lost in translation
a standardize noncohesive syllabus that doesn't flow can be a detriment not only to the students but also to the instructors who has to deliver the content and losing credibility in the process.
the question is.. should we take side
LAURENT,
Good point. The students can't figure out what is required of them and where the course is going to go with a poorly developed syllabus.
Gary
Dr. Gary Meers
I also think that a badly worded sylabus speaks against the credibility of the instructor. When I craft syllabi, I make sure they are clear, concise, yet packed with all the info for the course that they are going to need to know.
I tell my students that the course syllabus is the constitution of the course - not something capriciously amended, but rather, set in about as much stone as I can muster. This, to me, give the studentts a great deal of comfort and assurance of what to expect - so students can then plan for how they intend on addressing the course.
-R
Rick,
I agree with you about the need for a clear and concise syllabus. It reflects on the instructor and sets the tone for the class. Instructors can't afford to hand out a poorly developed syllabus because the remainder of the course will be spent correcting or adding to the syllabus.
Gary
Dr. Gary Meers
I definitly agree with having a well-written syllabus. The most important factor is giving your teachers a voice in creating the syllabus so they don't feel they are being held responsible for items they can't control.
Frances,
Thank you for the point about having input from the instructor on the creating syllabus content. Some can be standard but a part of the syllabus needs to be developed by the specific instructor. This way the students will know the instructor is invested in what the syllabus says about how the course will be conducted and what the requirements are.
Gary
Dr. Gary Meers
My struggle with syllabi is always how much is to much information?? I completely agree it has to be concise & clear, but do you include the list of topics you are going to cover? If so, how in depth do you go? If you know the kind of project you are going to assign midway through term, do you post its description so those students who really like to plan ahead can begin preparing or do you withhold that information so you are not held to it,nor alarm the proscratinators. Any thoughts?
Bridgette,
I give the students a course outline covering the topics. I don't put this type of information in the syllabus because as you mention it can quickly get to be too long and not appreciated by students. The syllabus should include the course policies, requirements and grading description. Other essential information can be distributed throughout the course as needed.
Gary
Dr. Gary Meers
Rick,
I appreciate your comment about credibility of the instructor as well as "set in as much stone as I can muster." I instruct a technical lab and find that, initially, if the student is not given specific instruction as to how something is to be done that they will fritter away their time trying to reinvent the wheel. I've found that by keeping instruction concise and simple my students accomplish much in the end.
Unfortunately, describing technique in a syllibus is not, in my perview, an easy thing to do. I would love to learn how from examples from someone who has.
I'm hopeful that with this course will learn and accomplish my goal which is to develop just such an item.
Does anyone have such a document crafted?
Well, in my opinion, the syllabus is not about describing techniques, but rather, describing standards, policy, and procedure in a class.
Within a syllabus, focus on the meta-data that the student needs to be successful in the course. He should know when class is scheduled, what is going to be taught - when, what the policies are, and what the overall grading standard will be.
Technique, almost exclusively, comes from you as the instructor. If they aren't meeting the standard, it's up to you find out why and apply the appropriate teaching to bring them to that level.
I am a Program Supervisor at our college and I tell my instructional cadre to 1) "Tell Me How", 2) "Show Me How", 3) "Do It With Me", 4) "Watch Me Do It", 5) "Let Me Do It". There are different variations to this model, but the idea is that you have to be the one to teach technique by demonstrating and controlled mentoring.
In my opinion, your syllabus can not, nor should ever do this.
-R
Rick,
I agree with your assessment of the role of a well prepared syllabus. It is just as you say a document of information about course policies, standards and expectations. The techniques aspect is delivered by the instructor throughout the course as the knowledge and skill levels of the students expand.
Gary
Gary Meers, Ed.D.
Rick,
Your response is appreciated. And, it clears up a distinction that I myself have felt. A syllabus is not an appropiate document for instructional lab. Do you agree that a lab manual is a more important document for this venue.
Thanks for your comments.
I agree that a poorly written syllabus is one that can cause instructors to loose credibility. I find myself having to either modify, or when not allowed, respectfully address the issues in the first class to clarify and correct the issues.
Michelle,
You are so right about the need for a well prepared syllabus. A poorly prepared syllabus sends a message of non-professionalism to the students and makes it very tough to earn their respect.
Gary
Gary Meers, Ed.D.
