Make a good first impression
Your syllabus is the first impression you will make on your students. At Harvard’s Division of Continuing Education, our adult students often decide whether or not to enroll in a course based on the syllabus. They not only want to know what they will learn, but also want to know the class policies and get a sense of what the instructor is like.
Use your syllabus to set the tone for the course. You can come across as either authoritative and rigid or friendly and approachable.
“Syllabi can be dry, dense lists of rules and readings that students never consult, to their professors’ famous frustration. No cellphones. No extensions. No unexcused absences. To students, they can also come off as intimidating — even punitive. But none of that has to be the case.”
(Supiano, 2021 )
“In contrast, a syllabus that provides course information in a positive or friendly manner can build a sense of belonging and community. A positive syllabus tone removes unnecessary and unhelpful barriers between instructors and students, making the classroom a comfortable and safe place for discovery.”
(Harnish, et al. 2011)
Having a statement of Diversity, Equity, Inclusion and Belonging (DEIB), shows you will create a class, culture and environment in which all students feel safe, supported, and encouraged to express their thoughts, opinions, values, experiences, and perspectives.
You can use Harvard’s Office for Equity, Diversity, Inclusion, & Belonging Commitment Statement as a guide.
“Regardless of each person’s background, culture, experiences, nationality, religion, sexual orientation, gender, gender identity, gender expression, race, ethnicity, age, ability, political views, veteran status, we believe that everyone should be able to bring their whole self to campus in pursuit of our common goals.”
Emphasize that students must be respectful of each other. If your course involves having difficult conversations or has the potential to evoke strong emotional responses, say this explicitly in your syllabus.
Ways to set a positive tone
When writing your syllabus, include the following:
Friendly language
Invite your students to participate, rather than issuing commands.
Example: I’m available for Office Hours if you would like to join me in a Zoom meeting for help. I’ve set aside Tuesdays 6:00-7:30 Eastern Time, but if you can’t make it then, please email me (instructor@harvard.edu) so we can arrange for another time. Here is the link to the Canvas page where you will find the button to join Office Hours.
Rationale for assignments
Students want to know why you have chosen the readings you’ve assigned, are having them engage in activities, work in groups, etc. Letting your adult students know the reasons you are having them perform these tasks shows that you respect their intelligence.
Let them know who you are
Your adult students want to know why you’re qualified to teach this course, so let them know about your academic and professional background. Tell them about your teaching philosophy. And, let your personality shine through. Also, let them know what they can expect from you, such as when you will answer their emails or give feedback on their assignments.
Show your enthusiasm for the subject
When you’re enthusiastic about the subject, your students will see this and your enthusiasm will often be contagious.
Compassion
Let your students know you understand that life happens and it may sometimes interfere with school. This is especially true for adult learners. Having attendance policies that are too harsh and don’t allow for things like sick children, could make your students feel uncomfortable and may even force them to drop your class. Allowing some flexibility for missed classes, such as having a set number of classes students can miss is a reasonable accommodation. Also, although you and the other students don’t want to be interrupted by ringing cell phones, emergencies happen. Allowing students to have their phones on vibrate in case they have to glance at a text in the case of an emergency should be permissible.
Humor
If you are comfortable using humor, feel free to include a cartoon or meme related to the course, or use your sense of humor to get a point across.
Take it a step further with a Learner-Centered Syllabus
You may want to develop a learner-centered syllabus, which incorporates the components mentioned above, but goes even further to give your students agency in their learning and offers additional support.
Acknowledge some material is challenging and provide support
Tell your students if you know there are parts of your course that are particularly challenging and give them some hints or resources to help them succeed. Acknowledge that some students may feel anxious about their ability to learn the material, particularly if they are adults who haven’t been in school for several years.
“For example, a statement such as ‘many students come into this class with some concern about the math component; we will have many ungraded practice exercises to help you learn these skills’ can be included in order to validate potential feelings of math anxiety.
(Taylor et al., 2019)
Recommendations for staying on track
Provide guidance about how to approach assignments and how long it should take to complete them.
Shared decision making
Consider allowing your students to co-construct parts of the syllabus so they have input about policies and procedures. For example, you might allow them to give their input about timetables, deadlines, readings, or assignments.
Learner Centered Syllabus Guide
See if your syllabus aligns with this Learner-Centered Syllabus guide from UC San Diego.
https://digitallearning.ucsd.edu/_files/learner-centered-syllabus-guide.pdf
Department of Teaching and Learning Syllabus Resources
Getting your students to read your syllabus
HELIX Classroom Syllabus Sample
References and Resources
Accessible Syllabus. https://www.accessiblesyllabus.com
Bart, M. (2017, June 24). A learner-centered syllabus helps set the tone for learning. Faculty Focus | Higher Ed Teaching & Learning. Retrieved September 23, 2022, from https://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/
Cheney, M. Cruelty-Free Syllabi. Finite Eyes. (2019, February 16). Retrieved from https://finiteeyes.net/pedagogy/cruelty-free-syllabi/
Harnish, R. J., McElwee, R. O. B., Slattery, J. M., Frantz, S., Haney, M. R., Shore, C. M., & Penley, J. (2011, January 11). Creating the foundation for a warm classroom climate. Association for Psychological Science - APS. Retrieved September 22, 2022, from https://www.psychologicalscience.org/observer/creating-the-foundation-for-a-warm-classroom-climate
Supiano, B. (202AD). The Student-Centered Syllabus. The Chronicle of Higher Education. Retrieved from https://www-chronicle-com.ezp-prod1.hul.harvard.edu/article/the-student-centered-syllabus
Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J.C.R.,Bolter, N.D. &. Van Olphen, J.E. The Social Justice Syllabus Design Tool. Journal Committed to Social Change on Race and Ethnicity (JCSCORE) , 2019, Vol. 5, No. 2 (2019), pp. 133-166 URL: https://www.jstor.org/stable/10.2307/48645358