Does the Document Matter? The Evolving Role of Syllabi in Higher Education

Palmer, Michael; Wheeler, Lindsay B.; Aneece, Itiya

doi:10.1080/00091383.2016.1198186

Cited by 27 publications

(28 citation statements)

References 2 publications

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“…List of student and instructor expectations. Sections can also be included in the syllabus that detail the instructor's expectation of the students as well as the students' expectations of the instructor and can be framed as more engaging questions (Palmer et al, 2016). A section entitled, "What do I expect of you?…”

Section: Syllabus Language Another Relationship-oriented Strategy Ismentioning

confidence: 99%

The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

Taylor

Veri²,

Eliason³

et al. 2019

jcscore

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Despite increased attention on social justice in higher education, underrepresented students often experience the classroom as unwelcoming and even hostile. Although theoretical and pedagogical research exists, what appears to be lacking are examples of concrete social justice pedagogy strategies that can be implemented in the classroom setting. This article describes the Social Justice Syllabus Design Tool (SJSDT) created to facilitate a greater emphasis on social justice in courses. Using an integrative framework and highlighting the focus areas of relationship, community, and process, the SJSDT offers a systematic approach to course re-design by which instructors can assess their classroom environment and course content. A syllabus that signals belongingness, growth mindset, communal goals, clear and positive expectations, and success-orientation assists in setting a welcoming tone that leads to greater student achievement and engagement. Such a syllabus may also help reduce the potential for triggering stereotype threat or other forms of alienation that affect student success among women and students of color in STEM programs. Feedback received from faculty who utilized the tool to revise their course syllabi are discussed, in addition to limitations and recommendations for future practice.

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Section: Syllabus Language Another Relationship-oriented Strategy Ismentioning

confidence: 99%

The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

Taylor

Veri²,

Eliason³

et al. 2019

jcscore

View full text Add to dashboard Cite

show abstract

“…While "best practices" abound, as mentioned earlier, few of these cite empirical studies (see Refs. [2,18,19]). This absence is more resounding in light of studies that call to question the need for syllabi [19].…”

Section: B Purposes Of the Current Studymentioning

confidence: 99%

“…[2,18,19]). This absence is more resounding in light of studies that call to question the need for syllabi [19]. The empirical studies cited almost exclusively focus on student attitudes and perceptions toward the classroom in relation to syllabi tone (e.g., inclusive, exclusive, supportive) [19][20][21].…”

Section: B Purposes Of the Current Studymentioning

confidence: 99%

“…This absence is more resounding in light of studies that call to question the need for syllabi [19]. The empirical studies cited almost exclusively focus on student attitudes and perceptions toward the classroom in relation to syllabi tone (e.g., inclusive, exclusive, supportive) [19][20][21]. While these studies do not further link student perceptions and attitudes to student learning, they provide at least a starting point for thinking about and examining the impact of syllabi practices.…”

Section: B Purposes Of the Current Studymentioning

confidence: 99%

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Examining course syllabi: Introductory physics for life sciences

Dou

Teodorescu

Madsen

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Course syllabi are a required component of college and university courses. Syllabi present both broader course structuring practices, are a valuable "first impression" of what instructors want to offer their students, and are used as tools in course design. While best teaching practices suggest specific recommendations for syllabi development, there is little research evidence regarding their structure and use, especially in the context of introductory physics for life sciences (IPLS) courses. IPLS courses typically host students pursuing careers in the biological or health-related sciences, which are rapidly growing majors compared to other STEM degrees. Since few of these students have significant previous experience with physics, the course syllabus provides a first framing and establishment of expectations for them. In this paper, we analyzed how IPLS instructors write syllabi, how they use them in the course design process, and what experienced instructors recommend to be included in the syllabi. Furthermore, based on these analyses we compiled a set of 31 key components (organized in seven categories) for IPLS course syllabi supported by both widespread use and recommendations from experienced practitioners. We present these components and discuss implications for IPLS syllabus design. Specifically, we bring attention to the value of explicitly incorporating interdisciplinary language in syllabi narratives and learning objectives. This work provides guidance for IPLS course and syllabus design, and can also be relevant for modern interdisciplinary courses with features similar to IPLS courses.

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“…Researchers have observed similar benefits when the basic principles of transparency are applied to other teaching documents. For example, Palmer, Wheeler, and Aneece () showed that when instructors create more transparent, learning‐focused syllabi (Palmer, Bach, & Streifer, )—those characterized by clearly stated learning goals and objectives, robust assessment and activity descriptions, detailed course schedules, and a focus on student success—students have more positive perceptions of the document, the course, and the instructor. Specifically, students viewed a learning‐focused syllabus as a useful, organizing document; the associated course as an interesting, relevant, and rigorous learning experience; and the instructor as a caring and supportive individual integral to their learning process.…”

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confidence: 99%

Measuring Transparency: A Learning-Focused Assignment Rubric

Palmer

Gravett

LaFleur

2018

To Improve the Academy

Self Cite

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By combining recommendations for effective assignment design with principles of transparency and the value‐expectancy theory of achievement motivation, we developed a rubric capable of for assessing the quality and guiding the design of assignment descriptions. This rubric defines criteria characteristic of well‐designed assignments; breaks the criteria down into concrete, measurable components; and suggests what evidence for each component might look like. While the full rubric is valid for major, signature assignments, it can accommodate a diverse range. It can also provide summative, quantitative information to educational developers for research and formative, qualitative feedback to instructors for gauging the quality of their assignments.

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Does the Document Matter? The Evolving Role of Syllabi in Higher Education

Cited by 27 publications

References 2 publications

The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

Examining course syllabi: Introductory physics for life sciences

Measuring Transparency: A Learning-Focused Assignment Rubric

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