The syllabus is often the first entry point to the course content and the first introduction students receive of their instructor[4]. Students sometimes even access the syllabi before the first day of class to have a sense of what the course will be like and what content will be covered. The syllabus introduces students to the learning objectives of the course and serves as a guiding resource that acquaints students with the logistics of the course such as the schedule, attendance, and office hours. It's often the first form of communication with students.
Weekly Ed-Tech Spotlight:
If readability is ever an issue for your slides, in class, consider using the document camera installed on most podiums instead. The doc cams will display a print-out of a slide with far higher fidelity and resolution, and you can easily draw on them.
Any instructor knows that writing a comprehensive and well-organized syllabus helps to make your expectations clear. However, writing a welcoming syllabus in a warm tone can also encourage students to ask for help [1] and generate a sense of the instructor being approachable [3]. Here are some tips on how to craft a welcoming syllabus, based on the research and insights of higher education instructors:
Use a Warm Tone
The tone and the words used in the syllabus have a significant effect on the learners. Research has shown that students who read s syllabus with “warm” language such as,“I hope you actively participate in this course” and “I welcome you to contact me outside of class and student hours” rated the hypothetical instructor more approachable and more motivated to teach the class than they did with a syllabus using more peremptory statements such as “Come prepared to actively participate in the course” (Harnish and Bridges 2011). Moreover, using collaborative language such as “we will” rather than “You will” can encourage students to reach out for help [2]. See examples of warm vs cold syllabus tones here.
Include Visuals
Creating an accessible, and user-friendly syllabus that students can access easily through the LMS helps you to reach all learners in your course. For example, an instructor at Clarke university altered her syllabus to include color and graphics to break up the sections and make it visually appealing. The format has been well received by her students. It’s also consistent with the research that indicates “visual, infographic-style syllabi can lead students to perceive their instructors as kinder and more approachable” [1]. Another instructor went a step further and created an “interactive syllabus”, a miniature website. Students gave this syllabus the highest ranking in terms of helpfulness to their learning. The interactive website syllabus not only made it easier for students to find things, but it also reduced students’ cognitive load and made the course seem manageable which may have increased the students’ motivation to engage with the course[ 5]. Below are images of what the interactive syllabus website looks like. Using a course Wordpress would make such an approach relatively simple for LSA instructors.
Consider a Video
Another way to craft a welcoming syllabus is to create a video that talks through the syllabus content, especially if you include welcoming language such as that described above. Here’s an example of an instructor demonstrating this approach. You can also make those videos interactive to ensure students watch your syllabus. In-video quizzing tools such as In-video-quizzing or Playposit allow learners to engage with the syllabus information and focus their attention on the aspects that you most want them to know. They can also help you gather feedback from students and gain a clearer picture of their understanding and needs.
Annotate the Syllabus
Another strategy that focuses on interactivity is using the annotation tools to encourage students to read and annotate the syllabus. Instructors can ask students to annotate the syllabus on the first day of class (using Perusall or Hypothesis) to ensure that students read it. Collaborative annotation can even allow students to answer each other’s questions!
If you would like to discuss how to use one of these approaches in your own syllabus, please feel free to reach out to LSATSLearningTeachingConsultants@umich.edu or request a consultation here.
References
[1] Readers’ Suggestions for Crafting a Welcoming Syllabus- The Chronicle of Higher Education
[2] How Your Syllabus Can Encourage Students to Ask for Help- The Chronicle of Higher Education
[3] Harnisch, Richard J. and K. Robert Bridges. (2011). Effect of Syllabus Tone: Students’ Perceptions of Instructor and Course. Social Psychology Education, 14, 319-330.
[4] Riviere, J., Picard, D., & Coble, R. (2014). Syllabus Design. Vanderbilt University. Center for Teaching.
[5] A Supportive Syllabus: What Students Say About an Interactive Syllabus. Faculty Focus.
