Is your syllabus learner-centered?

Although there are different types and forms of syllabi, a growing amount of research is emerging about the importance of a learner-centered syllabus (LCS). A learner-centered syllabus takes a student-centered approach versus a content-centered approach. What this means is that instead of developing a course that is primarily concerned with delivering specific content, a learner-centered approach requires the teacher to create his or her course from the perspective of what will foster and promote learning and student success in addition to content acquisition. It requires consideration of how every aspect of your course will effectively support student learning. An LCS focuses on the creation of a detailed document (syllabus) that provides the learners with a clear understanding of what they will need to know or be able to do by the end of the course (aka learning outcomes), and how you and the course will guide and support them to achieve those outcomes. A learner-centered syllabus also provides complete information about when and how the students are assessed or evaluated and defines any consequences for failing to meet the course set requirements. In some situations, an LCS can include shared decision making between students and the faculty.  In essence, it is providing the student with a full picture of the course and all of its requirements on the first day of class, along with all that is expected of him or her. The philosophy behind this approach is the belief that if students know from the first day what the course entails, why and what is expected of them, they are more likely to be successful (Bart, 2015; Diamond, 2008; O’Brien, Millis, and Cohen, 2008). Research also shows that students rate a learner-centered syllabus higher than content-focused one (Harnish and Bridges, 2011; Ishiyama and Hartlaub, 2002; Palmer, Wheeler, and Aneece, 2015, 2016; Richmond, Slattery, Morgan, Mitchell, and Becknell, 2016) and students appreciate and rate courses that use a learner-centered syllabus higher than those that don’t (Palmer et al., 2015, 2016). There is no single format for writing an LCS syllabus. The goal is for it to inform students and to foster learning. Therefore, there is a degree of creativity and individuality that can be included along with the essential components found in most syllabi.

For new faculty, it can be quite challenging to determine how best to design, implement, and run a course, let alone write a learner-centered syllabus. Many times it comes down to trial and error and not uncommonly, developing it while the course is running. Even with the best intentions of having our course syllabi entirely done by the first day of class, it is utterly amazing how many other things come up that require our time. And yet the course syllabus is a critically important document for both the teacher and the students. It can make the difference between a course that runs smoothly and effectively with an overall positive learning student experience or one wrought with multiple last minutes changes, lack of clarity and disgruntled learners.  Therefore, taking the time to create a learner-centered syllabus can aid in course planning, determination of resources and educational activities, and in selecting the best methods for teaching and assessment.

A few things I have found helpful.

Find the Time

Although we have to find a balance between meeting the medical content that must be covered in our curriculum and courses, and being learner-centered, in my experience, I have found a few things that help. One of the main concepts of a learner-centered syllabus is whether or not the students have a complete picture of the course. What this really means is, on the first day of class, providing the students with a syllabus that clearly describes what is expected of them, what they can expect from the teacher and course, and what will happen, when, why, and how. This means every detail, such as due dates, specific requirements, and criteria for assignments, papers, or projects, grading rubrics, explanations of unique assessment methods such as OSCE’s, etc.  I know so many of us, myself included, do not have our syllabus entirely done by the time the course starts. And yet the course syllabus is a critically important document for both the teacher and the students. It can make the difference between a course that runs smoothly and effectively with an overall positive learning student experience or one wrought with multiple last minutes changes, lack of clarity and disgruntled learners. 

Taking the time to create a learner-centered syllabus can aid in course planning, determination of resources and educational activities, and in selecting the best methods for teaching and assessment. It can do this if we take the time needed to determine what we need to teach, how best to teach it so it will foster learning, how to integrate feedback and assessments in our course that will let both the student and us know if they are learning the material we need them to learn. In essence, by giving ourselves the time to think about creating a learner-centered syllabus, it helps us create a learner-centered course.

A Second Pair of Eyes

We all know that after working on some for any length of time, we no longer have a clear perspective. It makes total sense to us because we have been living and breathing with it for days, weeks, or months. This is when having a second pair of eyes to look at your syllabus periodically as you are working on it, is so valuable.  It is best to use a colleague who is not involved in the course and to ask them to read it from the perspective of being a student in the class. Chances are if they don’t understand something, the students won’t either. They can also identify gaps in information that your brain automatically fills in because you know the course well.

From the Student’s Perspective

In my experience, I have also found it beneficial to put myself in the student’s shoes, to try to see and understand the course from their perspective and experience and if it is supporting learning. After my syllabus is complete, a colleague has read it and provided feedback. I sit and read it, but this time I imagine I am a student in the course. I read all of it - I know something students don’t tend to do! But I will tell you that it does change once they experience learner-centered syllabi.

After I read the syllabus, I then try and answer the following questions, again from a student’s perspective. 

1. Do I clearly understand what the course is about, why it is important, and what it will help me accomplish or achieve?
2. Do I know and understand what is expected of me (as a student) in this course?
3. Do I fully understand all the components, requirements, and policies of the course, including the rationale?
4. Do I know how I will be evaluated, graded, and when?
5. Do I know the potential consequences and/or options should I fail to meet the course defined expectations (such as attendance, due dates, required course components)
6. Am I clear about what I will know or be able to do by the end of the course and how the course will help me achieve them?
7. Is there anything about this course I don’t understand or is not clear?

If I can’t answer them, even by going back and looking at the syllabus, then I know where I need to do a little more work. These questions can also be given to the colleague you ask to read it.

Successful course development and implementation depend upon a well thought out learner-centered approach to the course syllabus. When this perspective is engaged in the development of the syllabus, it encourages teachers to engage in an ongoing reflective process as they consider their course from the teacher as well as the learner’s perspective.

Remember, there is no single way to write a learner-centered syllabus, and there are varying degrees of learner-centeredness. Some will fit what I have described here, and others will include more student involvement in course decision making relative to policies, assignments, grading, etc. What is vital is for you to find what works for you and your students.

Find helpful resources

If the concept of learner-centeredness or writing a syllabus is new to you, there are many resources available to help you. A simple search will produce numerous articles about the learner-centered syllabus.

I especially like The Course Syllabus. A learning-centered approach by O’Brien, J. G., Millis, B.J., & Cohen, M. W. (2008).

You may also be interested in the following article as it provides a formal method to access your syllabus.

Richmond, A. S. (2016 September). Constructing a learner-centered syllabus: One professor’s journey. Retrieve from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf

I have also created a PA Educator Stat! Guide: Learner-Centered Syllabus. Please visit my web site  (www.dremilywhitehorse.com) and sign up to receive your free copy.

References

Bart, M. (2015). A learner-centered syllabus helps set the tone for learning. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/

Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Fulmer, S. M. (2017) It’s in the syllabus. The Learning Scientists. Retrieved from http://www.learningscientists.org /blog/2017/6/18/weekly-digest-64

Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: students’ perceptions of instructor and course. Social Psychology of Education, 14, 319–330.

Ishiyama, J. T., & Hartlaub, S. (2002). Does the wording of syllabi affect student course assessment in introductory political science classes? Political Science & Politics, 35, 567–570.

Nilson, L. B. (2016). Teaching at its best. A research-based resources for college instructors (4th ed.). San Francisco, CA: Jossey-Bass.

O’Brien, J. G., Millis, B.J., & Cohen, M. W. (2008). The Course Syllabus. A learning-centered approach (2nd ed.). San Francisco, CA: Jossey-Bass.

Palmer, M. S., Wheeler, L. B., & Aneece, I. (2015). Not your Granddaddy’s syllabus: Investigating student perceptions of course syllabi. Retrieved from: http://podnetwork.org/content/uploads/Not_Your_Grandaddys_Syllabus_Palmer.pdf

Palmer, M.S., Wheeler, L. B., & Aneece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change: The Magazine of Higher Learning, 48, 36-47.

Richmond, A. S., Slattery, J., Morgan, R., Mitchell, N., & Becknell, J. (2016). Can a learner-centered syllabus change students’ perceptions of student-professor rapport and master teacher behaviors? Scholarship of Teaching and Learning in Psychology, 2, 159-168.