{"id":1213,"date":"2026-07-15T14:24:30","date_gmt":"2026-07-15T21:24:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/rankang\/?p=1213"},"modified":"2026-07-23T12:22:08","modified_gmt":"2026-07-23T19:22:08","slug":"met-practicum-project-2","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/rankang\/met-practicum-project-2\/","title":{"rendered":"Reorienting the Role of the Syllabus\u00a0\u00a0"},"content":{"rendered":"\n<div class=\"wp-block-cover alignfull has-parallax\" style=\"min-height:100vh;aspect-ratio:unset;\"><div class=\"wp-block-cover__image-background has-parallax\" style=\"background-position:50% 50%;background-image:url(https:\/\/s.w.org\/images\/core\/5.8\/art-01.jpg)\"><\/div><span aria-hidden=\"true\" class=\"wp-block-cover__background has-background-dim-40 has-background-dim\" style=\"background-color:#000000\"><\/span><div class=\"wp-block-cover__inner-container is-layout-flow wp-block-cover-is-layout-flow\">\n<h2 class=\"wp-block-heading alignwide has-white-color has-text-color\" style=\"font-size:clamp(27.894px, 1.743rem + ((1vw - 3.2px) * 2.285), 48px);line-height:1.2\">Reimagining the Course Syllabus<\/h2>\n\n\n\n<div class=\"wp-block-columns alignwide is-layout-flex wp-container-core-columns-is-layout-3a88641f wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:60%\">\n<p class=\"has-text-color wp-block-paragraph\" style=\"color:#ffffff\"><em>Developing an AI-Powered Toolkit for Visual Syllabus Design&nbsp;<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-outline is-style-outline--1\"><a class=\"wp-block-button__link has-text-color has-background wp-element-button\" href=\"https:\/\/blogs.ubc.ca\/rankang\/met-practicum-project\/\" style=\"color:#ffffff;background-color:#000000\">Project Overview<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n<\/div><\/div>\n\n\n\n<div style=\"height:50px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading alignwide\"><strong>Reorienting the Role of the Syllabus\u00a0\u00a0<\/strong><\/h2>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>1.1 The Purposes of a Syllabus<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">According to Parkes and Harris (2002), the syllabus has traditionally served three primary roles:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>A Contract.<\/strong> The syllabus outlines the requirements, expectations, and responsibilities of both instructors and students, establishing a shared understanding of the course.&nbsp;<\/li>\n\n\n\n<li><strong>A Permanent Record.<\/strong> The syllabus functions as an official document that records course content and delivery for purposes such as instructor accountability, credit transfer, and institution accreditation.<\/li>\n\n\n\n<li><strong>A Learning Tool.<\/strong> The syllabus provides students with strategies and guidance for planning and time management, supporting them in becoming more effective learners.&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Parkes and Harris (2002) further argue that the <em>purpose<\/em> of a syllabus should determine its <em>content<\/em>, as illustrated in Figure 1.1. In other words, asking <em>why<\/em> a syllabus exists should inform decisions about <em>what<\/em> 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.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Figure 1.1<\/strong> <em>Associated Elements by the Purpose of a Syllabus&nbsp;<\/em><\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"576\" src=\"https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1-1024x576.png\" alt=\"\" class=\"wp-image-1215\" style=\"aspect-ratio:1.7777777777777777;width:624px;height:auto\" srcset=\"https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1-1024x576.png 1024w, https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1-300x169.png 300w, https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1-768x432.png 768w, https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1-1536x864.png 1536w, https:\/\/blogs.ubc.ca\/rankang\/files\/2026\/07\/image-1.png 1920w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"wp-element-caption\">Created by Ran Kang. Licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA 4.0<\/a>.<\/figcaption><\/figure>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>1.2 The Impact of Syllabus Design on Teaching and Learning<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">If the purpose of a syllabus extends beyond administrative documentation, its design has important implications for students&#8217; learning experiences. Increasing evidence suggests that syllabus design influences students&#8217; motivation, perceptions of the instructor, engagement, and even academic outcomes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For example, Palmer et al. (2016) argue that a \u201csyllabus can positively affect student motivation before classroom, making the possibility for meaningful engagement in the course\u201d (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&#8217; perceptions of instructor effectiveness, approachability, and instructor\u2013student rapport. In online learning contexts, Kim and Ekachai (2020) demonstrated that different online syllabus formats influence students&#8217; engagement and their course-taking intentions. More recently, Eslami et al. (2024) provided evidence that syllabus design can also affect students&#8217; academic outcomes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Collectively, these studies suggest that a syllabus is more than an administrative document. Design decisions\u2014including content, tone, visual presentation, and format\u2014can 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.<\/p>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>1.3 Limitations of the Traditional Syllabus<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">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 \u201crule-infested, punitive, and controlling\u201d, concluding that \u201cit is time to declare war on the traditional course syllabus\u201d(p. 52). Similarly, Palmer et al. (2016) suggest \u201csyllabi should not be the authoritarian, policy-laden, contractual documents, both in principles and practice\u201d, 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 &#8220;should not be the authoritarian, policy-laden, contractual documents, both in principle and practice, but instead invitations into rich, meaningful, and supportive learning experiences.&#8221; (p. 46). These critiques suggest that conventional syllabus design often underutilizes the document&#8217;s pedagogical potential.<\/p>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>1.4 Repurposing the Syllabus<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To address the practical challenges instructors face\u2014including limited time, varying levels of design expertise, and the rapid emergence of generative AI\u2014this 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.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/blogs.ubc.ca\/rankang\/practicum-proposal\/\">Review Project Proposal<\/a><\/div>\n\n\n\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\">Move to Next<\/a><\/div>\n<\/div>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div style=\"height:43px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>References <\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Eslami, M., Denaro, K., Collins, P., Sumarsono, J. M., Dennin, M., &amp; Sato, B. (2024). How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM. <em>PLOS ONE<\/em>, 19(4), e0301331. <a href=\"https:\/\/doi.org\/10.1371\/journal.pone.0301331\">https:\/\/doi.org\/10.1371\/journal.pone.0301331<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kim, &amp; Ekachai, D. \u201cGee.\u201d (2020). Exploring the Effects of Different Online Syllabus Formats on Student Engagement and Course-Taking Intentions. College Teaching, 68(4), 176\u2013186.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Palmer, M. S., Wheeler, L. B., &amp; Aneece, I. (2016). Does the Document Matter? The Evolving Role of Syllabi in Higher Education. <em>Change: The Magazine of Higher Learning<\/em>, <em>48<\/em>(4), 36\u201347. https:\/\/doi-org.twu.idm.oclc.org\/10.1080\/00091383.2016.1198186<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Parkes, J., &amp; Harris, M. B. (2002). <em>The purposes of a syllabus<\/em>. <em>College Teaching, 50<\/em>(2), 55\u201361. <a href=\"https:\/\/doi.org\/10.1080\/87567550209595875\">https:\/\/doi.org\/10.1080\/87567550209595875<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Richmond, A. S., Morgan, R. K., Slattery, J. M., Mitchell, N. G., &amp; Cooper, A. G. (2019). <em>Project syllabus: An exploratory study of learner-centered syllabi<\/em>. <em>Teaching of Psychology, 46<\/em>(1), 6\u201315. <a href=\"https:\/\/doi.org\/10.1177\/0098628318816129\">https:\/\/doi.org\/10.1177\/0098628318816129<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Slattery, J. M., &amp; Carlson, J. F. (2005). <em>Preparing an effective syllabus: Current best practices<\/em>. <em>College Teaching, 53<\/em>(4), 159\u2013164. https:\/\/doi.org\/10.3200\/CTCH.53.4.159-164<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Singham, M. (2007). Death to the syllabus. <em>Liberal Education<\/em>, 93(4), 52\u201356.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Virginia Commonwealth University, LEDstudio. (n.d.). <em>What are the purposes of a syllabus?<\/em> <a href=\"https:\/\/ledstudio.vcu.edu\/learning-resources\/quick-start-guides\/what-are-the-purposes-of-a-syllabus\/\">https:\/\/ledstudio.vcu.edu\/learning-resources\/quick-start-guides\/what-are-the-purposes-of-a-syllabus\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Reorienting the Role of the Syllabus\u00a0\u00a0 1.1 The Purposes of a Syllabus According to Parkes and Harris (2002), the syllabus has traditionally served three primary roles: 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 [&hellip;]<\/p>\n","protected":false},"author":101268,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[26],"class_list":["post-1213","post","type-post","status-publish","format-standard","hentry","category-blog-posts","tag-etec-581"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/1213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/users\/101268"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/comments?post=1213"}],"version-history":[{"count":9,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/1213\/revisions"}],"predecessor-version":[{"id":1315,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/posts\/1213\/revisions\/1315"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/media?parent=1213"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/categories?post=1213"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/rankang\/wp-json\/wp\/v2\/tags?post=1213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}