Should students have a role in developing the syllabus for a course? Yes, say 69 percent of a cohort of nursing faculty and 65 percent of a cohort of nursing students. And 92 percent of that faculty group said they did involve students in syllabus development. However, only 12 percent of the students said that they had been given a role in setting up the course syllabus.
I’m not sure how to explain the large discrepancy between what faculty are saying they do and what students are saying they experience. I wonder if maybe faculty are open to student suggestions but then they leave it up to students to take the initiative, which students rarely do.
If you want to involve students in the syllabus creation process, the best way to do that is deliberately with a concrete activity. Here are three articles that suggest specific ways students can be involved in developing aspects of the course that should appear on the syllabus.
DiClementi, J. D. and Handelsman, M. M. “Empowering Students: Class-Generated Rules.” Teaching of Psychology, 2005, 32 (1), 18-21.
—These faculty involved students in setting rules regarding things like arriving late/leaving early, cells phones (add texting to that now), and missing deadlines.
Ludy, B. T. “Setting Course Goals: Privileges and Responsibilities in a World of Ideas.” Teaching of Psychology, 2005, 32 (3), 146-149
—This instructor describes an activity whereby students and the teacher set course goals.
Woods, D. R. “Participation is More than Attendance.” Journal of Engineering Education, 1996, 85 (3), 177-81.
—In this case students set the participation policy for the course.
In my book Learner-Centered Teaching, I describe how I let students set the participation policy for the course—I was inspired by the Wood article listed above. I list participation as one of the course policies on the syllabus, but I leave the space describing the policy blank, telling the students they will create this policy for the course. Like the authors above, in my experience, students do not take advantage of the opportunity and propose some easy, inappropriate policy. Rather, they propose policies much like I used for years. But I have to tell you, when students create a policy, they own it and that does make a difference. They are more aware of the policy and more motivated to follow what they’ve proposed.
As you think about new approaches to try next fall, getting students involved in syllabus development just might be worth considering. If you have, be welcome to share your experience in a comment that responds to this blog.
Reference: Davis, S. and Schrader, V. (2009). Comparison of syllabi expectations between faculty and students in a baccalaureate nursing program. Journal of Nursing Education, 48 (3), 125-131.