Learner-Centered Syllabus Design
The course syllabus is one of the most important teaching documents in our course as it sets the tone for the educational experiences that the instructor and students will embark on together. For this reason, we would like to share with you resources on syllabus design that focus on a learner-centered course syllabus. Ultimately, these resources may also positively influence the teaching and learning practices we implement in our day-to-day activities in the classroom.
In this section, please find the following resources on designing a learner-centered course syllabus.
•The Syllabus: A Tool that Shapes Students’ Academic Experiences
One resource you can incorporate in your syllabus is a "Syllabus Snapshot." A Syllabus Snapshot is a visually appealing and quick course overview. Often, a Syllabus Snapshot highlights the most common questions students may have about the course, such as an instructor welcoming introduction and contact information, purpose and relevance of the course, feedback and assessment on learning, available resources for learning and growth, and expectations for course modality among others. Most importantly, the tone and language choices in this piece, as in the entire syllabus, are warm, welcoming, encouraging, and supportive in nature as we emphasize the importance of student-instructor collaboration and partnership to ensure success in the course and beyond. Please review the following Syllabus Snapshot examples from our colleagues.
Dr. Tulay Atesin, Associate Professor, Chemistry
Dra. Alyssa G. Cavazos, Associate Professor, Writing and Language Studies
Ms. Denae Dibrell, Lecturer, II Writing and Language Studies
Ms. Erica Giles, Lecturer II, University College
To learn more about creating a Syllabus Snapshot visit this page.
Resources to create a Syllabus Snapshot
Suggested Approaches on AI Technologies: Generative AI technologies are growing and evolving rapidly, and as educators, we have an opportunity to explore the benefits, challenges, and ethical decisions that encourage us all to reimagine our assignments and assessment practices and think deeply about what we value in our students’ developing processes for writing, meaning-making, problem-solving, and critical thinking. Relevant to how students contribute to and make knowledge, please consider how you want to approach generative AI technologies in your courses. To learn more about AI technology, please visit this page on the Center for Online Learning and Teaching Technology website. Additionally, you may consider the suggested approaches and examples recommended on this page from the Center for Teaching Excellence. Please modify as you see fit and align to your teaching values, beliefs, and course learning objectives. These potential approaches are only an example and optional in case you would like to include in your syllabus.
Statement 1: Use of Generative AI as Exploratory Potential
At this point, you may not yet be familiar with the full functions and possibilities of the technology. You can specify how you choose to use this as an opportunity to openly engage with generative AI alongside your students to explore course learning objectives and assessments. Consider the following language:
“While I have limited experience with generative AI technologies, I intend to embed the use of them in my course as I am interested in exploring the benefits, challenges, and ethical decisions the technology offers in an educational context for both the instructor and student. By openly engaging generative AI alongside you, we can engage in deeper critical thinking and reflection on the aims of assignment design and assessments as well as what we value in instructional practices and student learning. We will use AI tools for specific activities and assignments as aligned to course learning objectives. Join me on this exploratory journey and share your feedback!”
Statement 2: Permitted Use of Generative AI, as Specified by the Instructor
You can specify how you will permit the use of the AI technology as you acknowledge its potential benefits and applications when used responsibly and ethically in your course and/or discipline as aligned to course learning objectives. Consider the following language:
“I strongly support the principles of academic integrity and the ethical pursuit of knowledge. Generative AI chatbots offer valuable benefits if approached responsibly and ethically. We will use AI tools throughout the semester for specific activities and assignments as aligned to the learning objectives associated with the course and your learning goals. For more detailed information, please consult the appropriate sections of this syllabus or individual assignments that reference targeted AI use. If you have questions about how your use of generative AI technologies align with our course and assignment objectives, please contact me so that we may explore together.”
Statement 3: No Use of Generative AI Usage
You can specify the reasons why you choose not to use AI technology in your course by including reasons related to your teaching values and beliefs as well as the learning objective of the course. Consider the following language:
“I firmly uphold the principles of academic integrity and the ethical pursuit of knowledge. Developing strong competencies in the skills associated with this course, from student-based brainstorming to project development, will prepare you for success in your academic and professional journey. The use of generative AI in any form is strictly prohibited in this course. Students are not permitted to employ generative AI tools, algorithms, or models to create any content, including but not limited to essays, creative works, code, or solutions for assignments or exams. Using chatbots in this manner will incur the same penalties as plagiarism (please visit this UTRGV page on Academic Dishonesty for more information). Your understanding of and compliance with this policy are appreciated, and if you have any questions or concerns, please get in touch with me so that we may explore them together.”
For additional examples:
Statement on Artificial Intelligence (AI) Tools in Art & Design Courses (College of Fine Arts, UT-Austin), Generative AI Syllabus Statement Considerations (Texas A&M University), Using Generative AI in Coursework (Faculty of Computing and Data Science, Boston University), Instructional Innovation Resources (McCombs School of Business, UT-Austin)
The following are recorded CTE Teaching Conversations and presentations that explore designing inclusive course syllabi:
•Teaching a Good First Day of Class: Exploring Learner-Centered and Inclusive Syllabi Design
•Rocking the Syllabus: Innovative Ways to Make Your Syllabus Student Centered and Engaging