The Many Purposes of Course Syllabi: Which are Essential and Useful?

Syllabi are part of a higher education institution’s structure just like the people (students and faculty), buildings, and books. However, syllabi also play a variety of valuable functions such as a communication mechanism, a planning tool for instructors, a course plan for students, a teaching tool or resource, an artifact for teacher evaluation, and evidence for accreditation. The function a syllabus serves depends on who is using it. While there are some similarities in use, overall students, faculty, administrators, and accreditation personnel all use the document for different purposes. The purpose of the study was to explore how instructors at a mid-sized Midwest four-year undergraduate private university view the purpose/function of syllabi on a scale for ‘essential’ and ‘useful’. It was found that the syllabi purposes that instructors viewed as essential and useful were: a Communication Mechanism, a Planning Tool for Instructors, a Course Plan for Students, and a Contract.

[1]  Drew C. Appleby How to Improve Your Teaching With the Course Syllabus , 1994 .

[2]  Malcom A. Lowther Preparing Course Syllabi for Improved Communication. , 1989 .

[3]  P. H. Raymark,et al.  The Syllabus Quiz , 2002 .

[4]  Lance B. Kurke,et al.  Designing a Great Syllabus , 1994 .

[5]  Wu He,et al.  A Design Framework for Syllabus Generator , 2008 .

[6]  E. Boyer Scholarship Reconsidered: Priorities of the Professoriate , 1990 .

[7]  John H. Hummel,et al.  Constructing the Course Syllabus: Faculty and Student Perceptions of Important Syllabus Components. , 1999 .

[8]  19. Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus , 2011 .

[9]  Peter E. Doolittle,et al.  The Effects of Institutional Classification and Gender on Faculty Inclusion of Syllabus Components , 2007 .

[10]  Janet F. Carlson,et al.  Preparing An Effective Syllabus: Current Best Practices , 2005 .

[11]  M. Eberly,et al.  The Syllabus as a Tool for Student-Centered Learning , 2001 .

[12]  Ralph R. Behnke,et al.  Information in Class Syllabus May Build Student Interest; User-Friendly Document Promotes Involvement , 1989 .

[13]  Linda B. Nilson The Graphic Syllabus and the Outcomes Map: Communicating Your Course , 2007 .

[14]  Peter E. Doolittle,et al.  Recommended Syllabus Components: What Do Higher Education Faculty Include in Their Syllabi?. , 2010 .

[15]  Blair Thompson The Syllabus as a Communication Document: Constructing and Presenting the Syllabus , 2007 .

[16]  Nabil Y. Razzouk,et al.  Improving Classroom Communication: The Case of the Course Syllabus , 1993 .

[17]  L. Shulman,et al.  Teaching as Community Property: Essays on Higher Education , 2004 .

[18]  Sharon Fogleman Hockensmith The Syllabus as a Teaching Tool , 1988 .

[19]  Mark F. Smith Intellectual Property and the AAUP , 2002 .

[20]  Karen M. Cardozo At the Museum of Natural Theory: The Experiential Syllabus (or, What Happens When Students Act Like Professors) , 2006 .

[21]  Cheryl Albers USING THE SYLLABUS TO DOCUMENT THE SCHOLARSHIP OF TEACHING , 2003 .

[22]  Angela H. Becker,et al.  What Introductory Psychology Students Attend to on a Course Syllabus , 1999 .

[23]  Tina N. Hohlfeld,et al.  Intellectual Property and Online Courses: Policies at Major Research Universities , 2007 .

[24]  Judith Grunert The Course Syllabus: A Learning-Centered Approach , 1997 .

[25]  Jay Parkes,et al.  What Syllabi Communicate About Assessment in College Classrooms , 2004 .

[26]  Darlene V. Habanek An Examination Of The Integrity Of The Syllabus , 2005 .