On the Syllabus: 5+ Resources for Writing and Revising Syllabi
In the US, the new academic year is a flip of the calendar page away. Some teachers will return to classrooms, while others will dust off webcams to prep their virtual learning spaces. For those teaching in higher ed, it’s time to think not only of papers and pedagogy, but also of putting together a syllabus.
A syllabus gives students direction — not just directions. At its most basic, it provides a list of assignments and boilerplate text. There are many forms a syllabus can take. It can be a PDF, a live Google Doc or even a shared notebook. Some teachers opt for media-rich syllabi such as infographics, while others use only text.
Beyond a syllabus’s form, there are other considerations to take into account. While each institution has its expectations, such as specific language to include, syllabi can be flexible. For example, a liquid syllabus evolves and changes with its students and is designed to be humanizing. An annotated syllabus is a classroom co-creation.
For those looking to write (or revise) their syllabus, here are some resources to get you thinking.
Accessible Syllabus
Before you get too involved in formatting, it’s worth considering how you’ll make your syllabus accessible. One danger of creating infographics is that they can make things difficult for students who use screen-readers. Likewise, the choice of font can make a big difference for students with dyslexia. This site shares some considerations, from how whitespace can make reading easier to resources on using alt text.
Syllabus Design
This guide to syllabus design, shared by the Derek Bok Center for Teaching and Learning at Harvard University, is part of a larger course-design resource, but it covers the basics of why a syllabus might be useful for students. Suggestions to frame assignments align with the idea that students with a guiding question on a topic can be more motivated. (Note that this is just one resource on syllabus creation by a university — search for “teaching and learning syllabus site:edu” for additional guides!)
Syllabus Easter Eggs
One way to check students’ syllabus close reading is to include Easter eggs — little jokes or ways to get extra credit — buried in the text and see if anyone notices. At The Chronicle link above (you’ll need a free account to read), you’ll find plenty of examples, such as the teacher who included a line asking students to email a picture of ’80s alien ALF.
Syllabus Quizzes and Scavenger Hunts
Easter eggs suggest that students will find the hidden info. But what if you want to make sure students read (and, more importantly, understand) the syllabus from the get-go? You can create a syllabus quiz or scavenger hunt. Both of these assessments make reading the syllabus an imperative, although if grades are attached, it can add some stress! At the bottom of this syllabus guide, Jennifer Gonzalez shares a few ideas on how to get students to read the syllabus, including some game ideas.
#AnnotatedSyllabus
Another way to get students to read your syllabus is to involve them in the process of writing it. After you’ve written and shared your syllabus, turn it over to the students and let them annotate it. In doing so, you prioritize student voice and get feedback that you might not otherwise hear. A student who might not email or ask questions in class might be willing to query through annotation.
Syllabi can be greater than might be expected of such a small document. (Or not so small, depending on the class!) There’s a lot to think about, and each year’s revisions provide not only a chance to update content to reflect changes in a discipline, but also new ways to reach students.
For more ideas, keep an eye out on Twitter, where you can occasionally find threads on revising and creating syllabi. Be sure to also search for “syllabus” plus whatever topic you’re having issue with — there’s a high likelihood you can find a useful guide. Add “podcast,” and you may even find info for on-the-go learning, such as this episode on “cruelty-free syllabi” on the Teaching in Higher Ed podcast.
About the blogger:
Jesika Brooks
Jesika Brooks is an editor and bookworm with a Master of Library and Information Science degree. She works in the field of higher education as an educational technology librarian, assisting with everything from setting up Learning Management Systems to teaching students how to use edtech tools. A lifelong learner herself, she has always been fascinated by the intersection of education and technology. She edits the Tech-Based Teaching blog (and always wants to hear from new voices!).
