A Learner-Centered Syllabus Helps Set the Tone for Learning
By: Mary Bart
At its most basic level, the syllabus is used to communicate information about the course, the instructor, learning objectives, assignments, grading policies, due dates, the university’s academic integrity statement, and, in some cases, an increasingly long list of strongly worded admonitions on what is and isn’t acceptable behavior in the college classroom.
For some faculty, the syllabus is a contract between them and their students, complete with a dotted line where students sign their name indicating they consent to the terms of the agreement. Lolita Paff, an associate professor at Penn State Berks, is a reformed syllabus-as-a-contract believer.
“I will confess, as a former business professional, I did view the syllabus as a contract,” said Paff. “But when you really think about a contract, and you have someone sign a contract, that, by nature, sets up an adversarial relationship. The implied message is, ‘I don’t expect that you’re going to live up to this unless I have it in writing.’ That used to be the tone in my classroom—it’s not the tone anymore. That approach doesn’t foster a good learning environment.”
What is a learner-centered syllabus?