An Inclusive, Learning-Focused Syllabus

A Learning-Focused Syllabus

Palmer et al. (2016) define a learning-focused syllabus as one that includes:

Long-ranging, multifaceted learning goals;
Clear, measurable course learning objectives;
Robust and transparent assessment and activity descriptions;
Detailed course schedule or outline;
A focus on student success; and
An inviting, approachable, and motivating tone.

The authors contrast the learning-focused syllabus with the traditional, or content-focused, syllabus, which “makes clear what the ‘course will do’ and what ‘students will NOT do.’”

A learning-focused syllabus improves students' perceptions of the syllabus, the instructor, and the course itself compared with a more traditional, rules-based syllabus (Palmer et al., 2016).

An Inclusive Syllabus

An inclusive syllabus is intentionally designed to foster equity, belonging, and accessibility for all students, regardless of their background, identity, or ability. It communicates not only course expectations and policies but also the instructor’s commitment to creating a supportive and respectful learning environment with an emphasis on student success.

An inclusive syllabus incorporates:

Welcoming language that values diversity and affirms student identities;
Transparent expectations and flexible policies that support varied learning needs;
Accessible content and design; and
Resources for student support.

References

Palmer, M., Bach, D., & Streifer, A. (n.d.). Learning-focused syllabus rubric. UVA Teaching Hub. https://teaching.virginia.edu/resources/syllabus-rubric

Palmer, M. S., Bach, D. J., & Streifer, A. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Improve the Academy, 33(1). https://doi.org/10.3998/tia.17063888.0033.103

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/10.1080/00091383.2016.1198186