NOTE: This is cross-posted at the GLCA Consortium for Teaching & Learning.
A “syllabus,” according to the Oxford English Dictionary, is “(a) a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures, etc.; a compendium, abstract, summary, epitome,” and, in a more contemporary sense “(b) a statement of the subjects covered by a course of instruction or by an examination, in a school, college, etc.; a programme of study.” We all know it as the “thing” (I believe that’s the formal term) that we need to have completed by the first day of class. Perhaps instructors dislike it so much because when we finally copy it for distribution, it means that our summer/winter/whatever break is over. (I’m old enough to associate the smell of the mimeo machine ink with the start of a new semester.) And, perhaps, as instructors we dislike it because we don’t think our students will actually read it. We certainly have ALL had occasion to answer a student’s question by responding, “It’s on the syllabus!”
And yet – I will argue – the syllabus is actually a critical document whether or not your students read it (and I will suggest ways to get them to, yes, read it). Why is it so important? It is the actual place where your understanding of learning theory (how students learn) intersects with your pedagogical style and approach (not just what you feel comfortable with, but what you understand as important for student learning) mapped out on the field of reality: the content that you have to “cover” that semester, how well your students are actually prepared, and the concrete reality of your life at that moment (new child at home? a parent who is ill? a book manuscript due at the publisher? your “heavy” teaching load semester, etc.). What I am arguing is that a “successful” syllabus – one that helps you teach and bolsters your students’ learning – needs to take these elements into account. Yes, you can prepare a syllabus that is close to the original Latin meaning of the word: a list – in this case of the readings and assignments. But to do so is to lose the opportunity to grapple with what you really want to accomplish in your course and how you can help your students achieve at a high level. Continue reading