MET Practicum Project (2) 

Reorienting the Role of the Syllabus  

1.1 The Purposes of a Syllabus

According to Parkes and Harris (2002), the syllabus has traditionally served three primary roles:

• A Contract. The syllabus outlines the requirements, expectations, and responsibilities of both instructors and students, establishing a shared understanding of the course. 
• A Permanent Record. The syllabus functions as an official document that records course content and delivery for purposes such as instructor accountability, credit transfer, and institution accreditation.
• A Learning Tool. The syllabus provides students with strategies and guidance for planning and time management, supporting them in becoming more effective learners. 

Parkes and Harris (2002) further argue that the purpose of a syllabus should determine its content, as illustrated in Figure 1.1. In other words, asking why a syllabus exists should inform decisions about what it should include. This perspective has important implications for syllabus design: different design approaches emphasize different purposes and, consequently, prioritize different elements. As discussed later in this project, emerging approaches reflect distinct pedagogical priorities while reimagining the role of the syllabus in teaching and learning. 

Figure 1.1 Associated Elements by the Purpose of a Syllabus 

1.2 The Impact of Syllabus Design on Teaching and Learning

If the purpose of a syllabus extends beyond administrative documentation, its design has important implications for students’ learning experiences. Increasing evidence suggests that syllabus design influences students’ motivation, perceptions of the instructor, engagement, and even academic outcomes.

For example, Palmer et al. (2016) argue that a “syllabus can positively affect student motivation before classroom, making the possibility for meaningful engagement in the course” (p. 46). Similarly, Slattery and Carlson (2005) suggest that an effectively designed syllabus helps establish a positive classroom atmosphere and positively impact the teaching and learning process. Richmond et al. (2019) found that learner-centered syllabi improve students’ perceptions of instructor effectiveness, approachability, and instructor–student rapport. In online learning contexts, Kim and Ekachai (2020) demonstrated that different online syllabus formats influence students’ engagement and their course-taking intentions. More recently, Eslami et al. (2024) provided evidence that syllabus design can also affect students’ academic outcomes.

Collectively, these studies suggest that a syllabus is more than an administrative document. Design decisions—including content, tone, visual presentation, and format—can shape how students perceive a course, interact with their instructor, and engage in learning. These findings reinforce the importance of intentional syllabus design and provide the foundation for the present project.

1.3 Limitations of the Traditional Syllabus

Despite its potential, the traditional syllabus has often been criticized for emphasizing institutional policies and course regulations at the expense of student learning. Singham (2007) argues that the traditional syllabus has become increasingly “rule-infested, punitive, and controlling”, concluding that “it is time to declare war on the traditional course syllabus”(p. 52). Similarly, Palmer et al. (2016) suggest “syllabi should not be the authoritarian, policy-laden, contractual documents, both in principles and practice”, claiming the need for the right type of syllabus rather than just requiring it. Similarly, Palmer et al. (2016) argue that the value of a syllabus lies not in its existence alone, but in its design. They suggest that syllabi “should not be the authoritarian, policy-laden, contractual documents, both in principle and practice, but instead invitations into rich, meaningful, and supportive learning experiences.” (p. 46). These critiques suggest that conventional syllabus design often underutilizes the document’s pedagogical potential.

1.4 Repurposing the Syllabus

Building on this literature, this project explores how the syllabus can be repurposed to balance its contractual and documentary functions with more proactive pedagogical goals. Rather than viewing the syllabus solely as an administrative requirement, this project positions it as a strategic learning resource that supports communication, engagement, and student success.

To address the practical challenges instructors face—including limited time, varying levels of design expertise, and the rapid emergence of generative AI—this project investigates how accessible AI-powered tools and evidence-informed design principles can support the creation of more effective, learner-centered syllabi. In doing so, the project seeks to help instructors redesign their syllabi in ways that are both pedagogically meaningful and practically achievable, particularly in online and multi-access learning environments.

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References

Eslami, M., Denaro, K., Collins, P., Sumarsono, J. M., Dennin, M., & Sato, B. (2024). How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM. PLOS ONE, 19(4), e0301331. https://doi.org/10.1371/journal.pone.0301331

Kim, & Ekachai, D. “Gee.” (2020). Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions. College Teaching, 68(4), 176–186.

Palmer, M. S., Wheeler, L. B., & Aneece, I. (2016). Does the Document Matter? The Evolving Role of Syllabi in Higher Education. Change: The Magazine of Higher Learning, 48(4), 36–47. https://doi-org.twu.idm.oclc.org/10.1080/00091383.2016.1198186

Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50(2), 55–61. https://doi.org/10.1080/87567550209595875

Richmond, A. S., Morgan, R. K., Slattery, J. M., Mitchell, N. G., & Cooper, A. G. (2019). Project syllabus: An exploratory study of learner-centered syllabi. Teaching of Psychology, 46(1), 6–15. https://doi.org/10.1177/0098628318816129

Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53(4), 159–164. https://doi.org/10.3200/CTCH.53.4.159-164

Singham, M. (2007). Death to the syllabus. Liberal Education, 93(4), 52–56.

Virginia Commonwealth University, LEDstudio. (n.d.). What are the purposes of a syllabus? https://ledstudio.vcu.edu/learning-resources/quick-start-guides/what-are-the-purposes-of-a-syllabus/