Teaching and Learning Center

Syllabus Design PowerPoint

What is a learner focused syllabus and why does it matter? Browse the PowerPoint below for some of the basics on this topic. 

Revising Syllabus Language

An easy way to begin making your syllabus learner centered is to revise the language to be more encouraging and collaborative, and less punitive. See the examples below for ideas on how to achieve these changes.

Content-Focused Language

  • Course Policies
  • NO ELECTRONIC DEVICES OF ANY KIND ARE ALLOWED IN CLASS. EVER. FOR ANY REASON.
  • Attendance at each class is expected. It is essential that students come to class regularly if they hope to perform well in the class. Class will begin promptly at 2:00pm, so be on time.

Learner-Focused Language

  • Mutual Expectations
  • Technology is a great tool for learning; however it can also serve as a distraction. (Insert policy here). I have Whatsapp group chats, Snapchat, and Instagram messages that I want to check too, but I won’t do so while I am teaching this class and I expect the same respect from you.
  • Because learning doesn’t happen in a bubble, regular attendance to this class is essential. You’ll get the most from this course by coming to class on time, and participating throughout the semester.

For more ideas, see “Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students” by Wheeler et al. Appendices B and C contain sample syllabi that can be compared for content-focused language (B) vs. learner-focused language (C).

Visual Elements in Syllabus Design

While revising language goes a long way in creating a learning-centered syllabus, some research has suggested that visual design also plays an important role in student reception. According to Nussbaum et al., a visually designed syllabus may cause students to view the instructor as more kind, creative, and approachable before the first instructor-student interaction. Explore the samples and short articles describing experiences with visual syallabi below.

Newsletter Style Syllabus

Dr. Tona Hangen describes the process of converting a traditional syllabus into a graphically designed newsletter to students.

Creating an Infographic Syllabus

This article discusses how to create an infographic syllabus using the tool Piktochart. Canva, InDesign, and Adobe Spark are among the other tools available to create a visual syllabus.

The Graphic Syllabus: Shedding a Visual Light on Course Organization

Linda Nilson describes strategies for mapping the learning experience for students graphically.

Visual Syllabus: Course Map

A sample course map for Principles of Macroeconomics.

Further Reading
  • Fuentes, Milton A., et al. “Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion.” Teaching of Psychology, vol. 48, no. 1, Jan. 2021, pp. 69–79. DOI.org (Crossref), https://doi.org/10.1177/0098628320959979.
  • Habanek, Darlene V. “An Examination Of The Integrity Of The Syllabus.” College Teaching, vol. 53, no. 2, Apr. 2005, pp. 62–64. DOI.org (Crossref), https://doi.org/10.3200/CTCH.53.2.62-64.
  • Jones, Natasha N. “Human Centered Syllabus Design: Positioning Our Students As Expert End-Users.” Computers and Composition, vol. 49, Sept. 2018, pp. 25–35. DOI.org (Crossref), https://doi.org/10.1016/j.compcom.2018.05.002.
  • Ludy, Mary-Jon, et al. “Student Impressions of Syllabus Design: Engaging Versus Contractual Syllabus.” International Journal for the Scholarship of Teaching and Learning, vol. 10, no. 2, July 2016, https://doi.org/10.20429/ijsotl.2016.100206.
  • Matejka, Ken, and Lance B. Kurke. “Designing a Great Syllabus.” College Teaching, vol. 42, no. 3, 1994, pp. 115–17.
  • Nusbaum, Amy T., et al. “Kindness at First Sight: The Role of Syllabi in Impression Formation.” Teaching of Psychology, vol. 48, no. 2, Apr. 2021, pp. 130–43. DOI.org (Crossref), https://doi.org/10.1177/0098628320959953.
  • Overman, Amy A., et al. “What Do Students Actually Pay Attention to and Remember from a Syllabus? An Eye Tracking Study of Visually Rich and Text-Based Syllabi.” Scholarship of Teaching and Learning in Psychology, vol. 6, no. 4, Dec. 2020, pp. 285–300. DOI.org (Crossref), https://doi.org/10.1037/stl0000157.
  • Richmond, Aaron S., et al. “Project Syllabus: An Exploratory Study of Learner-Centered Syllabi.” Teaching of Psychology, vol. 46, no. 1, Jan. 2019, pp. 6–15. DOI.org (Crossref), https://doi.org/10.1177/0098628318816129.
  • Savaria, Michael, and Kristina Monteiro. “A Critical Discourse Analysis of Engineering Course Syllabi and Recommendations for Increasing Engagement among Women in STEM.” Journal of STEM Education: Innovations and Research, vol. 18, no. 1, 2017, pp. 92–97.
  • Thompson, Blair. “The Syllabus as a Communication Document: Constructing and Presenting the Syllabus.” Communication Education, vol. 56, no. 1, Jan. 2007, pp. 54–71. DOI.org (Crossref), https://doi.org/10.1080/03634520601011575.
  • Wheeler, Lindsay B., et al. “Students’ Perceptions of Course Syllabi: The Role of Syllabi in Motivating Students.” International Journal for the Scholarship of Teaching and Learning, vol. 13, no. 3, Nov. 2019. DOI.org (Crossref), https://doi.org/10.20429/ijsotl.2019.130307.
  • Yarosh, Jerrod H. “The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness.” Teaching Sociology, vol. 49, no. 2, Apr. 2021, pp. 173–83. DOI.org (Crossref), https://doi.org/10.1177/0092055X21996784.

Learner Centered Syllabus

tlc@ccny.cuny.edu