Defining a Syllabus

Prepared by Raizza Corpuz

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The syllabus is a small place to start bringing students and faculty members back together... If students could be persuaded that we are really interested in their understanding the materials we offer, that we support their efforts to master it, and that we take their intellectual struggles seriously, they might respond by becoming involved in our courses, by trying to live up to our expectations, and by appreciating our concern. - Rubin, Professors, Students, and the Syllabus, Chronicle of Higher Education

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ETYMOLOGY SYLLABUS and DESIGN Syllabus: Ancient Greek (sittyba, "parchment label, table of contents") of unknown origin. Medieval Latin, probably alteration (influenced by Greek sullambanein, to put together) of Latin sillybus, parchment label, from Greek sillubos.
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ETYMOLOGY SYLLABUS and DESIGN Design:

1540s, from Latin designare "mark out, devise," from de "out" + signa re "to mark," from signum "a mark sign.
1580s, from Middle French desseign "purpose, project, design," from Italian disegno, from disegnare "to mark out," from Latin designare "to mark out" (see design (v.)
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Definition According to Context of Meaning

an outline or other brief statement of the main points of a discourse, the subjects of a course of lectures, the contents of a curriculum, etc. A compendium containing the heads of a discourse, and the like; an abstract. an integrated course of academic studies a description of the contents of a course of instruction and the order in which they are to be taught.
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Characteristics of Syllabi
A syllabus is a document which consists, essentially, of a list. The syllabus generally has explicit objectives it is a public document A time schedule It consists of a comprehensive list of content items
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Explicit objectives. It is a public document. It may indicate a time schedule. Preferred methodology/approach. It may recommend materials

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 Rhodes defined it as Syllabus is a word whose etymology from the Latin means "label on a book." The contemporary meaning of the word is something to the effect of "summary outline of a course of study.

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 While Widdowson (1984,p. 26) state that the syllabus is simply a framework within which activities can be carried out: a teaching device to facilitate learning .

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 However, a syllabus can also be seen as a "summary of the content to which learners will be exposed" (Yalden.1987: 87).

White (1988:92) A complete syllabus specification will include all five aspects : structure, function, situation, topic, skills. The difference between syllabuses will lie in the priority given to each of these aspects.
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DAVID NUNAN: SYLLABUS DESIGN

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 David Nunan (1988, p.159) defined syllabus as a specification of what is to be taught in a language programme and the order in which it is to be taught. A syllabus may contain all or any of the following: phonology, grammar, functions, notions, topics, themes, tasks. syllabus is often associated with particular subjects (language, mathematics, sciences, etc. )
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 As for syllabus design there are some approaches that regard it in a narrower and broader perspective. 1. Narrow view--connected with selection and grading of content: Syllabus Design 2. Broader --is concerned with the selection of learning tasks and activities: Methodology
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 Stern (1984) defines syllabus as connected with content, structure, and organization. Yalden (1984) syllabus is connected with learners needs and aims

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 Syllabus is also connected with not only selection and grading of content but with specifying and grading learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7).

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Three major purposes by Parkes and Harris, 2002:

Syllabus as a contract Syllabus as a permanent record Syllabus as a learning tool
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Syllabus as a contractMakes clear what the rules are

Sets forth what is expected to happen during the semester Delineates the responsibilities of students and of the instructor Describes appropriate procedures and course policies Content required for a syllabus to serve as a contract Clear and accurate course calendar Grading policies: components and weights Attendance policy Late assignment policy, policies on incompletes and revisions Academic dishonesty and academic freedom policies Accommodation of disabilities policy

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Syllabus as a permanent recordServes accountability and documentation functions

Contains information useful for evaluation of instructors, courses, and programs Documents what was covered in a course, at what level, and for what kind of credit (useful in course equivalency transfer situations, accreditation procedures, and articulation) Content required for a syllabus to be useful as a permanent record
Title and semester of course, department offering the course, credit hours earned, meeting time and place Name, title, and rank of instructor(s) Pre- or co-requisites Required texts and other materials Course objectives (linked to professional standards if appropriate) Description of course content Description of assessment procedures rpc 2013

Syllabus as a learning tool Helps students become more effective learners in the course
Inform students of the instructors beliefs about teaching, learning, and the content area Focuses on students and what they need to be effective learners Places the course in context (how it fits in the curriculum, how it relates to students lives) Content required for a syllabus that serves as a learning tool for students
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 Instructors philosophy about the course content, teaching and learning Relevance and importance of the course to students Information on how to plan for the semester including self-management skills, guidance on time to spend outside of class, tips on how to do well on assessments, common misconceptions or mistakes, and specific study strategies Prerequisite courses or skills Availability of instructor(s) and teaching assistants Campus resources for assistance and offices that aid students with disabilities

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 A syllabus is often thought of as that apparently benign document instructors assemble and distribute to students at the start of the semester. Whether it is intended or not, the quality of the syllabus is a fairly reliable indicator of the quality of teaching and learning that will take place in a course (Woolcock, 2003). Therefore, it behooves instructors to make the effort to construct a high-quality syllabus. The results of that effort can benefit the instructor as well as his or her students.
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SYLLABUS According to different Scholars in the field..

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The syllabus is, thus, both a professional document and a personal document, one that reflects the instructors feelings, attitudes, and beliefs about the subject matter, teaching, learning, and students, as well as setting out the nuts and bolts of the course. When so constructed, the syllabus can serve as a guide to the instructor as much as a guide to the class (Parkes & Harris, 2002).
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A syllabus lets students know what the course is about, why the course is taught, where it is going, and what will be required for them to be successful in the course (Altman & Cashin, 2003).

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THUS,
The well-designed syllabus provides a solid beginning to the semester, sets the tone for the course, provides a conceptual framework for the course, serves as a virtual handshake between the instructor and students, and becomes a resource that is referred to over the course of the semester. It also shows students that you take teaching seriously (Davis, 1993).
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Your syllabus is a living, creative document.

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RESOURCES:
Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. McKeachie, W. J., & Svinicki, M. 2005. Teaching tips: Strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin. Altman, H. B., & Cashin, W. E. (2003, May). Writing a syllabus. Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass. Eberly, M. B., Newton, S. E., & Wiggins, R. (2001). The syllabus as a tool for student-centered learning. Journal of General Education 50 (1), 56-74. Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker. Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50 (2), 55-61. Woolcock, M. J. V. (2003, May). Constructing a syllabus. http://www.members.tripod.com/zouzou_dodgy/id10.html: Accessed: 04-24-2013 http://scottthornbury.wordpress.com/2010/06/ : Accessed: 04-24-2013 http://www.lac2000.revolta.com/library/syllabus.htm: Accessed: 04-24-2013 http://cte.illinois.edu/resources/topics/syllabus/purpose.html: accessed 04-/24/2013

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Thank you! Have a NICE day!

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