The first day of classes is often skipped because professors only go over the syllabus. The fact that students don’t realize a syllabus’s importance correlates with the fact that syllabi are often skipped over until an instructor asks a student to refer to it. There has been a lot of buzz on how we can get students to actually read the syllabus and view it as a meaningful resource. My solution is to reinvent it because if we’re honest, its format hasn’t changed this century. I believe that a syllabus should be more visually stimulating and creative. It should be more like a conversation, explaining to my students what is expected of them and what to expect from me.
Below you will find two examples of syllabi I’ve created: one for an advanced level ESL listening/speaking course and the second for an ESL bridge course designed for students conditionally admitted into an academic program at the undergraduate level..
N.d. Inside Higher Ed. Web. 12 May 2015. <https://www.insidehighered.com/news/2013/10/18/t-shirt-many-professors-would-enjoy-wearing>.
I created this syllabus for the second 7-week session of an Advanced I level listening and speaking course in Fall 2016. [scribd id=335093527 key=key-LOfistwUVnIwAMk77xjP mode=scroll]
I created this syllabus for our Monarch English Transition (MET) Program. The course is titled “Undergraduate Reading and Speaking.” Students enrolled in this course are international undergraduate students who are conditionally admitted into an academic program. [scribd id=337182739 key=key-2Fauc4B163BeeXBvDPfC mode=scroll]