Most likely, your syllabus will be one of the first substantial means of communication between you and your students. In addition to gaining a sense of what the course is about, why the course is taught, how it will be taught, and what will be required of them to be successful, students will also formulate an impression of you. Creating a learning-centered syllabus versus a traditional syllabus can help build connections and create a positive and engaging learning environment to support students’ academic success.

"A learner-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development." - Diamond, R.M. "Forward" in Grunert, J., The Course Syllabus (1997, p. xi.)

In this module, we will explore the characteristics and benefits of developing an effective learner-centred syllabus. (Please note that we assume that you already know what a syllabus is.)

Learning Objectives
Reflect on Your Current Practice
Read
Watch
Reflect on Your Learning
Try It Out
Go Further

Learning Objectives

By the end of this module, you will be able to:

List essential items that need to be included in a syllabus within the UBC-V context;
Explain the purposes and benefits of a learner-centered syllabus, from both the student and instructor’s perspective;
Develop strategies to create a more learner-centred syllabus

Reflect on Your Current Practice

What course components are currently included in your course syllabus? What impression might it make on your students? In what ways does it serve as a resource or tool to guide your students throughout the semester?

Read

What are the required components of a syllabus?

At UBC-V, the Senate Policy on Content and Distribution of Course Syllabi (2019) specifies that a syllabus should include, but are not limited to:

- - Course title and description
  - Name of the course instructor
  - Description of the course structure
  - Course-level learning outcomes
  - Assessment, evaluation, and grading
  - List of required learning materials
  - Course schedule

The optional course syllabus template is meant to help you meet the requirements the new policy for UBC-V syllabi mentioned above.

Why a Learner-Centred Syllabus?

The shift from “traditional” syllabus to a more learner-centered one requires careful planning and thinking. Writing a learner-centred syllabus is an iterative process, with adjustments made progressively to better address students’ needs over time. You may want to consider up front how you would like to address the students through the syllabus, with a writing style that provides a cohesive picture between you in class and the way the document is written.

Some characteristics and benefits of a learner-centred syllabus include:

- - Sets the warm and caring tone
  - Establishes connection with students
  - Acquaints students with structure of course
  - Defines students’ responsibilities for success (e.g. How to do well in this course?)
  - Includes brief but enough descriptions of assignments
  - Helps students determine their readiness for the course
  - States how course fits into the overall program, or meets certain accreditation requirements
  - Communicates technology requirements (if applicable).

These elements vary from one discipline to another, you could include some information on student behaviour with regard to labs, computer labs (e.g. food and drink not allowed), clinical placements, etc.

How to Write a Learner-Centred Syllabus?

A course syllabus is often viewed as a technical document; some may even view it as a ‘contract’ between the instructors and the students (Bart, 2015). However, an effective syllabus connects the instructor with the students, acquaints students with the structure of course, sets the tone and defines students’ responsibilities for success. Below are some points to take into consideration as you construct a learner-centred syllabus:

Focus on the needs of the students, as these relate to their learning process

- - Emphasis shifts from “What are we going to cover?” to “How can the course promote learning and intellectual development in students”?
  - Language aims to foster a more engaging learning environment.

Foster a learning community

- - Use a positive, caring tone.
  - Inform students how to communicate with the instructor (eg. office hours and methods of contact).
  - Describe the importance of active learning and encourage students to help each other.
  - Convey your enthusiasm for teaching and learning.

Facilitate the academic success of students

- - Include rationale for course objectives and assignments.
  - When possible, allow students to have choice around deadlines and/or assignments.
  - Guide students to overcome potential pitfalls.
  - Outline expectations for students and ask what they expect of you (and the teaching team)
  - Include recommendations for how to tackle certain projects or assignments.

View learning as a partnership between instructor(s) and students

- - This philosophy of teaching goes beyond the syllabus, and requires a redesign of the instructional and learning activities.

Watch

The Gwenna Moss Centre for Teaching Effectiveness at the University of Saskatchewan asked instructors to share their advice on creating a syllabus.

This video is closed captioned and is licensed under a CC BY-NC-ND 2.5 CA.

Reflect on Your Learning

Which aspects of your syllabus would you consider to change? What are some strategies that you might use to make your syllabus more learner-centred?

We invite you to discuss and share your thoughts on the module's Table Discussion.

Try It Out

Please assess your own learning by completing the following quiz. You may retake this quiz as many times as you like.

Should you like more help with the module content, please visit the "Go Further" tab or post a question on the Question Forum. Feel free to reach out to one of the consultants at the CTLT to receive feedback on your learner centred syllabus.

Go Further

Quick Reads

Designing a Course Syllabus: A Learning-Centered Approach by Brighma Young University
How to Create an Effective Syllabus by IOWA State University
A Learner-Centered Syllabus by Rochester Insitute of Technology
Best Practices for Designing a Learning-Centered Syllabus by University of West Florida

References

Bart, M (2015). A Learner-Centered Syllabus Helps Set the Tone for Learning. Teaching Professor Blog. Faculty Focus.
Diamond, R. M. (1997). "Forward" in Grunert, J., The Course Syllabus, Bolton, MA: Anker Publishing Company, Inc.

Additional Resources

Optional course syllabus template. (2019). UBC Vancouver.
Richmond, A. S. (2016). Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper# 60. IDEA Center, Inc.
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.
UBC syllabus examples: Hammond, G. (2016) FNH250. & Rawn, C. (2015) PSYC102.