The First Line of Contact: How Course Syllabi Can Be Used to Gauge & Reform Learner-Centeredness in a College Classroom

Abstract

While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.

An Empirical Study on Innovation of College Blended Teaching under Big Data Analysis

“…On the other hand, by holding academic discussions and seminars on related topics, teachers can fully participate in off-campus training activities, allowing them to recognize the external environment and improve their knowledge and understanding of blended teaching activities by visiting other schools and exchanging ideas with other teachers. is training mechanism needs to be established with the following aspects in mind: (1) the training mechanism needs to be systematic and planned, so that the training is executed in a planned and targeted manner; (2) whether organizing on-campus training or participating in off-campus training, the design of the training needs to increase interaction and discussion, and introduce excellent cases; and (3) any training effect needs to be fed back and tracked, so as to continuously improve the training program and strategy.…”

“…e information age has arrived, and the way of accessing information has changed. e wave of informatization in higher education has come along with it, and the teaching mode, content, and form of teaching are constantly innovated [1]. How to integrate information technology into education and teaching, in order to focus on the learning experience of learners and promote the cultivation of new talents, is a problem that current educational technology researchers need to pay close attention to [2].…”

Analysis of the Learning-Centeredness of Physical Chemistry Syllabi

“…9 A learning-focused syllabus can communicate to students that the course is interesting and rigorous and that the instructor cares about and is important to their success. 15,16 In addition to setting positive expectations for students at the beginning of the course, at least one study has found a strong correlation between the learning-centeredness of syllabi and the implementation of learning-centered instruction for biology instructors 17 with the strongest correlation between the evidence for learning goals and objectives (on the syllabus) and the learning-centered course design (enacted). With the consideration of the contents of the document, it is reasonable to assume that the syllabus at least gives some insight about how instructors think about course design.…”

“…Nonetheless, the course syllabus plays an important role in setting expectations for students at the beginning of the semester, 16 and at least one study has found a correlation between syllabus focus and enacted practice. 17 In any case, considering how this document could be more learning-centered in physical chemistry courses may alleviate some of the students' negative perceptions and low expectations for success. The practice may also lead to reflection on how the course is designed (e.g., how assessments align with objectives), which would improve the learning-centeredness of the course itself.…”

Cultivating inclusive instructional and research environments in ecology and evolutionary science

“…In many situations, a syllabus might be the first exposure students have to an instructor and a course. Developing a learner‐focused syllabus (Heim et al., 2019; Palmer et al., 2014) with welcoming language sets the tone for an inclusive learning environment (Harnish & Bridges, 2011; Passman & Green, 2009). This consists of many elements, including a positive and respectful tone, language consistent with a growth mind‐set, encouraging students to explore and ask questions, and recommendations for how students can meet course expectations.…”