Learner-Centered Syllabus
What is a learner-centered syllabus?
The learner-centered syllabus (LCS) serves as the “handshake” in the introduction between you and your students. Thus, how you “introduce” yourself sets a climate that can forge a positive learning experience for your students.
Like a traditional syllabus, the LCS’s primary purpose is to act as a document that communicates course information, policies, and requirements to learners. Beyond this, the learner-centered syllabus provides the necessary components
of the course through the context of student success using a warm, welcoming tone. Ask yourself: if you were enrolled in your course, what would you want to know about the class and the instructor? The LCS is a prime opportunity to bridge
gaps for students who may not otherwise understand the nuances of navigating the terrain of your course. Essential characteristics of a learner-centered syllabus come with a specific description of yourself as the instructor, the course through a learner-centered lens, student and instructor
expectations, and course goals. Other important aspects of the LCS include a comprehensive calendar of course activities and assignments, class themes, and helpful tips. View all components of the learner-centered syllabus on this page.
What is a master course syllabus?
Each course has a master course syllabus (MCS) (CMU Login Required) approved through the university curricular process. The master course syllabus follows a standard format that gives the description of the course, prerequisites and co-requisites, rationale for the course level, materials and other requirements for students, typical instructional formats, course objectives, outline of topics, and typical methods for student evaluation. The master course syllabus, as approved through the curricular process, is filed in the Academic Senate office and available on their website. Changes in the MCS must be made through the curricular processes described in the Curriculum Authority Document. (CMU Login Required)
A teaching syllabus, often referred to as the “class” or “course” syllabus, is not the same as the MCS. Individual faculty members develop a teaching syllabus to provide students with greater specificity about how a given course section will be conducted to accomplish the intended goals and learning objectives. The course syllabus must reflect the same course objectives and general content as the MCS. However, a faculty member may alter the sequence of topics, select appropriate instructional materials, use a variety of instructional methods, and design evaluation measures.
If you are considering a departure in your teaching syllabus from these suggested elements in the MCS, it is best practice to work with your department contacts because such changes can impact program assessment plans or the consistency of course experience for learners.
Additional considerations
Consider practical tips for modernizing a syllabus and appealing to adult audiences, such as: using inclusive, respectful language, promoting civic awareness, streamlining content for current reading habits, focusing on the schedule, designing a layout that is accessible and engaging, etc. Additionally, research has suggested that:
- Graphical syllabi can assist retention, particularly with at-risk, first-generation learners (Mocek, 2017). Of course, if you pursue a graphical syllabus, you'll want to be certain to safeguard for accessibility so that all learners can benefit from your syllabus.
- Including learners in syllabus construction/refinement can significantly impact establishing a participatory culture, clarifying course expectations, and providing learners with a useful reference that more effectively meets their needs (Jones, 2018).
The first day of class is the best time to distribute the learner-centered syllabus and begin building rapport with learners. Giving learners a chance to introduce themselves through classroom engagement activities or sharing a little about their interests, helps instructors to foster relationships and express investment in learners’ lives and expectations of the course. However, the extent of the learner-centered syllabus does not need to end on the first day of a course; the LCS can be a useful teaching tool throughout the semester.
It can be difficult to remember the many characteristics that go into creating a learner-centered syllabus, but we have compiled resources to support your efforts, including a Learner-Centered Syllabus Checklist that will help to identify areas of opportunity within your current syllabus. Additionally, we have created a list of sample statements regarding classroom etiquette and university policies and shared a learner-centered syllabus that models many of the elements addressed in this guide.
References
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Bart, M. (2015). A learner-centered syllabus helps set the tone for learning. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/
Center for Excellence in Learning and Teaching (CELT). (n.d.). Mindful and learner-centered syllabus checklist. Retrieved from https://celt.iastate.edu/
Jones, N. N. (2018). Human-centered syllabus design: Positioning our students as expert end-users. Computers and Composition. Retrieved from https://doi.org/10.1016/j.compcom.2018.05.002
Mocek, E. A. (2017). The effects of syllabus design on information retention by at-risk first-semester college students. Syllabus Journal, 6(2). Retrieved from https://doi.org/10.1016/j.compcom.2018.05.002
Palmer, M.S., Wheeler, L.B., & Annece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change: The Magazine of Higher Learning, 48, 36-46. Retrieved from https://dx.doi.org/10.1080/00091
383.2016.1198186
Richmond, A.S. (2016). Constructing a learner-centered syllabus: One professor’s journey. IDEA Paper #60. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
Richmond, A.S. Slattery, J.M., Mitchell, N., Morgan, R.K., & Becknell, J. (2016). Can a learner-centered syllabus change students’ perceptions of student-professor rapport and master teacher behaviors? Scholarship of Teaching and Learning in Psychology, 2(3), 159-168. Retrieved from https://www.apa.org/pubs/journals/features/stl-stl0000066.pdf
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53, 159–164. doi:10.3200/CTCH.53.4.159-164.