be done or will be due should be
listed. Not all the readings…just maybe the key readings. Everything else can
be assigned in class, because that’s one of the many reasons why class is
important to attend. . .and because day-to-day schedules will always change.
How many pages is this syllabus? Six or seven at the very, very most.
Anything longer is boring. Anything shorter is great.
Teachers don’t have to do what they’ve always done. Not if the
always done just isn’t what should be done anymore.
And the syllabus is no exception.
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