Syllabus Extension

According to Merriam Webster dictionary (2022), a syllabus is “a summary outline of a discourse, treatise, or course of study or of examination requirements.” However, syllabi in higher education are not just summary outline of a course. Rather, these documents often include dense information of what is acceptable and what is not acceptable – “the rules” of the course, related campus policies, and sometimes accreditation requirements (Palmer, Wheeler, & Aneece, 2016). Surprisingly, little research has been done on the syllabus, its use, and effectiveness; however, we know that a learner-center syllabus can positively impact student motivation (Palmer, Wheeler, & Aneece, 2016).

Because of shifts we have experienced over the past two years in higher education, it is an opportune time to reflect on what went well, what didn’t go well, and what we should continue to do differently. Some institutions are now facing enrollment drops – some with incoming freshmen, and others with upperclassmen (lack of retention). How does the current higher education environment relate to the single common document found in all college courses – the syllabus? How can we make adjustments to the syllabus so that we communicate better, early, and in a more equitable and humanizing way?

According to Logan et al. (2021), instructors are most likely to include course expectations (policies) in syllabi and least likely to include information that creates a positive classroom climate, unless required by the institution. However, there have been efforts to evolve our often policy-laden syllabi into more student-centered welcoming pathways to course success. One example is a recent concept referred to as the liquid syllabus. A liquid syllabus, as described by Pacansky-Brock (2014, 2017), is a course webpage made available to students before classes start with information about the course in an accessible, equitable, welcoming way to provide a means to connect students with the instructor and the course before the semester begins. Similarly, Hager (2017) calls a similar strategy “early engagement” and emphasizes that this approach to connect with students before classes start can create a more welcoming environment by taking the pressure off of the first day of class. After all, it is in those days before classes start that students feel most uncertain about their future semester and how well they can perform.

While there are campus requirements for syllabi that should not be adjusted, there are means to “extend” the traditional syllabus to a less familiar format that helps engage students early.