1. Setting the stage for success with the syllabus
Christine Harrington Ph.D.
Middlesex County College
January 7, 2015

2. Practical Applications
Agenda
Purpose
Research
Practical Applications

3. What is the purpose of a Syllabus?

4. Purpose of the Syllabus
Contract
Legal document
Course information and expectations
Communication Device
Prevent potential misunderstandings
Tone and personality of course
Plan
Course outcomes or goals
Strategies to accomplish goals
Cognitive Map
Clear focus on what’s most important
Visual Organization
Matejka, & Kurke, 1994

5. Purpose of the Syllabus
Encourage and Guide Students
Course Learning Outcomes
Support for Success
Teaching Philosophy
Expectations
Policies, Responsibilities
Grunert, O’Brien, Millis, & Cohen (2008)

6. What do you want students to know, think or do?
Learning Outcomes
What do you want students to know, think or do?

7. How will students accomplish the learning outcomes?
Learning Activities
How will students accomplish the learning outcomes?

8. Need for Accountability: Helping Students Master Content

9. Mastering Content: Retrieval Practice is a Memory Tool
Mastering Content: Retrieval Practice is a Memory Tool! Roediger & Karpicke (2006)

10. Re-thinking Assignments: An Equity Issue (Taras, 2006)
Re-thinking Assignments: An Equity Issue (Taras, 2006)
Challenging Assignment
First Draft or Attempt
Feedback
Second Draft or Attempt
Final Product

11. How will you know if students achieved the learning outcomes?
Assessment
How will you know if students achieved the learning outcomes?

12. Processing Time…
How do you hold students accountable for learning outside of class?
How can you increase feedback opportunities for students?

13. A Matrix Tool…

14. Research on the syllabus (and practical pplications!)

15. WHAT’S IN A SYLLABUS?
Doolittle, P. E., & Siudzinski, R. A. (2010). Recommended syllabus components: What do higher education faculty include in their syllabi?. Journal On Excellence In College Teaching, 21(3), Retrieved from Academic Search Premiere.

16. What’s Important on a Syllabus?
Step 1
Reviewed 15 College Teaching Resources
Step 2
Discovered 81 suggested components
Results
A total of 24 components were identified by at least 50% of the resources
Doolittle & Siudzinski, 2010

17. Instructor Information
Next Steps
Themes from 24 Components
Course Information
Instructor Information
Grading Information
Policy Information
Reviewed 1000 Syllabi (Google)
Doolittle & Siudzinski, 2010

18. Prediction Time… What percentage of faculty included:
Late/Missed work policies
Disability statements
Information about supports available?

19. What do faculty include?
Doolittle & Siudzinski, 2010

20. REACHING OUT FOR SUPPORT
Perrine, R. M., Lisle, J., & Tucker, D. L. (1995). Effects of a syllabus offer of help, student age, and class size on college students' willingness to seek support from faculty. Journal of Experimental Education, 64(1),

21. “Please come and talk to me”
The Study
Seek help from instructor?
104 College Students
Support Statement on Syllabus
“Please come and talk to me”
No Support Statement on Syllabus
Perrine, Lisle, & Tucker, 1995

22. Results- Willingness to Seek Help
Potential Problem
Supportive
Neutral
Trouble understanding textbook
4.7
3.7
Low grade on first exam
4.8
4.0
Hard to hear instructor's lectures
4.4
3.8
Study skills ineffective for course
3.6
Thinking about dropping course
4.9
Trouble understanding major topic
5.3
4.2
All significantly different!
Perrine, Lisle, & Tucker, 1995

23. Application
Explicitly communicate your interest and willingness to work with students outside of class
Provide specific information about supportive services (counseling, tutoring, etc.) on campus

24. How Long Should a Syllabus Be?

25. SYLLABUS DETAIL
Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students' perceptions of teacher effectiveness. Teaching Of Psychology, 37(3), doi: /

26. Survey on Teacher Behaviors
The Study
Survey on Teacher Behaviors
97 College Students
Brief Syllabus
Detailed Syllabus
Saville, Zinn, Brown, & Marchuk, 2010

27. Detailed Version- 6 pages
The Syllabus
Brief Version- 2 pages
Detailed Version- 6 pages
Instructor name/contact information
Course objectives
Textbook
Brief Overview of Assignments (ex. 6 exams)
Grading distribution
Brief overview of policies
Calendar with due dates
Same information with more detail
6 exams consisting of multiple choice and short answer questions
Calendar included chapters that would be covered

28. Results! All significantly different! Teacher Characteristic Detailed
Brief
Approachable/personable
3.17
2.55
Creative/interesting
3.45
2.64
Effective communicator
3.05
2.47
Encouraging/cares for students
3.12
2.13
Enthusiastic
3.60
2.41
Flexible/open-minded
2.97
Knowledgeable
3.75
Prepared
3.38
2.81
Present current information
3.53
2.50
Promotes critical thinking
3.50
2.88
Realistic expectations/fair
3.06
2.16
All significantly different!
Saville, Zinn, Brown, & Marchuk, 2010

29. More Results
Saville, Zinn, Brown, & Marchuk, 2010

30. Application
Add specific information – especially about course schedule and assignments (i.e. rubrics)
All essential information is in one place
Sends positive message about instructor, setting a positive tone for course
Visual images, charts or tools- longer syllabus but perhaps better!

31. Consider Adding Inviting Image

32. Add Photo of Textbook, Shading and Color

33. Use Graphs

34. Add Details about Assignments

35. Consider Adding Rationale

36. ON-LINE SYLLABUS
Grigorovici, D., Nam, S., & Russill, C. (2003). The Effects of Online Syllabus Interactivity on Students' Perception of the Course and Instructor. Internet And Higher Education, 6(1), Retrieved from ERIC.

37. The Study Student Perception of Instructor
49 Undergraduate Students
Low Interactivity-
1 page
Medium Interactivity- Main Page with
3 links
High Interactivity- Main Page with links, Three Pages with 3 more links
Student Perception
of Instructor
Grigorovici, Nam, & Russill, 2003

38. Low or Medium Interactivity
Results
More negative impression of professor
High Interactivity
More positive impression of professor
Low or Medium Interactivity
Grigorovici, Nam, & Russill, 2003

39. Application Slow down…. Use caution when considering hyperlinks
Easy access
Visual organization

40. STUDENT USE AND RECALL
Smith, M. F., & Razzouk, N. Y. (1993). Improving classroom communication: The case of the course syllabus. Journal of Education for Business, 68(4), Retrieved from Academic Search Premiere.

41. The Study 152 Upper Level College Students 72 Males 80 Females
Completed
Questionnaire
On Syllabus Content and Use
152 Upper Level College Students
72 Males
80 Females
Surveyed at 3 weeks or 7 weeks
Smith & Razzouk, 1993

42. Prediction Time!
What percentage of students report using their syllabus at least once per week?

43. The Results! Syllabus Usage Frequency Every day 20% Once a week 57%
Smith & Razzouk, 1993

44. The Results! Syllabus Recall Percent Correct
Course title, instructor name, credits, textbook
95-100%
Project purpose, course code, number of exams
85-90%
Topic for day, instructor office information, textbook author
8-48%
Smith & Razzouk, 1993

45. The Results! Course Objectives Percent Recalled One objective 60%
Two objectives 8%
More than 2 objectives 3%
No objectives
Almost 30%
Smith & Razzouk, 1993

46. Applications of Research
First Day of Class
Avoid Cognitive Overload- No Need to “Cover” Entire Syllabus
How can you draw attention to what’s most important (i.e. learning outcomes)?

47. An Example…

48. A Better Example…

49. Processing Time…
Do you bring attention to the course learning outcomes?
How might you bring even more attention to important parts of your syllabus?

50. What’s the Syllabus Say About the Professor and the Course?

51. SYLLABUS TONE
Harnish, R. J., & Bridges, K. (2011). Effect of Syllabus Tone: Students' Perceptions of Instructor and Course. Social Psychology Of Education: An International Journal, 14(3), Retrieved from ERIC.

52. 172 Students Friendly Syllabus Unfriendly Syllabus The Study
Students thought they were evaluating an adjunct.
Harnish & Bridges, 2011

53. Examples from Syllabus
Unfriendly
Friendly
If you need to contact me outside of office hours, you may me….
Come prepared to actively participate in this course. This is the best way to engage you in learning….
I welcome you to contact me outside of class and student hours. You may me….
I hope you actively participate in this course. I say this because I found it is the best way to engage you in learning….
Directly quoted from Harnish and Bridges (2011)

54. The Results! Topic Friendly Average Unfriendly Average Approachability
4.07
3.77
Faculty Level of Motivation to Teach
3.6
3.07
Difficulty
3.34
3.72
Harnish & Bridges, 2011

55. Application
Syllabus is often first impression- especially if given out electronically before class
Use Positive Language and Tone
Use “you” instead of “students”
Simple changes = powerful attitudinal shifts

56. How Should Faculty Address the Syllabus in Class?

57. Get Students Involved with Syllabus
Syllabus Quiz
Interact with syllabus every class- student or faculty reviews plan for the day

58. SYLLABUS QUIZ
Raymark, P. H., & Connor-Greene, P. A. (2002). The Syllabus Quiz. Teaching Of Psychology, 29(4),

59. The Study 21 Question True/False Test on Syllabus Week 2
200 Students Invited to Participate;
125 Students did Participate
7 question syllabus quiz
Average score 4.18 out of 7
7 question quiz on human nature
21 Question True/False Test on Syllabus
Week 2
Raymark & Connor-Greene, 2002

60. The Results! Must take it seriously- give credit for correct answers
Does not replace faculty-student conversations
Performance
Raymark & Connor-Greene, 2002

61. Ongoing Interactions with the Syllabus are Needed

62. Syllabus Checklist Are core components included? Course Information
Name/Number, Description, Purpose, Learning Outcomes, Content Areas, Location/Times/Days, Textbooks, Supplemental Readings, Calendar, Due Dates
Instructor and Campus Support Information
Name, Office Location/Hours, Phone, Address, Welcome Statement/Teaching Philosophy, Campus Resources Available
Assignments and Grading Information
Grading Policy, Scale, Assignment Names/Descriptions, Grading Details/Rubrics, Course Outline with Due Dates and Learning Activities
Policy Information
Late/Missed Work Policy, Attendance Policy, Academic Conduct Policy, Disability Policy

63. Syllabus Checklist Continued
Organization and Clarity of Information
Is it well-organized and easy to follow?
Were there enough details provided? Can you easily see what is expected of you?
Were visual tools such as charts used to organize the information and clearly communicate information?

64. Syllabus Checklist Continued
Initial Reaction to Syllabus and Professor
How would you describe this course to someone?
How would you describe the professor based on this syllabus?
Would you be likely to register for this course or take this professor?
Would you be likely to suggest that a friend take this course or take this professor?
What did you like the most about the syllabus?
What suggestions do you have to make the syllabus better?

65. References
Doolittle, P. E., & Siudzinski, R. A. (2010). Recommended syllabus components: What do higher education faculty include in their syllabi?. Journal on Excellence In College Teaching, 21(3), Retrieved from Academic Search Premiere. Grunert O’Brien, J., Millis, B. J., & Cohen, M. W. (2008). The Course Syllabus: A Learning-Centered Approach. San Francisco: Jossey Bass. Harnish, R. J., & Bridges, K. (2011). Effect of Syllabus Tone: Students' Perceptions of Instructor and Course. Social Psychology of Education: An International Journal, 14(3), Matejka, K., & Kurke, L. B. (1994). Designing a great syllabus. College Teaching, 42(3), 115. Perrine, R. M., Lisle, J., & Tucker, D. L. (1995). Effects of a syllabus offer of help, student age, and class size on college students' willingness to seek support from faculty. Journal of Experimental Education, 64(1), Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students' perceptions of teacher effectiveness. Teaching of Psychology, 37(3), doi: / Smith, M. F., & Razzouk, N. Y. (1993). Improving classroom communication: The case of the course syllabus. Journal of Education for Business, 68(4), Retrieved from Academic Search Premiere.

66. Thank you and best wishes as you CREATE Powerful syllabi!
Questions? me at