a syllabus experiment

The fall semester begins next week and I am putting the finishing touches on the syllabi for my classes. One thing that always bothers me about college syllabi is how long they are and how much disparate information they include. The longer I teach, the more I realize what needs to be added to the syllabus, and also that the majority of my students only ever use the course schedule. I keep wondering:

How can I make the syllabus easier to navigate so that students will use it more often?

Part of the problem is that the syllabus is pages and pages of text. One solution I read about was to translate the syllabus into an infographic. The downside to that solution is that it can’t present all of the information that the university or program requires that we include in our syllabus. I’m also aware that what I might think is the most important information might not be what the students think is the mot important information. (perhaps I could ask students to make infographics for the syllabus as one of their assignments!).

Instead, I decided to add a table of contents to my syllabus this year:

FA17 Eng1013-24 Syllabus TOC

By including an easy way to look up specific parts of the syllabus, I hope that students will be more likely to refer to the syllabus when they have questions about revision memos, attendance and late work policies, submission guidelines, and other frequently asked questions that are already addressed in the syllabus. Now instead of responding to questions with, “It’s in the syllabus,” I can ask in return: “What page is that in the syllabus?” and the student will be able to answer.

A table of contents is fairly easy to make in Microsoft Word. Just Google for a table of contents tutorial for your version of Microsoft Office, or whichever other word processor you might you, and try it out.


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