The Wizard of OT

Crafting a Student-Centered Syllabus

11-20-24

Heather Miller Kuhaneck, PhD OTR/L FAOTA

As occupational therapy educators, we frequently seek innovative methods to foster student success. One of the foundational tools in this endeavor is the syllabus. Traditionally viewed as a legal contract or roadmap for the course, the syllabus has the potential to transform into a powerful instrument for student engagement and success. Recent trends and research highlight the importance of constructing a student-centered syllabus, which can impact student motivation, engagement, and learning outcomes.

What is a student centered syllabus?

A student-centered syllabus is a course document designed to prioritize the learning needs, experiences, and success of students. Unlike traditional syllabi that often focus on rules, policies, and instructor-driven content, a student-centered syllabus fosters engagement by clearly outlining course objectives, learning outcomes, and resources in ways that are accessible and meaningful to students. It includes elements such as detailed explanations of how the course content connects to real-world applications, strategies for active participation, and a focus on flexibility and inclusivity to accommodate diverse learning styles and needs. By emphasizing collaboration and mutual respect, this type of syllabus empowers students to take ownership of their learning journey while also promoting a supportive and equitable classroom environment.

Why use one?

Research suggests that 

• syllabi written in a friendly, conversational tone positively influence students’ perceptions of the instructor and the course. 
• students may see faculty who use one as more caring, receptive, creative, and enthusiastic
• offering students options in assignments and assessments, can enhance motivation and engagement. 
• transparent teaching practices, including clear communication of assignment purposes, tasks, and criteria, significantly improve student learning and retention. 
• well-articulated learning outcomes guide students in understanding the course’s purpose and aligning their efforts with the expected goals.
• students who are aware of and utilize academic and mental health resources perform better academically. 
• syllabi with warm tone and specific messaging regarding mental health and the importance of seeking assistance when needed, may positively influence student’s intentions to seek help
• courses that evolve based on student feedback tend to be more effective and engaging.

How to create one?  What is in one?

Important elements in a student-centered syllabus include:

• Inclusive Language and Tone: A student-centered syllabus begins with inclusive language that fosters a welcoming and supportive learning environment. This means avoiding overly formal or authoritarian language and instead using a tone that conveys enthusiasm and support.
• Flexibility and Student Autonomy: Incorporating elements of flexibility and choice within the syllabus can empower students and cater to diverse learning preferences. This could include allowing students to choose from a range of project topics or providing different formats for submitting their work.
• Emphasis on Learning Outcomes: A student-centered syllabus should emphasize learning outcomes over content coverage. This approach shifts the focus from what the instructor will teach to what the students will learn and be able to do by the end of the course. 
• Integrating Active Learning Strategies: Active learning strategies should be embedded in the syllabus, indicating a commitment to interactive and participatory teaching methods. The syllabus can outline various active learning activities such as group discussions, case studies, and hands-on practice sessions.
• Support Resources and Well-being: Acknowledging the importance of student well-being and providing information about support resources is another key aspect of a student-centered syllabus. Including a section in the syllabus that lists available support services, such as tutoring centers, counseling services, and accessibility resources, demonstrates a holistic approach to student success.
• Continuous Improvement and Feedback: A student-centered syllabus should encourage continuous feedback and improvement. Incorporating opportunities for students to provide input on the course structure and content can create a more responsive and adaptive learning environment. 
• Clear and Transparent Expectations: Transparency in course expectations and grading criteria is crucial. A student-centered syllabus should outline not just what will be taught, but also why it is important and how it will be assessed, helping students understand the relevance and application of their learning.

For more information (and tips for creating one)

• https://citl.news.niu.edu/2022/08/15/creating-a-learner-centered-syllabus/ 
• https://digitallearning.ucsd.edu/_files/learner-centered-syllabus-guide.pdf 
• https://teaching.cornell.edu/teaching-resources/preparing-teach/designing-your-course/write-course-syllabus/create-student 
• https://www.cmich.edu/offices-departments/curriculum-instructional-support/design-an-effective-course/learner-centered-syllabus 
• https://learning.northeastern.edu/developing-a-learner-centered-syllabus/ 
• https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/

And for sample language see https://ctlt2013.sites.olt.ubc.ca/files/2023/08/Syllabus-Toolkit-2023.pdf

And for checklists to use with your own syllabi see

• https://ysu.edu/sites/default/files/users/atkaufman/Draft_LC%20Syllabus%20Checklist%20110620.pdf 
• https://www.csun.edu/sites/default/files/Learning-Centered%20Teaching%20Checklist%20Poster.aug17.pdf
• https://teaching.uwo.ca/pdf/curriculum/Learner-Centered-Syllabus-Checklist.pdf 

And finally, for a variety of crowdsourced syllabi in health and humanities see https://healthhumanitiessyllabi.rice.edu/s/health-humanities-syllabus-repository/page/Syllabi and https://hhive.unc.edu/2021/09/the-health-humanities-consortium-introduces-the-health-humanities-syllabus-repository/

References

Chen, J., Hughes, S., & Ranade, N. (2023). Reimagining student-centered learning: Accessible and inclusive syllabus design during and after the COVID-19 pandemic. Computers and Composition, 67, 102751.

Fuentes, M. A., Zelaya, D. G., & Madsen, J. W. (2021). Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), 69-79.

Gurung, R. A., & Galardi, N. R. (2022). Syllabus tone, more than mental health statements, influence intentions to seek help. Teaching of Psychology, 49(3), 218-223.

Harnish, R. J., & Bridges, K. R. (2011). Effect of Syllabus Tone: Students’ Perceptions of Instructor and Course. Social Psychology of Education, 14(3), 319-330.

Karanja, E., & Grant, D. M. (2020). Evaluating learner-centeredness course pedagogy in project management syllabi using a content analysis approach. Journal of Information Systems Education, 31(2), 131.

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), 159–168. https://doi.org/10.1037/stl0000066

Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students’ perceptions of teacher effectiveness. Teaching of Psychology, 37(3), 186-189.

Wagner, J. L., Smith, K. J., Johnson, C., Hilaire, M. L., & Medina, M. S. (2023). Best practices in syllabus design. American Journal of Pharmaceutical Education, 87(3), ajpe8995.

Yarosh, J. H. (2021). The syllabus reconstructed: An analysis of traditional and visual syllabi for information retention and inclusiveness. Teaching Sociology, 49(2), 173-183.

Young-Jones, A., Levesque, C., Fursa, S., & McCain, J. (2021). Autonomy-supportive language in the syllabus: Supporting students from the first day. Teaching in Higher Education, 26(4), 541-556.