Read Preparing a Learning-Focused Syllabus and Liquid Syllabus for inspiration about small changes you might make to move further toward learner-centered practices. Also think beyond the syllabus to other course documents.
Post a reflection on the following questions in the comments below:
- What about your syllabus (or other course documents, assignments) is learning-focused?
- What is one change you might make to be more learning focused or learner centered?
- Find an example of a policy on your syllabus; insert the phrase “because I say so” at the end. How does this change the perspective?
22 thoughts on “Focus on the Learner”
My syllabus follows the required template. I think it focusses on content, but upon review of the reading, I may have a slightly more student centered document that I thought. This is particularly the case with my description of assignments. In terms of change, I could definitely better link the course outcomes with “HOW” we will get there (alignment) and even provide space for students to add their own outcomes. When I added the “becasue I said so”, it made me seem more like a distant information provider, rather than someone sharing knowledge.
I’m thinking that maybe your can have the ‘how’ conversation with students when reviewing the syllabus? Maybe you can model the first and then do the others with them? This might be easier with a 200 level rather than a 100 level class.
My syllabus is more content-centered than learner-centered. I think that the descriptions of my assignments are learner-centered (i.e., “This assignment is designed to…”) but the rest of my syllabus largely answers the question “What will happen in the course and when?” which is content-centered. In order to make my syllabus more learner-centered I am considering adding a section that answers the questions “Why is the course relevant and how can students be successful?” and offering study tips/advice.
My syllabus sounds a lot like yours. I do like the idea of including a section on why the course, objectives and assignments are relative. I think I may work on one that is designed generally form my CRJ classes, then link that to the specific outcomes in the courses I currently teach. Thanks for the idea.
My Introduction to Literature syllabus is both content-centered and learning-focused. It prioritizes improving writing skills through interactive learning assignments, active participation, thematic organization, real-world application of literature, and practical assessments, all learning-focused elements. However, I’d like to revise the language/tone in the syllabus to be even more learner centered. (I have done this in my much more learner focused ENG101 syllabus, so I plan to cut and paste content from this syllabus where appropriate.) Inserting the phrase “because I say so” at the end of a policy in my syllabus makes it dictatorial and closed off. It doesn’t invite discussion or collaboration. It’s a one-way street syllabus.
My current syllabus is largely boilerplate and content-centered. I think it would be helpful for me to try and convey here the spirit of the class, as I want it to feel like a collective workshop where we are all testing out things for our music careers. Right now the syllabus looks more like a list of lectures. I think I will add a description of the Final Project and try to convey that general spirit so students are less confused from the start. Moving to a learning centered approach certainly makes sense for this class.
What about my course syllabus is learning-focused? Very little to none. It was interesting to read that syllabi are not contracts. I mistakenly thought it was, but more importantly, it never occurred to me that it establishes an adversarial relationship between myself and the students
What is one change I could make to be more learning-focused or learning-centric? After reading about Learning-Focused methodologies, I would incorporate many, if not all, including building a liquid syllabus. I love the idea of having a welcoming webpage that can be offered to my students, providing a schedule, grading policies, and other information before classes begin.
Adding “because I said so” to any policy listed on my syllabus does not foster learning, nor does it impart a sense of support. This would set a tone of distrust right from the start.
Agreed – syllabi are not all “just” contracts, but an opportunity to convey ideas and engage students in the overall purpose of the course, and demonstrate a bit of insight into the instructor’s personality. Or so it seems like this could be an opportunity to present one’s self as an instructor. I love that these workshops give us the opportunity to learn new things and grow.
My challenge is to make the students fully aware of what the course will cover, without frightening them. To that end, after a brief description of the course, I explain how their grade will be calculated,. I list my responsibilities, and theirs hoping to create an implied contract. I then offer a section of studying techniques because, surprisingly, no one has ever taught them how to study. One area that could be improved would be to stress that the most important element of the written assignments is their insights and opinions. Does anyone feel that a lot of the templet contains matter that belongs in a student handbook and distracts from the main purpose of a syllabus? I am sure that “because I said so” would cause students to run screaming from the building.
Gene,
I think I may add a study techniques/how to study section on my future syllabi. Thanks for the idea!
I would be most happy to send along what is currently in my syllabus. It is all rather obvious to us but, apparently, an epiphany to our new college students.
Lots of great ideas here that I feel my course needs. I like the notion of listing my responsibilities and theirs. This set a tone of clear understanding from the start. I believe this sets the stage for good communication and mutual respect. I too will include the strategies of studying. Good share.
The primary goal of using a learner-centered syllabus has a great impact on student learning and engagement. My course syllabus is welcoming and presents a sort of general housekeeping that needs to be discussed on the first day. In the weekly digest article: “Preparing a Learning-Focused Syllabus,” they mention a few concepts and ideas to promote a community that I use as well. For example, I use “we” instead of “I”. I also like to incorporate a positive and upbeat tone. I also make use other resources so that students can have other materials to make the learning more accessible and engaging. I do use a textbook, but I also try to find more affordable options. By shifting the focus from a teacher-centered approach to a learner-centered one I feel it creates an environment that promotes active participation and engagement among students. When I utilize other resources, it helps to address the needs of diverse learning and it creates greater individualization and personalization of the learning experience.
One change that I might make to be more learning focused or learner-centered is what I am doing now as a BMCC lecturer by taking a professional development seminar over the winter break to devise a syllabus that does not require a mandated textbook. This strategy I am focusing on will help overcome any obstacles for students when it comes to affordability. They can be focused on the experience of learning and have a sense of ownership of responsibility, leading to increased student engagement and deeper understanding of the subject matter.
Lastly, I searched through my Children’s Literature syllabus and the policy that I added the phrase, “ because I say so,” at the end was: “Cellphone usage in class such as texting and using social media apps during class is not permitted. If I have to constantly ask you to “put away your cellphone,” this is not only very distracting but counterproductive and as a result, will lower your participation grade significantly because I say so.” Making this modification sets the tone of the professor coming off as cold, harsh, and unfriendly. This demeanor is not from a learning focused perspective and will present several challenges in the future. Not to mention, it is unrealistic to tell the students you cannot be on your cellphone when situations often arise and by stating “because I say so” makes the classroom like a dictatorship and not community based.
The most learning-focused aspect of my course are the assignments that obligate students to either work in writing a short response paper in a group or a short reflection piece where they insert themselves in the shoes of a character we are analyzing in a film-piece.
The one change I would make is to reduce the “dictatorial” tone in the syllabus that addresses late assignments and absences. I’m considering placing that part towards the end of the syllabus in smaller font as Jean suggested in today’s session.
Last question: “I will not accept any late assignments after the last teaching day of the semester, because I say so.” The “because I say so” component definitely sounds mean. I’ll clarify from here on out and inform students that I travel at the end of every semester with my toddler and have zero time to address late work. Plus, my department heavily discourages giving students IC grades, so I urge students to complete as much as they can before the last teaching day, but only if we come to a mutual agreement about a deadline.
This reading made me feel encouraged to update some details about my assignment descriptions. I will make them more learner-oriented. I am also rethinking the tone of the description, more conversational and friendly I will also move these at the beginning of the syllabus and leave all the required measures and outcomes tables afterward. I think I will refer to these and all the resources as such; for reference purposes. I know students are not reading the full 8-pager syllabus, however, I plan to put the important and detailed info in the first 2 pages.
I couldn’t agree more with you Virginiya. Language is everything! I believe in our seminar we all deal with that challenge, as you say, how to change the descriptive tone, to make it more conversational, friendly, and supportive. As to the problem why students are not interested in reading the full-page document, I would agree that the most important info to be outlined first, and all the institutional standardized content last, since we are obliged to include it. To this end, I am considering ways to make my Syllabi more visually appealing too. Maybe that’s another way to highlight the important parts of the document and make it more inviting or reader friendly over time; a living document, rather than something students have no interest in revisiting.
Now that I have a syllabus and a seperate course schedule, I find that I just skim the syllabus focusing on college resources, plagerism policy, and course grading only. I then spend more time on the course schedule because that’s where the class is for me. If I’m not interested in the syllabus or if that’s not what the course is about for me, then why should it be for the students? More to think about.
I have changed one assignment in Speech 102 from an information speech about students’ cultural background – I never want to hear a speech about DR beaches again – to one in which students present about an object they have inherited or will inherit. This has proven to be much more interesting and varied and students’ enjoy talking about themselves and their families. For those for whom inheritance isn’t traditional (also interesting) or there isn’t anything to inherit anymore, I work with them to present on something. For example, a name is inherited.
Also, I have started showing on the BMCC web site, where students can find information like the Academic Calendar, how to find email addresses for their professors, etc. when we review the syllabus and that helps orient students. They seem to feel more in control, especially in the fall semester.
1) What about your syllabus (or other course documents, assignments) is learning-focused?
My syllabus is focused on content to meet the specified learning objectives detailed on the first page. I can definitely improve the document in which the learner is centered, rather than the content.
2) What is one change you might make to be more learning focused or learner centered?
In many different parts, I realize I need to change the language and the description of the course requirements. I think I will be using some of the examples I found in Brigham Young’s article and the promising Syllabus principle that James Lang explains. I like the idea of making a promise to students about the knowledge and skills they will have gained by the end of the semester, conveying that promise through carefully crafted language. Such promise, when it’s appropriately articulated, fosters an ethics of transparency and care, rather than a transactional relationship or a contract between the instructor and the student. If that promise is not met, then it’s my ethical responsibility to reconsider what works best in prioritizing the students’ needs, their unique competencies, experiences, and knowledges as leading criteria for their learning.
3) Find an example of a policy on your syllabus; insert the phrase “because I say so” at the end. How does this change the perspective?
Inserting the phrase “because I say so” is quite offensive to read. What an awful phrase, honestly, so authoritative, exerting power and dominance, contrary to what the UDL guidelines stand for.
Learner Focused: To build interpersonal and social / business skills. Students will visit local businesses, or organizations around campus or in their neighborhoods to speak with business owners about their business or marketing plans by providing the opportunity to hone student academic experience/stance and develop course content where they can have an ownership of their creativity or contributions. Students will also have an opportunity to attend business events both on and off campus.
Change:
Reinforce “experiential learning” as part of the course learning experience and encourage students to interact as often as possible with businesses and organizations in their neighborhoods to gather more info on business plans, offer credits for volunteer or internship or activities relating to course content that students can attend, participate and share what they learned in class.
Syllabus Policy:
Contribution and participation: Lectures and class discussions as well as on-campus experiential business events are based on the materials found in the Learning Resources. As such, you are expected to read the assigned chapters prior to the class for which that material is discussed. You must then be prepared to be called upon to answer questions and discuss your ideas. Remember that neither attendance nor disruptive behavior or incessant questioning amount to the same thing as active participation and penalties can be assigned. Attendance/participation in this course is an important part of the learning experience, since much of the materials we cover in class through lectures and exercises cannot be made up through reading materials and, therefore, the materials are essentially lost. Further, if you are not attending class meetings, you cannot contribute to the learning experience in the class. A set of questions will be posted for students to respond to on BB. For weeks where there are no questions, students will post a general reflection of the course learning resources or topic for that week.
In my class, the syllabus is inherently learning-focused in various ways. One aspect that stands out is the emphasis on understanding concepts rather than rote memorization. The assignments are designed to encourage critical thinking and problem-solving skills rather than just regurgitating formulas. This approach aims to foster a deeper understanding of the subject matter.
To enhance the learning focus even more, I would consider incorporating more interactive activities or collaborative projects. This could create an environment where students actively engage with the material and each other, promoting a learner-centered approach. For instance, incorporating group discussions or problem-solving sessions during class time can encourage students to take ownership of their learning.
Examining a policy on the syllabus, if I were to insert the phrase “because I say so” at the end, it would likely change the perspective from being a rationale-driven decision to one that might seem arbitrary or authoritarian. For instance, if there’s a policy about late submissions with a statement like, “Late submissions will not be accepted after the deadline because I say so,” it could be perceived as a rigid and non-negotiable rule, potentially creating a less collaborative and understanding learning environment. To maintain a learning-focused approach, it would be better to provide reasoning behind policies, helping students understand the importance of adhering to deadlines for their own benefit in the learning process.