Teaching Tip #4: Creating a Learner Centered Syllabus<\/h1>\n\n\n\n
By Mandi Elder, EdD, ATC<\/strong><\/p>\n\n\n Each semester on the first day of class, faculty typically begin by going over the syllabus, the official agreement between the faculty and the students about what is going to happen in the course. However, the syllabus is more than just policies, procedures, and assignments, it introduces the course to the students.\u00a0Yet, we have all heard about the 52-page syllabus that has every \u201cdon\u2019t do\u201d and \u201cshouldn\u2019t do\u201d and \u201cmust do\u201d created by every weird situation that has come up since that faculty member started teaching.\u00a0It has become the contract of threats for how you won\u2019t pass the course, rather than serving as an opportunity to motivate students to learn and engage in the course. That\u2019s where the Learner Centered Syllabus<\/em> (LCS) comes into play.<\/p>\n\n\n\n A learner centered syllabus serves as a tool to plan the course from the back forward (aka \u201cbackwards design\u201d).\u00a0It creates the ties to the curriculum plan that you will use for the course.\u00a0The LCS welcomes the student to the course, introduces the course to the student, and demonstrates support for the student and their learning.\u00a0By creating more positive approaches in the contract with students, the student finds more positive value in the course and subsequently has more motivation to learn.\u00a0By merely inviting the student to participate in the course, it takes us off our ivory pedestal and places the student on the podium at the end of the race we call class. What does that invitation look like?\u00a0It can simply be the very first line on your syllabus that says something to the effect of \u201cYou are invited on an adventure to unearth the answer to this question: fill in your question here.\u201d\u00a0By doing so, we are considering what needs to be reconstructed in our \u201cgood \u2018ole syllabus\u201d that will draw students into greater engagement and learning in our courses.<\/p>\n\n\n\n A learner-centered syllabus can take many forms, but often includes one or more of the following features. <\/p>\n\n\n\n Be sure that your syllabus includes these features:<\/p>\n\n\n\n The learner centered syllabus can assist you with enhancing student engagement in your course while also helping you to plan your course effectively.\u00a0There are good resources out there to help hone your syllabus into a learning tool rather than a policing manual, so you don\u2019t have to flounder.\u00a0Small changes can be highly effective.\u00a0Go ahead, give it a shot!<\/p>\n\n\n\n Teaching requires time, continuous effort, and support. I encourage you to reach out to your ten Teaching Fellows<\/em> (Faculty Resource Center Teaching Fellows<\/a>) for assistance in creating, designing, and\/or implementing any of these strategies.\u00a0We all want to ensure the best learning experience for all our students.<\/p>\n\n\n\n <\/p>\n\n\n\n This is the fourth in a series of Teaching Tips the Teaching Fellows will publish. Please let us know if you have any suggestions for future articles at lgeorge2@uccs.edu<\/a>. If you would like guidance from a Teaching Fellow, submit a Teaching Ticket<\/strong><\/a> <\/strong>today!<\/p>\n\n\n\n Read more:<\/strong><\/p>\n\n\n\n![\"\"](\"https:\/\/communique.uccs.edu\/wp-content\/uploads\/2022\/10\/SinclairA_4002R-2_0.jpg\")
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