Running head: SYLLABUS REFLECTION

Syllabus Reflection: Introduction to Human Services

Katerina P. Reilly
Loyola University Chicago

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The word syllabus had a classroom connotation for me. Before reading about significant
and rich learning experiences, I would have only considered syllabi for course work (Fink,
2013). Now, I understand how creating learning outcomes and assessment is important in the
classroom, in programs, and out of higher education. The use of integrated course design to
align the objectives, assessments, and activities for students is a practice I will take into my
professional life. With this in mind, this Human Services syllabus is designed so students can
learn meaningfully about the world and the ways they aid in creating a better tomorrow.
Syllabus Narrative
In forming my syllabus, I used every opportunity I could to be intentional. For example,
even in the logistics section of the syllabus, I tried to use an ethic of care to reiterate to students
that this course is meant to enhance their lives, not burden them (Fink, 2013). For the first
homework assignment, I ask the students to write what they are most nervous and most excited
about for the course (Nilson, 2010). Also, creating a concrete set of ground rules for the class so
we can hold each other accountable and reference them throughout the rest of the year. This is a
practice I hope they use in other classes and experiences in the future. I learned this step in my
course in graduate school, and for the humanities and service professions, I find it crucial to the
classroom milieu. It not only provides respect and care within the classroom, but also taking
turns and listening fully to peers (Fink, 2013). With the intentionality and care I took with even
the smallest details, I hope the students know that I am committed to their learning and will set
the stage for the classroom.
Welcome
I believe a lengthy, formal syllabus is very intimidating and can lead to students shutting
down. This is why I wanted to change the format to make it appear more approachable and write

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a personal welcome to the students, specific for our class. I use the terms co-learning and our
class because it truly is a unique learning environment with each group of students. As the
students use this as a reference map for the rest of the semester, I wanted it to have a positive
connotation for them (Nilson, 2010).
Learning Outcomes
The learning outcomes are broad at times yet also specific. For example, one learning
outcome states that students will be aware of the issues related to the topics discussed in class.
Each week when we will cover a different topic, and for two days we will be diving deeply into
the stereotypes, prejudices, hardships faced by that group, as well as the incredible stories and
hope of a better future through this lens. After the class is over, if someone makes a judgment or
assumption about something we talked about in class, the students will be able to articulate a
refute in a clear and respectful way.
Using Finks (2013) taxonomy for learning as well as some added themes from me, I
placed an Accomplished section within the course chart. These relate to the learning outcomes
because I truly think these two pieces will help the students see the bigger picture. In my own
experience, I would have a hard time articulating what I learned in class to others or after I
finished the course. To create the lasting learning, I hope these two elements will serve that
purpose (Fink, 2013).
Assignments
Educative assessment was the scaffold to the assignments (Fink, 2013). Besides the
midterm exam, each assignment is active learning, forward-looking assessment, and selfassessment. The hope for this class, in alignment with the learning goals, was to have the
students remember their learning and experiences while in the class. In the beginning of each

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class, I will have a Prezi with chapter highlights and main points. Then we will talk about what
was significant or interesting to the students. I will do these highlights because when it comes
time for the midterm exam, they are not trying to cram eight chapters of reading into one night!
The final projects are cumulative, integrative, and application focused, so they will take
much time and thought (Fink, 2013). The homework slows down a lot at the end of the semester,
and we will talk about ideas and forming the projects in class. The learning portfolio is meant to
highlight the growth the student has experienced over the semester (Fink, 2013)! The final
reflection is integrating what they learned into their future (Fink, 2013). This is meant to be
forward-looking assessment, so when they leave the course, they will have goals and ideas to
accomplish (Fink, 2013).
The extra credit assignments are exciting because they will help assess the course
halfway through the year as well as at the end of the semester. The mid-semester review is for
the students in the class. If they feel uncomfortable coming to chat with me, this is a great and
anonymous way to provide feedback for me and the course. At the end of the semester, I will be
able to critically improve the course based on the evaluation for future students! This is
wonderful for me, and for the students, a little extra credit does not hurt! Within our class
discussions, we have mentioned satisfaction surveys versus learning evaluations for professors.
These questions will be of my own design, be effective and well-researched, and be learningcentered (Fink, 2013).
Activities
Every day in class, there is a different activity outlined within the syllabus. These
activities range from large class discussions, small groups, stations, quiet reflective writing, to
lectures and class visitors. There is also a section in the syllabus under the accommodations

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piece which mentions that if there is something that is inaccessible, such as a project or activity,
to please come see me. This way, I can modify the activity for this semester and reflect on
improving it for semesters to come. I am excited to learn about the needs of my future students
and how they can help me better serve!
During class time, I put a section in the syllabus about laptops. I am someone who needs
to constantly write what other people are saying, because I love learning and hearing others
views. However, some students are distracted and use laptops for additional purposes. This is
very upsetting to me, as classroom time is precious. I think the need to be accommodating is
crucial, but also I ask students to take this responsibility of their learning and attention seriously.
Check-Ins
Throughout the semester on the syllabus there are three check-ins asking the class how
we are doing. The point of this is to make the students feel as though they are in charge of their
learning. Also, if the students are overwhelmed or needed more clarification on a topic, we can
take time to explain or go further into the subject. Also, I want the classroom to be a co-learning
and democratic environment, so I felt check-ins would bring us to that goal.
Homework
At the end of the semester, I ended giving formal homework and told the students that
this is the time to work on the final projects. As a beginning professor and in this introductory
course, foundational knowledge is a big part of the new ways of thinking and learning for
students (Fink, 2013). This means that reading is essential. In the times that there is no
homework, I give the students the opportunity to catch up on any reading. This allows them to
first be introduced to the topics in the privacy and comfort of their own space, and we will be
able to have meaningful and effective conversations based on the chapters. While in the class, I

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will emphasize this point and highlight my office hours for students to come chat with me about
their ideas and questions. I know this course will be enlightening but also challenging when it
comes to ways of thinking, so I will keep the door open for students who need to chat. To keep
things interesting and exciting, I put a special and secretive visitor on the syllabus for the end of
the course. (It will be service puppies in training and a presentation on service and assistance
animals!) This is the time when I have noticed less and less attend class, from exhaustion or
burning out, so working to keep the students engaged until the last class is very important!
Finally, to make sure I had everything I needed, I used Nilsons (2010) chapter on a
comprehensive syllabus to cross reference everything I wished to include in my syllabus. A fun
activity which I added at the end was an assignment to bring worries and hopes for the class to
the second class. I look forward to collecting the short answers and see how these initial
interpretations can help me guide and lift up my class for the semester as well as better edit the
syllabus for semesters to come.
Critical Reflection
Creating a syllabus of a discipline that changed my life from scratch was not only
incredibly meaningful, but also a huge boost in my self-efficacy. Human Services is a way of
life for me, and I feel passionate about being part of this discipline for the rest of my life. So for
this opportunity, I have a grateful and humble heart! Before I took this class, I was considering
not continuing with the program anymore. I felt like an outsider, like someone who did not fit in.
This class is a major part of the reason I decided to stick it out and complete my masters in
Higher Education. Designing curriculum is not only significant for my dreams of being a
professor, but also for my entire life in creating or revamping programs in any work I decide to
go into.

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The hardest part of creating this syllabus for me was doing the course justice. I
remember how transformative this class was for me and so many other Human Services majors,
and I struggled to create a syllabus which would have that kind of an impact on future students.
It is a lot of self-imposed pressure, but I consider this career a vocation for me. It is also
intertwined with my identity as an Orthodox Christian. Having a meaningful life for me will
help me serve my students and hopefully inspire them to follow their hearts calling.
The learning goals and activities were also very challenging for me. Keeping them broad
while meaningful was a great practice for me. Accessibility was essential to me in creating the
activities, so when we do stations, I am going to create a system where not a lot of movement is
required. Also, I was concerned about those who are internal processors. This is why I included
the fifteen minute silent reflection as a homework assignment and create time within class to
quietly reflect or write to process the activity or speaker. There is a section within the syllabus
which asks to come speak with me if a student does not feel comfortable speaking in class. With
the social justice facilitation at the end of the semester and the large group dialogue after the
documentary, I dont want to make a student feel on the spot of out of place for talking, so I want
to emphasize the different ways of processing.
This syllabus will be the outline of so many things for me in the future. Whether I am
creating events for accessibility, programs for case management, or upper level Human Services
courses, I will be able to reference this syllabus. Now truly understanding Finks (2013)
integrated course design, I will be able to create fulfilling and effective learning as well as share
my knowledge with other professors and colleagues.

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References

Fink, L.D. (2013). Creating significant learning experiences: An integrated approach to

developing college courses. San Francisco: Jossey-Bass.
Nilson, L. B. (2010). Outcomes centered course design. Teaching at Its Best: A Research-Based
Resource for College Instructors, (pp. 17-34). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2010). The complete syllabus. Teaching at Its Best: A Research-Based Resource
for College Instructors, (pp. 33-41). San Francisco, CA: Jossey-Bass.