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How Students Use the Course Syllabus Sharon Calhoon Indiana ...

How Students Use the Course Syllabus Sharon Calhoon Indiana ...

How Students Use the Course Syllabus Sharon Calhoon Indiana

International Journal for the Scholarship of Teaching and Learning http://www.georgiasouthern.edu/ijsotl Vol. 2, No. 1 (January 2008) ISSN 1931-4744 © Georgia Southern University How Students Use the Course Syllabus Sharon Calhoon Indiana University Kokomo Kokomo, Indiana, USA scalhoon@iuk.edu Angela Becker Indiana University Kokomo Kokomo, Indiana, USA abecker@iuk.edu Abstract Current literature says little about how students use a course syllabus. We surveyed students regarding how frequently they consulted their General Psychology syllabus and other syllabi, what they looked for, and where they kept them. All 112 students responding prior to midterm and 91 of the 93 students responding six weeks later reported they still had their syllabus. Almost half of the students in the first administration looked at their syllabus less than two hours before class. Six weeks later, nearly half of the students looked at the syllabus the day prior. Students looked most frequently at whether there was a quiz scheduled that day, the topic of the day’s class, what they should read for class, and what homework was assigned. Results contradict faculty lore that students lose or do not look at their syllabi, though students may not use the syllabus in ways faculty might expect. Keywords: Syllabus, Student Use; Student Time Management Introduction Over the past 15 years, there has emerged a corpus of articles regarding the course syllabus (sometimes called a “course handbook” or “course guide” in countries outside North America). Many of these articles describe best practices in syllabus development and emphasize the functions of a good syllabus. Most regard the syllabus as a contract between instructor and students (see Habanek, 2005; Lyons, Kysilka, & Pawlas, 1999; Matejka & Kurke, 1994; Parkes & Harris, 2002; Slattery & Carlson, 2005). Many provide long lists of content that should be included in the syllabus (Altman & Cashin, 1992; Appleby, 1994; Grunert, 1997; Matejka & Kurke, 1994; Slattery & Carlson, 2005). Although most older best practices emphasized the contract aspect, more recent work focuses on making syllabi student-centered by providing information that might increase student success. In addition to their function as contracts, syllabi are viewed as devices to communicate with students and provide them with organizational structures and learning tools. Properly written, the syllabus can communicate learning outcomes, how assignments will help students achieve those outcomes, and the responsibilities of both instructor and student in that process (Habanek, 2005). In a similar manner, Bain (2004) indicates that the most successful college teachers create what he refers to as “promising syllabi.” Such a syllabus makes a promise to students of what they will learn, invites them to actively 1

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