Redesign Your Syllabus to Make it Learner-Centered

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As we approach the end of the fall semester and begin to look toward the spring, it’s an ideal time to revisit the courses you’ll be teaching. Do you want to change anything? Consider:

Lissi Athanasiou-Krikelis, Ph.D. and assistant professor in English, New York City Campus, participated in the CTL Summer Workshops by taking a course on The Interactive Syllabus. Here’s her story:

Despite the innovative technologies I use in the classroom, I knew my syllabus was falling short of technological innovation. My syllabi run more than eight pages long, listing course facts, requirements, assignments, and departmental policies. I cringed at the thought of adding a single sentence, fearing it would be buried in the already daunting classroom manual. Despite organizing content in meaningful categories, I noticed that the layout was cumbersome and students struggled to locate what they needed. Clearly, this contractual-type syllabus did not serve my needs nor those of my students. It also failed to represent the vivacity of my courses.

While a contractual syllabus intends to deliver information, a learner-centered syllabus aspires to “influence student attitudes, perspectives, and motivation for learning” (Ludy, 2016). An example of a learner-centered syllabus is the engaging syllabus, which, like a newsletter, deviates from the traditional heavy-text-based format by incorporating color, images, and graphics.

Here are some guidelines to create a learner-centered, engaging syllabus:

  1. Reduce the amount of text. Substitute graphics or images whenever possible to make the document inviting. Visual information resonates better with students.
    • Create a pie chart for grading criteria.
    • Add images of classroom tools and course material, such as textbooks.
    • Add videos if appropriate. (My syllabus features a video on plagiarism, for example.)
  2. Use language that captivates and motivates students. The syllabus gives students a first impression of both course and professor.
  3. When explaining policies such as absences, lateness, or late submissions, rework the language so it appears less authoritarian and more collegial.

    Before:

    • Attendance plays an important role in your final grade. If you miss more than 3 (2-hour) classes, your final grade will be reduced by 3%. If you miss more than 4 (2-hour) classes, you are at risk of failing the course.

    After:

      - I hope that you don’t miss class due to unforeseen circumstances. Regular attendance enhances learning and helps students do better in the course.

      • If you do have to miss classes, please be aware of this following policy:
        • 3+ absences, equivalent to 6+ hours —> 3% grade reduction
        • 4+ absences, equivalent to 8+ hours —> at risk of W, UW, F
  4. Use a playful design: adding color and varying font size can help students identify what is most important the first time they read the syllabus and locate specific information when they scan the document at a later time.
  5. Add hyperlinks whenever appropriate. For example, connect students directly to Tutoring or Library resources.
  6. Be mindful of accessibility. Use “alt” tags for images and videos, and make sure the document is accessible to screen-readers. The Accessible Syllabus site has a wealth of resources to help you, as does NYIT’s Office of Accessibility Services.

You can create your syllabus as a Word Doc or Google Doc, but you can also use Google Drawing, which will free you from the constraints of the printed page. The example we share was designed in Google Drawing. To view, please adjust the zoom setting to 100%.

View the before and after versions of Lissi’s syllabus for WRIT 100.

Resources:

Contributor:
Lissi Athanasiou-Krikelis, Ph.D.
Assistant Professor, English
New York Institute of Technology
lathanas@nyit.edu

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