Learner Centered Syllabi
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What is a Learner-Centered Syllabus?
Typically when we think of a syllabus we are picturing a teacher-centered style, which conveys
what the instructor will be doing in the course. A learner-centered syllabus focuses more on
the tools and information that the instructor will provide in order to support student learning in
the course. Let’s look at a quick example to try to differentiate the two styles:
Why is a Learner-Centered Syllabus Important for your Course?
The syllabus is the primary means of conveying course expectations, policies and procedures to
students enrolled in your course. Wilmington University’s seven week courses make it
important for instructors to be up front about what will take place during class sessions and
what needs to be done in between sessions to stay on top of things. Additionally, Wilmington
University’s students are typically adult learners, and this population tends to respond well to
the facilitation of information the learner-centered approach focuses on. Creating a learnercentered syllabus will help instructors thoughtfully craft their course, anticipate their students’
needs and concerns, and be more comprehensive in communicating important course
information so that this facilitation of knowledge can take place.
What are the main differences between teacher-centered and learner-centered approaches?
With teacher-centered instruction the focus is on the instructor and what they know. The
instructor talks, students listen, and students work alone to learn. The instructor chooses the
topics to cover and is responsible for evaluating student learning.
Learner-centered instruction focuses equally on the instructor and the student. The instructor
models what they want the students to learn. Students work together to answer each other’s
questions, choose topics, and evaluate their own learning. The instructor is seen as an
information resource available for students to use as they work to acquire a course’s learning
objectives.
Learner Centered Syllabi
The following should be considered when developing your learner-centered syllabus:
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The students
The course and its content
The instructional strategies you plan to utilize
The course timeframe
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What does the learner-centered syllabus include?
Instructor Information:
Students will benefit from knowing:
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Instructor name
Office location (if applicable)
Office hours policy, location and how to schedule
Email address and phone number, with preferred method of contact stated
Policy on timeframe for student replies (typically within 24-48 hours is ideal)
Letter to the Student
This brief note can serve as a welcome letter from the instructor to the students. This letter
helps set the tone for your interaction with students. For example, some instructors find it
helpful to include a brief anecdote on why the enjoy teaching this particular course or ways in
which some of their past students have succeed in the course. This letter, if used properly, can
be a good tool for conveying your enthusiasm for the subject to your students.
A Note on How to Use the Syllabus
A note to students explaining how they can best make use of the syllabus is valuable for
student understanding of how to succeed in your course. This section is usually a brief
statement that explains that the syllabus should serve as a framework for how the course is
structured, when things are due, and what the instructor’s expectations are regarding student’s
performance and participation in the course.
Core Course Components
The following sections tend to come directly from the generic syllabus provided by Wilmington
University:
Learner Centered Syllabi
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Purpose of the Course
Course Description
Course Objectives and Learning Goals
Required Readings and Materials
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Evaluation and Grading Procedures
This section explains how course work will be assessed and how final grades will be
determined. In drafting this section, consider the following questions:
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How many assignments, quizzes, exams, discussion board posts, projects, etc. will be assigned?
By what criteria are they graded? Include rubrics and criteria in the syllabus.
How are they weighted?
Are there any grades given for peer review?
If applicable, how are the quizzes or exams administered (in class, or online, via Bb)?
How is the final grade in the course determined?
Do the grades on all course items count, or are any graded "dropped"?
What is the grading scale for the course?
Course Policies
In this section we have to opportunity to convey criteria for different assignments, policies of
attendance, participation, late work, etc. In drafting this section, consider the following
questions:
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What is your participation policy? Excessive non-participation?
What do you expect from students, in terms of their responsibility for their own learning?
Do you accept late work? Missed assignments or exams?
What is your make-up work/exam policy?
Do you offer extra credit – and if so, under what conditions?
What is your position on incompletes and administrative withdrawals?
Do you have guidelines for students’ communication or ‘online course conduct’(Netiquette)?
Additional Learning Tools
Some courses will benefit from information on additional resources, technologies, or other
learning tools (such as SMARTHINKING, or SafeAssign). Other sources of information to
consider in this section are library course guides, recommended databases for research,
relevant external websites, or places to visit in the community that are relevant to course
events and assignments.