Try to ensure that your syllabus is focused on student learning. Michael Palmer, Lindsay Wheeler, and Itiya Aneece (2016) found that “When students read a learning-focused syllabus, they have significantly more positive perceptions of the document itself, the course described by the syllabus, and the instructor associated with the course.” Learning-centered syllabi place learning objectives front and center, align assessment activities with learning objectives, guide students through the learning environment, and invite students to engage in and take ownership of their learning. The Office of Faculty Development at the California State University, Northridge (CSUN) provides a helpful checklist of learning-centered syllabus components. Working with Dorothe Bach and Adriana Streifer at the University of Virginia’s Center for Teaching Excellence, Palmer developed a rubric by which professors can grade their own syllabi for a focus on learning.
We typically prepare syllabi as visual documents, but some of our students may require accommodations to read our syllabi. Tulane’s Accessible Syllabus website can help you make your syllabus accessible to all students. As you think about syllabus accessibility, don’t limit yourself to the categories of accessibility typically supported by the Office of Student Accessibility. In particular, ensure that your use of color does not obscure important information from your students with narrower ranges of color vision.
While the MHU does not require any particular language regarding gender or other aspects of students’ personal identity, you might choose to include something like the following: “Professional courtesy and sensitivity are important with respect to individuals and topics dealing with race, culture, religion, politics, sexual orientation, gender, and nationality. Class rosters provide students’ legal names, but I will gladly honor requests to address you by an alternate name or gender pronoun if advised.”
In years past, the Chronicle of Higher Education’s ProfHacker blog has showcased creative syllabus designs. One such design is the logo graphic syllabus. You will have an example of that later in this chapter.
Fanguy, W. (2015). How to create an infographic syllabus with Piktochart. Piktochart [website].
Newbold, C. (2017). How to turn your syllabus into an infographic. The Visual Communication Guy [website].
Palmer, M. S., Bach, D. J., & Streifer, A. (2014). Measuring the promise: a learning-focus syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33 (1), 14–36.
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Basic Needs Statement
I recognize that all humans have basic needs that include physical safety, food and shelter, and community and belonging. I realize that it is difficult to engage in learning if you have concerns about these needs. Similarly, if you are struggling with transportation, with childcare, with — heck, anything: Let me know. I will try to help.
In addition to fostering your academic growth as a MHU student, I consider it part of my role as an instructor to recognize the basic needs of students and when necessary, help connect students with campus and community resources to meet their basic needs. If at any time you have difficulty meeting your needs please email me at:__________________, or approach me after class or during office hours, and I will help in any way I can. By recognizing your own needs and seeking solutions to ensure your success as part of our learning community, you are being an advocate for yourself. We have resources on campus to help.