Volume 1: The Modern Syllabus as a Course Information Document
In this era of computer graphics, desktop publishing, and laser printers, students are coming to expect professional products. The first impression created by a quality course information document establishes appropriate expectations, serves as a benchmark for student work, and also serves as a motivational tool (Behnke & Miller, 1989). Not only in form has the old syllabus changed, but in substance as well. Although the term "syllabus" is still widely used, modern syllabi more closely resemble course information documents, which attempt to create a "common script" that aids the efforts and activities of both the instructor and students toward achieving desired outcomes (Smith & Razzouk, 1993).
I. Beyond the Traditional Syllabus
The Negotiated Syllabus: The use of a total negotiated syllabus in which there is full learner participation in fundamental decisions concerning content, materials, methodology, testing, and evaluation is limited to small groups. But Clarke (1991) suggests that including an element of negotiation in a syllabus is practical in most college courses. With an awareness that learners already intervene to some extent in the functioning of the traditional syllabus, there is something attractive about harnessing such a tendency as a pedagogical device.
An Ethnographic Approach: Ramani et al. (1988) suggest thinking of the syllabus as a genre in which the goals are set by the insider-members of the community. Ramani proposes moving toward a learner-centered (outsider) syllabus in which student needs, enabling skills, student tasks, and teacher tasks become the focus.
The Competency-Based Syllabus: Kern (1990) found that a competency-based syllabus, in which student competencies required for the course as well as competencies to be developed during the course are outlined and explained, resulted in increased student performance.
II. Content of the Course Information Document
- Title of course and course number
- Day(s), time, and place class meets
- Name of instructor
- Day(s), time, and place of office hours
- Required and optional texts and readings
- General statement or purpose of the course (this course is designed to engage you in an in-depth look at...)
- Course goals (as a result of taking this course, you will be aware of and informed about...be conversant with...be able to articulate...be able to discuss, debate, and develop...) Smith & Razzouk suggest that this is by far the most important element of the course information document.
- Course policies (may include student responsibilities, as well as instructor responsibilities in the areas of attendance, grading, makeups, assignments)
- Course schedule (may be chronological or topical; may include reading schedule, holidays if no classes held, due dates for assignments, exam dates)
- Course evaluation procedures
- Campus resources for students (CeDRR, CAPS, see listserv for more complete list of student services)
References
Behnke, R., and Miller, P. (1989). Information In Class Syllabus May Build Student Interest. Journalism Educator 44:45-57.
Clarke, D. (1991). The Negotiated Syllabus: What Is It And How Is It Likely To Work? Applied Linguistics 12:13-28.
Kern, R. (1990). Use Of Competency-Based Course Syllabus And Its Effects On Student Performance In Introductory Computer Courses. Community/Junior College Quarterly of Research and Practice 14:115-122.
Ramani, E., Chacko, T., Singh, S., and Glendinning, E. (1988). An Ethnographic Approach To Syllabus Design. English for Specific Purposes 7:81-90.
Smith, R., and Razzouk, N. (1993). Improving Classroom Communication: The Case Of The Course Syllabus. Journal of Education for Business 68:215-22.
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